The Difference between Great Britain, England and United Kingdom

RAISING THE COSTA CONCORDIA

LISTEN TO THE NEWS AND ANSWER:
How many months ago did the crush happen?
How many people were killed?
What countries do the companies come from?
What are the professions needed for the work?
What is the plan for the damaged cruise liner?

HOW LUCKY DO YOU GET WITH "GET LUCKY"?

We practise phrases with the phrasal verb GET.

get
get across	communicate (an idea)
get along	be in good terms with somebody
get away	escape
get away with	escape (punishment)
get by	manage, cope
get down to	turn one's attention to sth
get in	enter (car, taxi)
get off	disembark (bus, train etc.)
get on	enter (bus, train etc.)
get out	disembark (car, taxi)
get over	recover (illness, upset)
get through	pass (an exam)
	be connected on the phone
get to	reach
get up	rise from bed after sleeping

DO THE EXERCISES WITH THE VERB HERE

WATCH THE VIDEO OF "GET LUCKY" HERE

and sing the song as well!

[Hook: Pharrell]
We've come too far
To give up who we are
So let's raise the bar
And our cups to the stars

She's up all night to the sun
I'm up all night to get some
She's up all night for good fun
I'm up all night to get lucky

We're up all night to the sun
We're up all night to get some
We're up all night for good fun
We're up all night to get lucky (x5)

[Verse 2: Pharrell]
The present has no ribbon
Your gift keeps on giving
What is this I'm feeling?
If you want to leave, I'm with it

[Hook]

[Bridge: Daft Punk]
We’re up all night to get (x4)
We’re up all night together
We’re up all night (let’s get back together!)
We’re up all night to get funky
We’re up all night to get loved again
We’re up all night to get lucky (x8)

[Hook]

[Outro x4]
We're up all night to get lucky

MAKING INVITATIONS

We practise making invitations and accepting or declining them.

Making invitations

Are you up for (going out tonight)? Are you in the mood to…? How about…? Wat do you say we try out the …? Do you feel like…? How does … sound?

Declining politely

I’m not sure I’m up for that tonight. I really wish I could, but I have to study for an exam. I’m not really in the mood to go out, actually. That sounds really fun, but I’m afraid I have other plans.

You can do following exercise:

Apologies, Requests, Invitations, Suggestions, by Adryenn
Find this and other conversation exercises in English Exercises .org

SECRET TAXI DRIVER

We watch the news about the Norwegian Prime Minister.

YOU CAN WATCH IT HERE.

Taxi!

Behind the sunglasses and uniform is no ordinary cabbie...

It's actually Norway's Prime Minster Jens Stoltenberg, working incognito in Oslo.

He said taxis were the best place to hear the views of ordinary Norwegians.

Passengers were astonished when they discovered who was driving.

But, he is unlikely to moonlight again; Stoltenberg hasn't driven for eight years, so his skills are a little rusty.

cabbie

informal word for 'taxi driver'

incognito

avoiding being recognised by changing appearance; in disguise

astonished

shocked and surprised

to moonlight

to work at an extra job, without telling your main employer

rusty

(of a skill) needing practice; not as good as it was in the past

CNN NEWS REPORT - What happened in the ZOO?

We listen to the news about a lion and a dog - you can listen to it HERE

What happened? Where is the zoo? Who discovered the problem? What was the official explanation? What are the boy's feelings? What is the reporter's feeling?

Practise pronunciation and use the words when retelling the story:
ENCLOSURE - INSTEAD OF - BARKING - BREEDING - DISAPPOINTED - STRANGE

MARGARET THATCHER'S LAST ROUTE

Here you can see the Baroness Thatcher's funeral IN PICTURES.

Here you can watch MARGARET THATCHER'S FUNERAL ROUTE IN LONDON on an interactive map by CNN.

THE RABBIT PROOF FENCE - extension reading

FOLLOWING TEXT IS QUOTED FROM THIS LINK - CHECK THE WHOLE MATERIAL
Rabbit-Proof Fence is a powerful film based on the true story and experiences of three young Aboriginal
girls, Molly, Gracie and Daisy, who were forcibly taken from their families in Jigalong, Western Australia in 1931. The film puts a human face on the ‘Stolen Generation’, a phenomenon which characterized relations between the government and Aborigines in Australia for much of the 20th century. The girls were taken away
to be trained as domestic servants at the Moore River Native Settlement, north of Perth. This was consistent
with official government assimilationist policy of the time decreeing that ‘half caste’ children should be taken from their kin and their land, in order to be ‘made white’. Focusing on the escape of the three girls from Moore River in the 1930s, the film highlights the despair experienced by mothers whose children were taken, and the terror and confusion of those children, snatched from familiar surroundings and forced to adapt to European ways. Led by fourteen year old Molly, the girls defy all odds to travel 1500 miles through unfamiliar territory to return to their land, their homes and families in North-Western Australia, with the authorities chasing them all the way. Rabbit-Proof Fence is a true story, based on the book, Follow the
Rabbit-Proof Fence written by Doris Pilkington Garimara, Molly’s daughter.
The Council for Aboriginal Reconciliation argues that the truth about past experiences must be spoken
about and acknowledged by all Australians before reconciliation can occur. Rabbit-Proof Fence will show
viewers truths that many have not seen or heard about before. The Council tells us that:
It was standard practice … Children were taken from their homes … Whole communities were shifted Ra
from their home to another part of the country. Aboriginal life has been regulated and supervised at almost
every turn. There was no choice. [Reconciliation and Its Key Issues: Improving Relationships, no.2.]
Curriculum Links
The themes and activities developed in this study guide will have interest and relevance for teachers and
students from the middle to senior years studying these subjects: Studies of Society and Environment,
Australian History, Cultural Studies, Aboriginal and Torres Strait Islander Studies, English, Personal Development, Religious Studies and Media Studies. In addition to the specific focus on the issue of the Stolen Generations, Rabbit-Proof Fence explores themes such as Aboriginal spirituality, relationships with
the land, family bonds, courage, determination and faith.
Historical Context 
(Note: the early chapters of the book, Follow the Rabbit-Proof Fence, provide historical perspectives on
early West Australian Indigenous experiences and contact with Europeans.)
When white settlers arrived in Australia, the interaction of two vastly different cultures, with such different attitudes to the land, made conflict inevitable. In the 19th century, the white man’s guns were more powerful than Aboriginal spears. By the mid-19th century, European pastoralists and settlers had moved into Aboriginal lands, interrupted traditional hunting and gathering routines, depleted natural resources and grasslands, polluted waterways and damaged sacred sites. European diseases such as smallpox and even the common cold decimated the Indigenous population. Alcohol and money further undermined traditional ways. In many areas, Europeans challenged the whole structure of Aboriginal traditional society and the authority of tribal elders was broken down. They had always controlled decision-making structures such as marriage, education, and rituals such as clan gatherings, but more and more young Aboriginal people began to be attracted to white society and began to live on the fringe of both worlds. By the 1930s, when the story of
Rabbit-Proof Fence is set, many communities had become reliant on government handouts for food, clothing and other necessities, since their traditional ways of life had been eroded over time.
Why were Aboriginal children taken from their families?
From the earliest years of European settlement in Australia, there is evidence of Aboriginal children being taken from their families as the authorities believed it was ‘for their own good’. During the first half of the 20th century, it was official policy in most states to remove half or quarter caste Aboriginal children.
The practice continued until the early 1970s, and was only fully brought to public attention with the
release of the Bringing Them Home report in 1997.  Since the report’s release, there has been much public discussion of the issue of the Stolen Generations. Some have argued that it wasn’t a whole generation; others have said that the children were not ‘stolen’ but removed in order to give them a better life. Nevertheless, certain facts are undisputed:
• Thousands of Aboriginal children were forcibly taken from their families or their families were ‘tricked’ into giving them up.
• The policy was definitely aimed at ‘breeding out’ Aboriginality, because only half and quarter caste children were taken. Fully Aboriginal half brothers or sisters in the same families were left with their parents, while their lighter siblings were removed. If the policy was really about giving Aboriginal children a better life,
then all children of an allegedly ‘bad mother’ would have been taken.
• Whilst some gained opportunities, education and a materially better life, the vast majority went to missions, orphanages or children’s homes where they were poorly treated and suffered identity crises and mental
anguish.
• Many of the Aboriginal people who today are alcoholics, drug addicts, psychologically damaged or imprisoned were ‘stolen’ children, and continue to suffer the effects of the destruction of their identity, family
life and culture.
A.O. Neville and the Moore River Settlement
In 1905, Western Australia became the first state to pass an Aborigines Act which made the Chief
Protector the legal guardian of every Aboriginal and part Aboriginal child under sixteen years in the state. The Chief Protector was appointed not elected and he answered only to the Premier. From 1915 until 1936, Mr A.O. Neville was Chief Protector. He believed very strongly in the removal of part Aboriginal children
as a means of benefiting the whole community: the chief hope … of doing our human duty by the outcast is
to take the children young and bring them up in a way that will establish their self-respect, make them useful units in the community and fit to live in it, according to its standards. A.O. Neville, The West Australian, 1938. The Moore River Settlement, just north of Perth, was W.A.’s most significant institution for the purpose of training ‘part’ Aboriginal children. In 1938, a visiting journalist wrote of Moore River that it was a
creche, orphanage, relief depot, old men’s home, home for discharged prisoners, home for expatriated savages, home for unmarried mothers, home for incurables, lost dogs’ home and school for boys and girls.
Anna Haebich, writing in the 1980s, said that in the 1930s, visits to Moore River were not encouraged and it was an offence to enter the reserve without official permission. This was rarely granted even to Aborigines wishing to visit close relatives. The Aborigines living on the settlement were virtually prisoners. It was under the auspices of the W.A. Aborigines Act that A.O. Neville issued the order, in 1931, that the three girls, Molly, Gracie and Daisy, were to be removed from their homes and families at Jigalong and taken to
the Moore River Settlement.

ADVERBS - adding detail to writing

CHECK HERE FOR SOME EXERCISES

CHECK THE EXPLANATIONS ON A "GRAMMAR REVOLUTION" PAGE

VERB+ -ING

Here are some verbs that are followed by -ing:

ENJOY, MIND, SUGGEST, STOP, DELAY, FANCY, CONSIDER, ADMIT, MISS, INVOLVE, POSTPONE, FINISH, IMAGINE, AVOID, DENY, RISK, PRACTISE, GIVE UP, PUT OFF, GO ON, KEEP ON

READ MORE HERE AND DO THE EXERCISE

DESCRIPTIVE WRITING

Descriptive Writing

The primary purpose of descriptive writing is to describe a person, place or thing in such a way that a picture is formed in the reader's mind. Capturing an event through descriptive writing involves paying close attention to the details by using all of your five senses. Teaching students to write more descriptively will improve their writing by making it more interesting and engaging to read.

According to Book Nuts Reading Club, descriptive writing shares the following characteristics:

1. Good descriptive writing includes many vivid sensory details that paint a picture and appeals to all of the reader's senses of sight, hearing, touch, smell and taste when appropriate. Descriptive writing may also paint pictures of the feelings the person, place or thing invokes in the writer.
2. Good descriptive writing often makes use of figurative language such as analogies, similes and metaphors to help paint the picture in the reader's mind.
3. Good descriptive writing uses precise language. General adjectives, nouns, and passive verbs do not have a place in good descriptive writing. Use specific adjectives and nouns and strong action verbs to give life to the picture you are painting in the reader's mind.
4. Good descriptive writing is organized. Some ways to organize descriptive writing include: chronological (time), spatial (location), and order of importance. When describing a person, you might begin with a physical description, followed by how that person thinks, feels and acts.

CHECK HERE THE MOTHERS' BLOG FOR MORE THAN1000 ADJECTIVES

How to Engage Parents in Child's Learning

We read and discuss the issues of education and engaging parents.

HERE IS A WEBSITE YOU SHOULD NOT MISS

Why Engage Parents?

 An ongoing challenge for every educator is to develop and enhance skills that will offer students the best possible learning experiences and opportunities, in school, at home, and in community settings. It is therefore essential that every effort be made to ensure that ongoing and effective communication and partnerships be established and maintained with parents. 

Key Findings about Parent-School Partnerships

Here are two studies that offer insight into the benefits of parent-school partnerships:

Researchers at the University of Oxford found that children whose parents participated in the Peers Early Education Partnership (a program geared towards supporting families of children ages 0-5) "made significantly greater progress in their learning than children whose parents did not participate." These strides where found in children ages 3-5, and included progress in vocabulary, language comprehension, understanding of books and print and number concepts. In addition, these children also exhibited higher self-esteem in comparison to children of non-participating parents (Evangelou & Sylva, 2003).

What Parents Want To Know

 In order to effectively engage parents, it is important to know their specific questions and concerns with regard to their child's learning and transition from home or day care to other educational settings. An article written by Pianta and Kraft-Sayre (1999) titled "Parents' Observations about Their Children's Transitions to Kindergarten" offers a number of insights: 

·         While two-thirds of the parents viewed their child's transition into kindergarten as generally smooth, nearly 35% of parents mentioned a disruption to family life" - marked by having difficulty adjusting to a new schedule and not having a playmate available for a younger sibling.

·         53% of parent responses contained positive feedback regarding their child's ability to adjust well, the benefits of prior experience to school setting, proactive transition planning by the school, positive qualities in the teachers, communication with the school, and the quality of the curriculum/program.

·         Negative feedback shared by parents reflected the child's emotional/behavioral difficulties during transition (e.g., "not handled well by the school,"), family adjustment difficulties (e.g., sleep/work schedule), reluctance or refusal of child to attend school, unrealistic expectations of the school (e.g., curriculum too advanced), and communication difficulties between parents and school personnel (e.g., lost notes, missing money, skipped meals, hygiene difficulties)

Understanding parents' concerns and being proactive in addressing them (or circumventing potential problems) is a positive way to engage parents and establish productive home-school relationships. 

Engaging parents

According to Webster's New World College Dictionary (4th ed.), to "engage" is "to draw into, involve, to attract and to hold." Most parents want to be engaged in their child's learning, and many are able to establish and maintain ongoing and productive communication with teachers on a regular basis. Some families, however, must deal with challenging circumstances (e.g. financial difficulties, separation/divorce, health issues, language/cultural difference) that complicate their ability to reach out or respond to school personnel.

NOW practise the words from the text:

the best opportunities
ensure that communication is established
progress in vocabulary, language comprehension
higher self-esteem
concerns with regard to their child's learning
smooth transition
ability to adjust
negative feedback
challenging circumstances

BBC Words in the News

Afgan Dust Art

Here you can listen to the report

cost the earth

be very expensive

scouring

searching carefully

grinds

reduces something to smaller pieces by rubbing it against a harder surface

capture

represent something correctly by using images and words

struggles

difficult tasks that take a lot of effort

Exercise

Use one of the words or phrases below to complete each of these sentences from news reports.

Note that you may have to change the form of a word to complete the sentence correctly.

cost the earth/ scouring/ grinds/ capture/ struggles

1.
The street parties were a big success when we did them at the royal wedding and they weren't just in London, they really _______ the spirit of the whole nation.

2.
Police spent about 90 minutes ______ the campus and the surrounding woods for the gunman.

3.
Just as the participation of white people in the black ______ against apartheid in South Africa had added strength to that movement, men "must stand up and work with women" to combat rape, he told the BBC World Service.

4.
Mrs Burgess said: "It is my belief that everyone should live in a comfortable home which doesn't ______ to keep. A vibrant, expanding housing sector can stimulate economic growth by protecting and creating jobs and supporting regeneration."

5.
The National Trust thinks the internal workings were substantially altered in about 1840 to allow the mill to ______ wheat, having previously ground oats.

An Interview with President Obama

We've been reading the interview with President Obama by Damon Weaver.

You can watch the whole interview - pay attention to the pronunciation of our words:

violence       out          dropout prevention            disagreements      reforming     expectations     afford      performance        as long as       focused          resolve         funding       support     tough

FOOD VOCABULARY

We are going to talk about different food ingredients.
Check THIS BBC PAGE ABOUT FOOD and recipes and learn all the words you want to know.

EMBARRASSMENT - the British Council Episodes

Listen to the episode of the Big City Small World and do the exercises you have received.

EMBARRASSMENT EPISODE

BBC VIDEO NEWS

Watch and listen to today's report
HERE ABOUT A CARNIVAL IN SWITZERLAND

LISTEN TO THE REPORT HERE

aesthetically pleasing

beautiful to look at

revellers

people who party in a noisy way

scare off

to make someone or something worried about something so they decide not to do it

pave the way for

make it possible for (something to happen)

traced back to

identified as having started in

Use one of the words or phrases below to complete each of these sentences from news reports.

Note that you may have to change the form of a word to complete the sentence correctly.

aesthetically pleasing/ revellers/ scare off/ pave the way/ traced back to

1.
Fire purified things. The popularity of setting off fireworks at new year can be ________ that idea of fire purifying.

2.
Creatures that achieve world fame for being under threat - the panda, the mountain gorilla, the tiger - tend to be conventionally _________, even cute.

3.
As Rio de Janeiro's carnival gets under way, its oldest street parade has drawn an estimated 1.5m ________.

4.
Puffing Billy was one of the first steam locomotives to transport coal from Wylam Colliery to Lemington Staithes on the River Tyne.

Developed by Newburn-born engineer William Hedley in 1813, it _______ for the development of the rail industry.

5.
Eugene Cousins, a manager at Chimp Eden, said that he fired warning shots to ________ the animals but then one of the chimps attacked his vehicle, smashing the bonnet and windshield.

MORE AGREE & DISAGREE

Agreement

There are many reasons for …

There is no doubt about it that …

I simply must agree with that.

I am of the same opinion.

I am of the same opinion as …

I completely/absolutely agree with …

Qualified Disagreement

It is only partly true that...

I can agree with that only with reservations.

That seems obvious, but …

That is not necessarily so.

It is not as simple as it seems.

Under certain circumstances …

Disagreement

There is more to it than that.

The problem is that …

I (very much) doubt whether …

This is in complete contradiction to …

What is even worse, …

I am of a different opinion because …

I cannot share this / that / the view.

I cannot agree with this idea.

What I object to is …

Unlike … I think …

CHECK MORE HERE