Learning Languages!



TEACHERS GUIDEUNIT 7: FAMOUS AND RICH PEOPLE LIFE1? Bachillerato, 16-17 a?os.INTRODUCTIONForeign languages have a very important interest in our society. They are motivated by socioeconomic changes and technological progress. Other factors such as commercial, professional, cultural and touristic relationships favor the exchange and mobility with different people, where foreign languages have a very important role. Also, the development of information and communication technologies made foreign languages in a very important instrument to the communication.Spain needs to include in its curriculum different foreign languages. Moreover, Spain are immerse in the European construction process, where foreign languages have an important role. So, we have to prepare our students to live in a multilingual and multicultural world in which the knowledge of foreign languages will bring them different facilities, social and cultural.The council of Europe insists in the necessity to develop enough competence to relate with other European countries. They consider that students need to learn more than one foreign language during the secondary education and different mechanisms to allow them continue language learning as adults. This council established a guideline for the foreign language learning and the evaluation of competences in the different languages of speaker.The aim of learning a foreign language in the secondary education is that students acquire the discursive skills which are in different fields such as personal relationship, educational field, academic field and public field.When the primary education finish, students should use the foreign language to speak and to write in easy situations. During the secondary education, foreign language process increase in the communicative competence. When this finish, students should use the language in a more complex situation. They should face to oral and write communication problems, and quotidian’s conversation, etc.This curriculum taking in account an oral and writing effective communicative competence which allows students express correctly. So, the linguistic skills, these developments are: productive, receptive, and finally, interaction and mediation.The speaker has a certain communicative competence, whose components are commons to all languages. This principle obliges us to teach and learn the different languages of the curriculum from an integrative perspective that needs the acquisition, development and transference of communicative competence form some languages to others. For instance, the specific situation in the Valencia Community, where Spanish and Valencian living together, has characteristics that obliges us to see the necessity of integration and complementarities of the languages.Foreign language knowledge contributes to the student formation, with an integral perspective. The process of learning and teaching foreign languages in this educational phase contribute to develop positive and receptive attitudes toward other languages and cultures, and, at the same time, to understand and value our own languages.This didactic unit is linked with 1? Bachillerato of a public high school in Elche,” IES. Cayetano Sempere”. There are a lot of students in this level. There are two groups, the group A and the group B, each class is formed by twenty-five students approximately. There is an English department which is composed of four English teachers, one of them teaches 1? Bachillerato.This high school provides a lot of resources, such as whiteboard, computer room, CDs listening, Radio, televisions, English films and songs, dictionaries, etc. In this high school there are some foreigners’ students, but the center having some facilities for them too, as a tutoring. For these students is difficult make friends, but teacher help them, doing games in class, doing homework in group, etc.METHODOLOGYOne of the main purposes of this subject is that our pupils could be able to communicate themselves using English. The students will use the language to talk about matters in which they are interested on developing the dialogue and the capacity of expressing themselves in public. Also we will include a variety of different activities according to their interests and style of learning. We will make an effort to make the students see the importance of learning a foreign language and to maintain studying it throughout all their lives. Furthermore, the error will be treated like a normal part of student’s process of learning. Reflection about the language will be used to improve the capacity of communication and favour the autonomy.TERMThis unit is the seventh of ten units and it is taught in the second term. Therefore, students have a previous knowledge of irregular verbs, present, past and future tenses, modal verbs, passive and reported speech sentences and basic vocabulary. Apart from this, they also have to know how to use prepositions and adverbs.PLANNINGDIDACTIC AIMS.To be able to use relative clauses. These clauses will appear in the reading text and in the grammar part of the unit, in all the exercises. They will be related to the topic of the unit, that is Famous and Rich people Life.To be able to use -ed/-ing adjectives. These adjectives are also related to the topic of famous people, cinema and music and they appear in the section of vocabulary.To write an opinion essay about a famous person.To read a text about a famous music band characterized on The Simpsons.To listen and understand specific information through a Coldplay song and an interview.To be able to express their personal opinions from the given topics of the listening and reading activities. To make an oral presentation at the end of the unit, also called project work. In groups, students must choose one type of music festival; provide some information about it, as location, famous people, films, music, etc, and make a poster. Then, they must present the poster to the rest of the class. To be able to differentiate among the three different ways of pronouncing the –ed ending: /t/, /d/, /id/.To acquire and develop different strategies of learning using the Internet with the aim of using the foreign language in an autonomous way and to continue improving their learning. Students will use internet to search information about Hollywood, the group of music Coldplay and to do the project work.To value the foreign language as a way to enter to other knowledge such as geography and cultures to admit the importance of the foreign language of a multicultural world in an international understanding. Students have to do a cross-curricular exercise where they must place the city of Hollywood in the United States map. Apart from that, they also have to place the city of Cannes in the European map.2. CONTENTS.BLOCK 1: Listening, talking and conversing.Listening and understanding.Understanding the specific information of an interview centered on a famous festival in London in an organized way.Understanding the interpersonal communication about what famous character they would invite to their house, about the group Coldplay and about Hollywood. Talking and conversing.Producing oral descriptions and narrations about matters related with the life of famous people and the festival of Hollywood showing a reasonable grammatical correction.Using the foreign language to participate in communicative tasks and in this way show to the classmates their project about a cinema or music festival. BLOCK 2: Reading and writing.2.1. Understanding written texts.Understanding the reading about the group of music Coldplay and to answer questions related to it. Then they have to do a true/false exercise.Doing the warm-up exercises given and predicting the content of the reading text about the group of music Coldplay.Using different digital sources like Internet to obtain information about the group of music Coldplay.2.2. Composition of written texts.Following an outline which guides them in order to create an opinion essay about a famous person.Writing an opinion essay about a famous person using connectors and a good distribution of paragraphs and following a pattern in order to organize a cohesive text.Writing the opinion essay which will show real facts and personal opinion. The written task is conformable to students’ cultural knowledge.Following directions and organizational mechanisms like connectors to create a good task. BLOCK 3: Knowledge of the language.3.1. VocabularyAdjectives ending in –ed/ -ing (surprising/surprised, interested/interesting, disappointed/disappointing, bored/boring, amazed/amazing, annoyed/annoying, embarrassed/embarrassing, confused/confusing, frightened/frightening, excited/exciting, tired/tiring)Topic vocabulary related to the cinema industry, Hollywood, music, famous people... (Oscar awards, sitcom, wealthy, trendy, glamorous, perform, stunt person, music tour). Besides, the vocabulary and expressions presented in the different reading, listening and speaking sessions (reaching greater heights, being out on a limb, a call of nature, “rabid capitalists”, payment in kind, low-budget film, animation, stardom, TV series season, Hollywood insiders, storyline, voiceover, worldwide, upcoming, long-running, currently, to feature, to spring to mind, to submit something)3.2. Structures & functions of the language (grammar)Relative conjunctions in English and Defining/Non-Defining Relative Clauses (who, which, that, whose, what, when, where).Connectors (also, what’s more, in addition, as well, too).irregular verbs’ review.3.3. Phonetics–ed ending of adjectives and regular past tenses pronunciation (/id/, /d/, /t/; decided, smoked, showed)3.4. Reflection about the process of learningApplication of strategies to organise, acquire, remember and use vocabulary (guessing meanings by the context in a text or listening or even by different images, matching synonyms)Usage in a more autonomous way of different sources for learning, like digital or computer sources.Participation in the assessment of the own process of learning and the use of strategies of self-correction (progress check).Self-confidenceBLOCK 4: SOCIOCULTURAL ASPECTSUnderstanding and appreciation?of cultural elements?such as?music?and?cinema?of foreign speaking countries when they do their activities, read and listen to the texts.Using?appropriate records?to?the context,?to the interlocutor?and to the?communicative?intent like the listening and the reading texts.Evaluating the foreign language?as a vehicle?of?relationship?and understanding between people?and?cultures.Recognition?and valuation?of?the presence and?importance?of?foreign language?in the new technologies?of information?and?communication,?looking for?information?on?the internet to do their homework.KEY COMPETENCESLinguistic competence.Students are provided with a reading text that includes Defining and Non-defining relative clauses. In this way they are able to practice both, the reading and the grammar. Then, they will find vocabulary with adjectives ended in –ed and –ing. Consequently, it appears the listening activity where students are demanded to listen to a text which is about Hollywood directors in race now and to fill the missing gaps. In order to practice their speaking abilities, disciples encouraged to make a conversation answering different given questions. And finally, learners must do a written essay about a famous personTreatment of information and digital competence. It refers to the ability to search, obtain, process and communicate information and turn it into knowledge. Students have to be able to deal with digital sources in order to obtain only the information which is useful for them. This competence is applied in a homework activity and it also appears in the project work. It includes different aspects that go from information access and selection to the use and transmission of it in different media, including the use of information and communication technologies as an essential element to be informed and communicated.Cultural and artistic competence.Students can appreciate, understand and value cultural facts about famous lifestyle and festivals related to the area of cinema and music industry. In this didactic unit it appears an activity where students are demanded to situate Hollywood in the United States map. Then, they also have to place Cannes in the European petence to learning how to learn.Students have at their disposal a progress check which can help them when it comes to assimilate the information which they learned.Autonomy and personal initiative.It is important students? sense of personal creativity. Because of that, they have to prepare and to exhibit their work based on creating a poster relating to the topic of the unit (Project work).Moreover, they have to show their critical sense when they deal with their projects, since they have to vote the best poster. The capacity of team working also is essential.RELATION WITH OTHER AREAS OF THE CURRICULUMCross- curricular activities: Geography.Students must locate Hollywood in the United States’ map and they have to do the same with the city of Cannes. They have to choose among the maps of Europe, Asia and America and say where it is. Once, they have chosen the continent, they must say in which country is situated this city.ASSESSMENT Understand?the?main?idea?and?identify?the most important details?of?oral messages?in communicative situations?on?familiar and present topics,?related to their?interests?or cultural?aspects?of?foreign language,?always?expressed?clearly. This will appear in the speaking part where students have to talk in pairs and to ask each other questions.Understand?the relevant information?and?identify?specific?information?in texts?from websites,?newspapers, magazines, etc. referred to current issues or other subjects?in the?curriculum. This part will be showed with the reading, where students must read a text and understand the information given in it.Write clear texts on issues previously known, with different purposes with the formal correction,?cohesion,?coherence?and?appropriate register,?valuing?the importance of planning?and?revising the?text. This is the writing skill. Students must prepare an essay where they have to talk about a famous person.Use consciously?the knowledge?acquired?on the?functioning?of language,?through the induction?of the relevant rules?and?linguistic?elements?used?to facilitate?learning. Students are provided with exercises where they can practice the grammar rules.Identify the geographical?and?social elements?most?relevant to?the culture?of the?foreign-speaking countries, from the?knowledge?that?students?have. Students have to do a cross-curricular activity where they must place in the United States map the city of Hollywood.Continuous and formative assessment consists on the positive aspects and points in which the students have to make an effort to understand (individual progress and attitude, integration of the four skills and the acquisition of a communicative competence from the beginning of the unit until the end). Students and teacher Interaction will be considered important in the teaching process. In each activity the students will be assessed observing their effort, interest, comprehension and execution of the activity. And at the end of the unit we will review students’ knowledge with a final assessment of their process of learning in a progress check with theoretical activities (vocabulary and grammar) a reading and a listening.Instruments to assess the previous points: a control notebook to register the information of the concepts (vocabulary, culture, grammar, pronunciation, writing, speaking, listening and reading). Moreover, we will employ a class diary to put information down about diary tasks, class interactions and students’ homework checking.Assess the entire work made by the student: Homework (10%), work in class (10%), class participation (10%), progress check (40%) and project work (30%). Students will be assessed during the whole semester taking into account their constant work (in class and at home). Class participation will also be appreciated. The progress check and the project work are the most important parts, that is why they are fundamental in the rmal assessment: Homework (10%)Work in class (10%) (the different activities students do in every single session during the didactic unit) Class participation (5%). Speaking, conversing and writing will be the skills that we will assess as class participation.Behaviour (5%)Formal assessment: Progress check (40%) [grammar (10%), reading (10%), listening(10%) and vocabulary(10%)] Project work (30%). DIDACTIC RESOURCESWe are going to use for this unit, the following resources:TEACHER’S MATERIALSCD?sCD?s playerBlackboardDigital blackboardMonolingual dictionariesComputerInternetGrammar and workbookSTUDENT’S MATERIALSCD?sCD?s playerBlackboardDigital blackboardMonolingual dictionariesComputerInternetGrammar and workbookDIDACTIC SESSIONS.SESSION 1: introduction to the unit and topic vocabularySESSION 2: reading and speaking.SESSION 3: chat about Coldplay, listening to the song and grammar (defining relative clauses).SESSION 4: Grammar (non-defining relative clauses) and adjectives ending in –ed and –ing.SESSION 5: -ed pronunciation and listening.SESSION 6: writing and cross-curricular topic (Hollywood).SESSION 7: progress check.SESSION 8 : project work.TEACHER’S GUIDE.( Aqui faltan los ejercicios con cada explicacion y solucion que esta en otro document)APENDIXRelative pronounuse exampleWhosubject or object pronoun for animals and thingsI told you about the woman who lives next door.Whichsubject or object pronoun for animals and thingsDo you see the cat which is lying on the roof?Whichreferring to a whole sentenceHe couldn’t read which surprised me.Whosepossession for people animals and thingsDo you know the boy whose mother is a nurse?Whomobject pronoun for people, especially in non-defining relative clauses (in defining relative clauses we colloquially prefer who)I was invited by the professor whom I met at the conference.Thatsubject or object pronoun for people, animals and things in defining relative clauses (who or which are also possible)I don’t like the table that stands in the kitchen.A relative clause is a way to add essential information to a sentence.? Imagine that you are at a social gathering with some friends and some other co-workers.? You see your friend Charles talking to a girl that is unknown to you and you want to know who she is. You could say to your friend?????????????? “A girl is talking to Charles. Do you know the girl?” ?But it sounds quite formal and abrupt.? A better way to ask this question, would be to start with the most relevant piece of information,??????????????“Do you know the girl?” ?But that doesn’t give us quite enough information; there are probably a lot of girls in the room. So how do we distinguish this particular girl? The girl is talking to Charles, but instead of repeating the words ‘the girl’, we use a relative pronoun, in this case you use who (the relative pronoun used for people). So the final sentence is:??????????????“Do you know the girl who is talking to Charles?” Sentence patterns: Relative clauses.A relative clause is a subordinate clause that begins with a question word (e.g. who, which, where) or the word that. You can use it to modify a noun or pronoun (i.e. to identify or give more information about it). Students who can develop independent learning skills often achieve good academic results.There is a new book that investigates the controversy over political reforms in Hong Kong.A university is a place where people pursue advanced knowledge in specific academic disciplines.The lecture theatre in which the inauguration ceremony will be held is now being cleaned.1. Relative pronounsWords like who, that and when are often referred to as relative pronouns when they are used to introduce relative clauses. You use:who for people, which for things, and that for both people and things.whom as the object of a relative clause (in more formal English), though it is increasingly common to replace it with who.whose to indicate possession, as a determiner before nouns.For example:What’s the name of the person who/that first landed on the moon?This is Dr. Perkins, whom we met at a conference in Canada last year.All students whose registration numbers begin with 374 should immediately go to the library for a tour.2. Types of relative clauseThere are two types of relative clause: defining and non-defining. You use a defining not separate it from the rest of the sentence by commas (in text) or pauses (in speech).The student who achieves the highest GPA score in this department will be awarded a prize of $20,puter games that involve fighting and shooting apparently have a negative effect on young people.(or restrictive) relative clause to ‘identify’ or ‘restrict the reference of’ a noun. You do You use a non-defining (or non-restrictive) relative clause to supply additional information about the noun, whose identity or reference is already established. You can also use it to comment on the whole situation described in a main clause.Albert Einstein, who put forward the theory of relativity, is considered by many as the most intelligent person in human history.The ELC, which provides language support to PolyU students, is located in the AG wing.You should not use the relative pronoun that in non-defining relative clauses.REMEMBER: Defining relative clauses: ??????????????- have no commas;?????????????? - can replace who, or which with that;?????????????? - can omit who, which or that when they are the object of the clause.Non-defining relative clauses: ?????????????? - use commas (or pauses in spoken English);?????????????? - do not use that;?????????????? - cannot omit relative pronounsEnglish Irregular Verbs.beat/bi:t/beat/bi:t/beaten/'bi:tn/become/b? 'k?m/became/b? 'ke?m/become/b? 'k?m/begin/b? 'g?n/began/b? 'g?n/begun/b? 'g?n/bend/bend/bent/bent/bent/bent/bind/ba?nd/bound/ba?nd/bound/ba?nd/bite/ba?t/bit/b?t/bitten/'b?tn/bleed/bli:d/bled/bled/bled/bled/blow/blou/blew/blu:/blown/bloun/break/bre?k/broke/brouk/broken/'brouk?n/bring/br??/brought/br?:t/brought/br?:t/build/b?ld/built/b?lt/built/b?lt/burn/b?:rn/burnt/b?:rnt/burnt/b?:rnt/burn/b?:rn/burned/b?:rnd/burned/b?:rnd/buy/ba?/bought/b?:t/bought/b?:t/catch/k?t?/caught/k?:t/caught/k?:t/choose/t?u:z/chose/t?ouz/chosen/'t?ouz?n/come/k?m/came/ke?m/come/k?m/cost/k?st/cost/k?st/cost/k?st/cut/k?t/cut/k?t/cut/k?t/dig/d?g/dug/d?g/dug/d?g/do/du:/did/d?d/done/d?n/draw/dr?:/drew/dru:/drawn/dr?:n/dream/dri:m/dreamt/dremt/dreamt/dremt/dream/dri:m/dreamed/dri:md/dreamed/dri:md/drink/dr??k/drank/dr??k/drunk/dr??k/drive/dra?v/drove/drouv/driven/'dr?v?n/eat/i:t/ate/e?t, et/eaten/'i:tn/fall/f?:l/fell/fel/fallen/'f?:l?n/feed/fi:d/fed/fed/fed/fed/feel/fi:l/felt/felt/felt/felt/fight/fa?t/fought/f?:t/fought/f?:t/find/fa?nd/found/fa?nd/found/fa?nd/fly/fla?/flew/flu:/flown/floun/forget/f?r 'get/forgot/f?r 'g?t/forgotten/f?r 'g?tn/forgive/f?r 'g?v/forgave/f?r 'ge?v/forgiven/f?r 'g?v?n/freeze/fri:z/froze/frouz/frozen/'frouz?n/get/get/got/g?t/got/g?t/get/get/got/g?t/gotten/'g?tn/give/g?v/gave/ge?v/given/'g?v?n/go/gou/went/went/gone/g?n/grow/grou/grew/gru:/grown/groun/hang/h??/hung/h??/hung/h??/have/h?v/had/h?d/had/h?d/hear/h??r/heard/h?:rd/heard/h?:rd/hide/ha?d/hid/h?d/hidden/'h?dn/hit/h?t/hit/h?t/hit/h?t/hold/hould/held/held/held/held/hurt/h?:rt/hurt/h?:rt/hurt/h?:rt/keep/ki:p/kept/kept/kept/kept/know/nou/knew/nu:/known/noun/lay/le?/laid/le?d/laid/le?d/lead/li:d/led/led/led/led/learn/l?:rn/learnt/l?:rnt/learnt/l?:rnt/learn/l?:rn/learned/l?:rnd/learned/l?:rnd/leave/li:v/left/left/left/left/lend/lend/lent/lent/lent/lent/let/let/let/let/let/let/lie/la?/lay/le?/lain/le?n/lose/lu:z/lost/l?st/lost/l?st/make/me?k/made/me?d/made/me?d/mean/mi:n/meant/ment/meant/ment/meet/mi:t/met/met/met/met/pay/pe?/paid/pe?d/paid/pe?d/put/p?t/put/p?t/put/p?t/read/ri:d/read/red/read/red/ride/ra?d/rode/roud/ridden/'r?dn/ring/r??/rang/r??/rung/r??/rise/ra?z/rose/rouz/risen/'r?z?n/run/r?n/ran/r?n/run/r?n/say/se?/said/sed/said/sed/see/si:/saw/s?:/seen/si:n/sell/sel/sold/sould/sold/sould/send/send/sent/sent/sent/sent/set/set/set/set/set/set/shake/?e?k/shook/??k/shaken/'?e?k?n/shine/?a?n/shone/?oun, ??n/shone/?oun, ??n/shoot/?u:t/shot/??t/shot/??t/show/?ou/showed/?oud/shown/?oun/shut/??t/shut/??t/shut/??t/sing/s??/sang/s??/sung/s??/sink/s??k/sank/s??k/sunk/s??k/sit/s?t/sat/s?t/sat/s?t/sleep/sli:p/slept/slept/slept/slept/smell/smel/smelt/smelt/smelt/smelt/smell/smel/smelled/smeld/smelled/smeld/speak/spi:k/spoke/spouk/spoken/'spouk?n/spell/spel/spelt/spelt/spelt/spelt/spell/spel/spelled/speld/spelled/speld/spend/spend/spent/spent/spent/spent/spill/sp?l/spilt/sp?lt/spilt/sp?lt/spill/sp?l/spilled/sp?ld/spilled/sp?ld/spit/sp?t/spat/sp?t/spat/sp?t/spit/sp?t/spit/sp?t/spit/sp?t/split/spl?t/split/spl?t/split/spl?t/spoil/spo?l/spoilt/spo?lt/spoilt/spo?lt/spoil/spo?l/spoiled/spo?ld/spoiled/spo?ld/stand/st?nd/stood/st?d/stood/st?d/steal/sti:l/stole/stoul/stolen/'stoul?n/strike/stra?k/struck/str?k/struck/str?k/swim/sw?m/swam/sw?m/swum/sw?m/take/te?k/took/t?k/taken/'te?k?n/teach/ti:t?/taught/t?:t/taught/t?:t/tear/te?r/tore/t?r/torn/t?rn/tell/tel/told/tould/told/tould/think/θ??k/thought/θ?:t/thought/θ?:t/throw/θrou/threw/θru:/thrown/θroun/understand/?nd?r 'st?nd/understood/?nd?r 'st?d/understood/?nd?r 'st?d/wake/we?k/woke/wouk/woken/'wouk?n/wear/we?r/wore/w?r/worn/w?rn/win/w?n/won/w?n/won/w?n/write/ra?t/wrote/rout/written/'r?tn/-ED and –ING adjectives.We use adjectives ending in “ING” to describe something or someone.Examples:Maria is watching a very interesting movie.I hate that teacher. He is really boring.We use adjectives ending in “ED” when we want to describe how people feel.Examples:This movie isn’t interesting. I am bored.Juan is very exited because he is going to travel to Miami for the first time.Conclusions- We can use adjectives ending in “ing” for things or people. Remember that when we use “ing” it is describing the person or thing.- We can use the “ed” ONLY for people (or animals) because THINGS CANNOT FEEL.We can say:Felipe is boring. (describes his personality).Felipe is bored. (he feels bored at the moment)We can’t say:The TV program is bored – INCORRECT (because things can’t feel).PRONUNCIATION -EDThree Different Pronunciations for Words Ending with "-ed"For English past tense pronunciation of regular verbs, the "-ed" ending has the following three distinct pronunciations: /id//t//d/Examples of /id/ Endings for Past Tense Verbs "want" becomes "wanted" and is pronounced "want/id/" (two syllables)"need" becomes "needed" and is pronounced "need/id/" (two syllables)"decide" becomes "decided" and is pronounced "decide/id/" (three syllables)"dedicate" becomes "dedicated" and is pronounced "dedicate/id/" (four syllables)Teaching English Past Tense Pronunciation— /t/ and /d/ EndingsHow to differentiate between past tense verbs with a /t/ ending and a /d/ ending is a bit more difficult. Many students will think that it is just a matter of memorizing which letters at the end of the word (the base form of the verb) take a /t/ and which take a /d/. This strategy will work for many verbs, but not all. The better pronunciation rule is to teach how to distinguish between voiced and unvoiced sounds. The "-ed" ending of unvoiced sounds takes on a /t/. Voiced sounds take on a /d/. Examples of /t/ Endings for Past Tense Verbs "laugh" becomes "laughed" and is pronounced "laugh/t/" (one syllable) "walk" becomes "walked" and is pronounced "walk/t/" (one syllable) "kiss" becomes "kissed" and is pronounced "kiss/t/" (one syllable) "finish" becomes "finished" and is pronounced "finish/t/" (two syllables) Examples of /d/ Endings for Past Tense Verbs "clean" becomes "cleaned" and is pronounced "clean/d/" (one syllable) "dream" becomes "dreamed" and is pronounced "dream/d/" (one syllable; note that "dreamt" is the British English version of the past tense of "dream") "save" becomes "saved" and is pronounced "save/d/" (one syllable) "enjoy" becomes "enjoyed" and is pronounced "enjoy/d/" (two syllables) "marry" becomes "married" and is pronounced "marry/d/" (two syllables) Exceptions to the "-ed" Endings RulesPronunciation of the past participles of some verbs that are being used as adjectives are based on a second syllable that will be added even if the base form does not end in a /t/ or /d/ sound, and the "-ed" ending will be pronounced as /id/.Common past participles used as adjectives with an additional syllable are: aged, blessed, crooked, dogged, learned, ragged, and wretched.Fortunately, this exceptions doesn't apply to the pronunciation of English past tense verbs, just past participles when they are used as adjectives.TRANSCRIPT Portobello Film FestivalCallum: Hello, I’m Callum Robertson and this is Entertainment. Our topic today is films and film festivals. You may have heard of the Venice Film Festival and the Cannes Film Festival, glamorous occasions with A-list celebrities from the movie world turning out to promote their latest projects. A festival you might not know is the Portobello Film Festival which is currently taking place in Portobello, an area of West London. It’s had its own independent film festival for a number of years and to learn more about it I spoke to the festival’s director Jonathan Barnett. Hi, Jonathan! What an interesting event! When and how this film festival started?Jonathan Barnett: Well, it started in 1996 because even back in those days there were people making very low budget films which were produced often using video equipment and there wasn’t really anywhere for them to show their films what it looked like a little disappointing for everybody, so we thought it would be nice to provide a platform for these filmmakers. We had the mad idea at the time of showing every film that was submitted and we also decided not to charge because I suppose at heart we weren’t rabid capitalists.Callum: How many films are being shown and how do they manage to pay for it? Jonathan Barnett: This year we’re showing 700 films. The money comes in from funding, we get money from people like Film London and the Arts Council and also we get a lot of ‘in kind’ support from sponsors. So we don’t have to pay for advertising, we don’t have to pay for launch parties, we don’t have to pay for prizes.Callum: Over the first three weeks of August 700 films are being shown as part of the Portobello Film Festival. What kind of films can be seen? Are they just short student films or does the festival attract big names as well? Jonathan Barnett: The actual films which/that we’re showing are a lot better than anything you’ll see mostly on the tele or in the multiplexes and it’s everything from student films and we also get stuff from talented top filmmakers like, for instance, John Malkovich. So I think because we’re a festival which/that has a reputation for a certain amount of integrity and also being a little bit out on a limb we attract the big names as well as people who are just starting out. The first year of the festival we had Guy Ritchie’s first film which was called the Hard Case, which was amazing, it’s exactly the same as Lock Stock and Snatch but he was kind of formulating his ideas and it was a short film. But in reality, what we want this festival to be is a kind of cross between Glastonbury and Edinburgh, but for free and set in Portobello Road.Callum: Well, I’m so excited to go and see all those films! Thank you very much, Barnett! And that’s all from Entertainment this week. Thank you and see you next week!PROGRESS CHECKTRANSCRIPT (A small disagreement) PROGRESS-CHECKN What are you watching?F Shh! It’s the last ever episode of Friends.N Oh, good. It’s finishing, then, is it?F Shut up! Talk to you later.…N Finished now?F Yes, it was great. Ross and Rachel, who were arguing all the time, finally got back together.N I don’t know how you can watch all that sitcom rubbish.F It isn’t rubbish! It’s really well written, and very funny.N Well written? How can it be well written when it’s written by committee? These sitcoms which have 27 writers are the worst ones.F The point is that only the funniest lines go in. You think it’s funny, too. Admit it. You always used to come in the room when it was on and start laughing.N OK. It is quite funny sometimes. But as far as I’m concerned, all these sitcoms are just so trivial. Why do you waste your time on them?F Because they make me laugh, like I said. And as for trivial – if you ask me, they’re no more trivial than your rubbish detective programmes. If I try to watch one of those, I’m bored stiff within 20 minutes.N That’s because it’s got a plot, a storyline, and you can’t follow it!F What a cheek! There’s no plot. Either is perfectly obvious within 10 minutes who the murderer is, or the story is so complicated that anybody could have done it! Another thing it’s that all these detectives are the same character. They’re all difficult people to walk with, they’ve all got problems in their private lives, and they always solve the murder case in spite of everybody else saying they’re wrong. The point I’m trying to make is that you can’t insult my TV viewing habits just because they’re different from yours. Yours are no better – just different.N I suppose the problem is that we never watch anything together like we used to. Remember we’d lie on the sofa and watch Inspector Morse together on Wednesday nights?F Yes, or 24 on Friday. Well, why don’t we get out more videos and DVD’s? We used to do that a lot, too. We’d usually find something we both wanted to watch.N Yeah or we’d take turns to choose. OK, let’s do that. We’ll start this weekend. F Fine. Now let me tell you what happened in the final episode of Friends. You want to know really…N Oh, all right then. Go on…BIBLIOGRAPHYREADING, Liz & John, WHEELDON, Sylvia, New Headway Upper Intermediate (3rd edition) (Workbook), Oxford University Press.PRONUNCIATION NEREIDA ................
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