B2 Speaking task EOI proba certificativa
Click HERE (video - Environment, vocabulary and ideas)
Click HERE ( A plastic ocean)
Click HERE (BBC - six minute English - How can I help the environment?)
Click HERE (Cloze test - Plastics and the environment)
PRESENT PERFECT OR PAST SIMPLE?
CLEFT SENTENCES
READING COMPREHENSION TEXTS (AI)
Transcript - video above HERE
READING - ROBOTS, FRIEND OR FOE - HERE
OPINION ESSAY: Do you see robots as friends or foes?
TEXT 1 - CLICK HERE
After reading the text, choose the correct answer:
Question 1: What is the primary concern of the authors suing OpenAI in the text?
A) Unauthorized use of their works by AI programs.
B) Mass-scale theft of their intellectual property.
C) The impact of AI on creative industries.
D) The misuse of copyright claims.
Question 2: Which organization organized the lawsuit against OpenAI?
A) The Authors Guild.
B) Amazon.com.
C) The federal court in New York.
D) The CEO of OpenAI.
Question 3: What is the lawsuit’s main argument regarding ChatGPT and AI-generated content?
A) It claims that ChatGPT is a non-profit program.
B) It argues that AI-generated content is not protected by copyright.
C) It alleges that ChatGPT relies on mass-scale theft of copyrighted works.
D) It states that ChatGPT does not generate detailed outlines.
Question 4: How has Amazon.com responded to concerns about AI-generated content in e-books?
A) By limiting the number of books authors can self-publish.
B) By banning the use of AI-generated material.
C) By allowing unlimited self-publishing of AI-generated books.
D) By providing free AI tools to authors.
Question 5: Which author’s work was mentioned as having an AI-generated prequel outline in the text?
A) John Grisham.
B) Jodi Picoult.
C) George RR Martin.
D) David Baldacci.
TEXT 2 - CLICK HERE
After reading the text, choose the correct answer:
Question 1: According to the research mentioned in the text, what percentage of UK firms reported that technology adoption had led to the creation of new job roles?
A) 47% B) 69% C) 78% D) 83%
Question 2: What is the main concern raised in the text regarding the rapid spread of automation in the labor market?
A) Job losses due to technology adoption.
B) Exacerbation of regional inequalities.
C) Decline in the quality of new jobs.
D) Lack of readiness for technology infrastructure.
Question 3: What does the report suggest about the impact of technology on job quality?
A) Most businesses reported a significant decline in job quality.
B) Nearly all businesses reported a substantial improvement in job quality.
C) The majority of businesses reported some improvement in job quality.
D) The report doesn’t mention anything about job quality.
Question 4: According to the text, what factor plays a significant role in determining whether the adoption of technology has a positive or negative impact on workers?
A) The size of the company.
B) The willingness to invest in automation.
C) Regional innovation readiness and worker education levels.
D) The level of government subsidies for technology adoption.
Question 5: What does the report recommend for firms and policymakers to mitigate the negative outcomes of technology adoption?
A) Replacing workers with automation.
B) Focusing on human resource practices that invest in workers.
C) Reducing investment in technology infrastructure.
D) Eliminating all manual tasks.
TEXT 3 - CLICK HERE
After reading the text, choose the correct answer:
Question 1: What was the main goal of the open letter organized by Max Tegmark and the Future of Life Institute?
A) To secure a six-month pause in developing all AI systems.
B) To urge tech companies to compete vigorously in developing AI.
C) To emphasize the importance of creating AI systems more powerful than GPT-4.
D) To call for a temporary halt in developing the most ambitious AI systems.
Question 2: Why does Max Tegmark believe tech companies did not halt their work on AI despite supporting the open letter’s idea of a pause?
A) They are not interested in developing powerful AI systems.
B) They were concerned about competition and felt they couldn’t pause alone.
C) They believed AI development should continue at an accelerated pace.
D) They were not aware of the open letter.
Question 3: What did the open letter warn about regarding the development of AI systems?
A) The need for faster development to stay competitive.
B) The potential loss of control over AI.
C) The risks posed by pandemics and nuclear war.
D) The importance of prioritizing open-source AI models.
Question 4: According to the text, what has been the impact of the open letter on discussions about AI?
A) It led to a decline in discussions about AI safety.
B) It made expressing concerns about AI more socially acceptable.
C) It discouraged politicians from asking questions about AI.
D) It resulted in immediate government intervention.
Question 5: What does Max Tegmark believe should happen before the development of more powerful AI models resumes?
A) The development of open-source AI models.
B) The release of Llama 2 by Meta.
C) A unified global response to AI risks.
D) Agreed-upon safety standards must be met.
KEY FIRST TEXT:
1- A) Unauthorized use of their works by AI programs.
2- A) The Authors Guild.
3- C) It alleges that ChatGPT relies on mass-scale theft of copyrighted works.
4- A) By limiting the number of books authors can self-publish.
5- C) George RR Martin.
KEY SECOND TEXT:
1- C) 78%
2- B) Exacerbation of regional inequalities.
3- C) The majority of businesses reported some improvement in job quality.
4- C) Regional innovation readiness and worker education levels.
5- B) Focusing on human resource practices that invest in workers.
KEY THIRD TEXT:
1- D) To call for a temporary halt in developing the most ambitious AI systems.
2- B) They were concerned about competition and felt they couldn’t pause alone.
3- B) The potential loss of control over AI.
4- B) It made expressing concerns about AI more socially acceptable.
5- D) Agreed-upon safety standards must be met.
LISTENING COMPREHENSION ACTIVITY ABOUT THE DANGERS OF ARTIFICIAL INTELLIGENCE - HERE
CLOZE TEST ABOUT AI HERE
Chivite's Musical of Musicals
Upcoming This Week Musical Schedule Blue Instagram Post by isabelcota2
Click HERE.
Chivite’s new musical is, in fact, a selection of some of the greatest hits from the best musicals in history. A series of monologues and dialogues will link the scenes and a choir of students and teachers will perform the songs translated into Galician.Above are some of the lyrics in English and their "singable" translation into Galician.
HOMEWORK.....
Could you translate the beginning of "You’re the one that I want" (from "Grease") so that it could be sung in Galician? VIDEO HERE
I’ve got chills, they’re multiplying
And I’m losing control
’Cause the power you’re supplyin’.......It’s electrifying
You better shape up ’cause I need a man
And my heart is set on you
You better shape up. You better understand
To my heart I must be true....Nothin’ left, nothin’ left for me to do
You’re the one that I want....You’re the one that I want ...Oh-oh-oh, baby
You’re the one that I want.... You’re the one that I want.....Oh-oh-oh-oh
The one I need .....Oh, yeah, indeed
ACTIONS - What is he/she - are they doing?
Click HERE
B1 - B2 - C1 VOCABULARY
B1 - Click HERE (Relationships - Education - Money)
Or on the words below:
B2 - Click HERE (Relationships - Feelings and emotions - News and media), HERE - HERE
Or on the words below:
USE OF ENGLISH ACTIVITIES FOR B1 - B2 AND C1
SIGH NO MORE
Boho Conversation Cards Worksheet by isabelcota2
BY WILLIAM SHAKESPEARE ( HERE video activity about Shakespeare)
(from Much Ado About Nothing)
Sigh no more, ladies, sigh no more.
Men were deceivers ever,
One foot in sea, and one on shore,
To one thing constant never.
Then sigh not so, but let them go,
Converting all your sounds of woe
Into hey nonny, nonny.
Sing no more ditties, sing no more
The fraud of men was ever so
Since summer first was leafy.
Then sigh not so, but let them go,
And be you blithe and bonny,
Converting all your sounds of woe
Into hey, nonny, nonny.
MUCH ADO ABOUT NOTHING (video-summary of the play for kids HERE/.another video-summary HERE)- Also FILM based on the play by The Bard
Meaning of "much ado about nothing" - HERE
A possible SINGABLE translation into Galician language would be this one:
Donas, xa non suspiren máis,
que os homes de fiar nunca foron.
Un pé na terra, outro no mar.
Volubles e tramposos.
Non suspiredes, rompede amarras
e ride ledas, raparigas,
tornando a vosa aflición
en pracer, gozo e alegría
Non cantedes toadas, non,
que anoxen e aborrezan.
Aldrabeiros os homes son
dende a orixe da terra
Non suspiredes, rompede amarras
e ride ledas, raparigas,
tornando a vosa aflición
en pracer, gozo e alegría
Listen to the song in Galician HERE
test-english.com
Opinion essay, for and against essay, complaint letter by Mónica Redondo
Videos by Mónica Redondo, EOI teacher
Phonemes and graphemes
Source: https://englishphonetics.net/english-phonetics-academy/the-44-sounds-of-english-based-on-the-IPA.html
English vowel letters and their sounds
A vowel is a particular kind of speech sound made by changing the shape of the upper vocal tract, or the area in the mouth above the tongue. In English it is important to know that there is a difference between a vowel sound and a letter in the alphabet.
English Consonant letters and their sounds
A consonant letter usually represents one consonant sound. Some consonant letters, for example, c, g, s, can represent two different consonant sounds.
| Phoneme | IPA Symbol | Graphemes | Examples | Voiced? |
|---|---|---|---|---|
| 1 | b | b, bb | bug, bubble | Yes |
| 2 | d | d, dd, ed | dad, add, milled | Yes |
| 3 | f | f, ff, ph, gh, lf, ft | fat, cliff, phone, enough, half, often | No |
| 4 | g | g, gg, gh,gu,gue | gun, egg, ghost, guest, prologue | Yes |
| 5 | h | h, wh | hop, who | No |
| 6 | dʒ | j, ge, g, dge, di, gg | jam, wage, giraffe, edge, soldier, exaggerate | Yes |
| 7 | k | k, c, ch, cc, lk, qu ,q(u), ck, x | kit, cat, chris, accent, folk, bouquet, queen, rack, box | No |
| 8 | l | l, ll | live, well | Yes |
| 9 | m | m, mm, mb, mn, lm | man, summer, comb, column, palm | Yes |
| 10 | n | n, nn,kn, gn, pn, mn | net, funny, know, gnat, pneumonic, mneumonic | Yes |
| 11 | p | p, pp | pin, dippy | No |
| 12 | r | r, rr, wr, rh | run, carrot, wrench, rhyme | Yes |
| 13 | s | s, ss, c, sc, ps, st, ce, se | sit, less, circle, scene, psycho, listen, pace, course | No |
| 14 | t | t, tt, th, ed | tip, matter, thomas, ripped | No |
| 15 | v | v, f, ph, ve | vine, of, stephen, five | Yes |
| 16 | w | w, wh, u, o | wit, why, quick, choir | Yes |
| 17 | z | z, zz, s, ss, x, ze, se | zed, buzz, his, scissors, xylophone, craze | Yes |
| 18 | ʒ | s, si, z | treasure, division, azure | Yes |
| 19 | tʃ | ch, tch, tu, ti, te | chip, watch, future, action, righteous | No |
| 20 | ʃ | sh, ce, s, ci, si, ch, sci, ti | sham, ocean, sure, special, pension, machine, conscience, station | No |
| 21 | θ | th | thongs | No |
| 22 | ð | th | leather | Yes |
| 23 | ŋ | ng, n, ngue | ring, pink, tongue | Yes |
| 24 | j | y, i, j | you, onion, hallelujah | Yes |
English vowel letters and their sounds
A vowel is a particular kind of speech sound made by changing the shape of the upper vocal tract, or the area in the mouth above the tongue. In English it is important to know that there is a difference between a vowel sound and a [letter] in the [alphabet]. In English there are five vowel letters in the alphabet.
| Phoneme | IPA Symbol | Graphemes | Examples |
|---|---|---|---|
| 25 | æ | a, ai, au | cat, plaid, laugh |
| 26 | eɪ | a, ai, eigh, aigh, ay, er, et, ei, au, a_e, ea, ey | bay, maid, weigh, straight, pay, foyer, filet, eight, gauge, mate, break, they |
| 27 | e | e, ea, u, ie, ai, a, eo, ei, ae | end, bread, bury, friend, said, many, leopard, heifer, aesthetic |
| 28 | i: | e, ee, ea, y, ey, oe, ie, i, ei, eo, ay | be, bee, meat, lady, key, phoenix, grief, ski, deceive, people, quay |
| 29 | ɪ | i, e, o, u, ui, y, ie | it, england, women, busy, guild, gym, sieve |
| 30 | aɪ | i, y, igh, ie, uy, ye, ai, is, eigh, i_e | spider, sky, night, pie, guy, stye, aisle, island, height, kite |
| 31 | ɒ | a, ho, au, aw, ough | swan, honest, maul, slaw, fought |
| 32 | oʊ | o, oa, o_e, oe, ow, ough, eau, oo, ew | open, moat, bone, toe, sow, dough, beau, brooch, sew |
| 33 | ʊ | o, oo, u,ou | wolf, look, bush, would |
| 34 | ʌ | u, o, oo, ou | lug, monkey, blood, double |
| 35 | u: | o, oo, ew, ue, u_e, oe, ough, ui, oew, ou | who, loon, dew, blue, flute, shoe, through, fruit, manoeuvre, group |
| 36 | ɔɪ | oi, oy, uoy | join, boy, buoy |
| 37 | aʊ | ow, ou, ough | now, shout, bough |
| 38 | ə | a, er, i, ar, our, ur | about, ladder, pencil, dollar, honour, augur |
| 39 | eəʳ | air, are, ear, ere, eir, ayer | chair, dare, pear, where, their, prayer |
| 40 | ɑ: | a | arm |
| 41 | ɜ:ʳ | ir, er, ur, ear, or, our, yr | bird, term, burn, pearl, word, journey, myrtle |
| 42 | ɔ: | aw, a, or, oor, ore, oar, our, augh, ar, ough, au | paw, ball, fork, poor, fore, board, four, taught, war, bought, sauce |
| 43 | ɪəʳ | ear, eer, ere, ier | ear, steer, here, tier |
| 44 | ʊəʳ | ure, our | cure, tourist
|
ADVANCED LISTENING PRACTICE
B22 - A few speaking tasks
Click HERE
TWO BAR CHARTS LESSONS
PRONUNCIATION MISTAKES SPANISH SPEAKERS MAKE
PRONUNCIATION WITH EMMA YOUTUBE CHANNEL - HERE
CONDITIONAL SENTENCES
ALL CONDITIONALS (Learn English Teens British Council - video + activities)
GUESS WHO.... IF I WORE GLASSES AND HAD A MOUSTACHE, WHO WOULD I BE?
MONOLOGUES EOI
EDUCATION
In England
In Spain
Education lesson plan(from Cristina Cabal’s amazing blog)
And what is It like in the Philippines? Let’s ask Felize!!!
A FEW QUESTIONS ABOUT EDUCATION
- Does your country have a good education system? What are its strengths and weaknesses?
- What characteristics should a good teacher have?
- Some people learn on their own. What things, if any, have you learned without teachers or formal education?
- There are many education resources online including full university classes. Is the internet useful to learn? Can It replace schools?
- Some people feel the education style of schools damages originality and creativity. What do you think?
- How do you feel about tests and examinations? Are they necessary?
- What’s your learning style? Do you learn best by listening, reading, doing things, or by some other method?