Tuesday, 31 January 2012

Grammar: Past Simple And Past Continuous. Soccer and Basketball Game

Are you up for a grammar game? This one is about past tenses.
We use the past simple for finished actions in the past whereas we use the past continuous for actions in progress happening in the past.
We use two or more verbs in the past simple when one action follows the other action.
We use two or more verbs in the past continuous when past actions were happening at the same time.
Finally, when we use two or more actions in the past simple and the past continuous, we mean that the action in the past simple interrupted the action expressed by the past continuous.

Now we have recapped on what you know, why don't you test yourself with these games? If you're a football fan, you will surely enjoy the penalty shoot-out. When you get an answer right, you can try to score against the goalie. Keep your eye on the target or you might miss. There are different difficulty levels to choose. Prove you're a top-class striker!
What? You don't like football! All right, what about trying basketball? The questions are the same. If you get an an answer right, you have the opportunity to shoot a basketball in the hoop. NBA, here we come!

Penalty Shoot-out
Past Simple And Past Continuous By Pilar Super Taker Soccer Review Game

Basketball in the hoop
Past Simple And Past Continuous By Pilar Super Shooter Basketball Review Game

Human Body

Learn these words about the human body and think what you use each part for. For example, what do you use for talking? Your mouth, don't you? What do you use to look at things? Your eyes. What do you use to smell? Your nose. What do you use to listen to sounds? Your ears? What do you use to touch things? Your hands. How do you taste flavours? With your tongue. What can people see when you smile? Your teeth, like mine. I have a very big smile, as you can see. After learning the words in the three presentations, don't forget to test yourself with the exercise below. Go ahead, my fellow students!





Sunday, 29 January 2012

Lights out! Guess what the weather is like!

Today's lesson is about weather vocabulary. You're going to see six meteorological conditions but things aren't so simple. You will see a torch flickering on the screen, lighting sections of the picture, you can move it up and down, to the left and to the right. That way, you will see more and more. Click on the two sizes of magnifying glass to decide how powerful your light is. If you think you know what the picture shows or if you just give up and want to see it, click on the lightbulb to turn the lights on. You can turn them off by clicking on the bulb again. The time is now, give it a try.

Picture 1

Picture 2

Picture 3

Picture 4

Picture 5

Picture 6

Do you think you have the right answers? O.K. Let's check right now. I'll tell you the solutions for each picture and the definition of the word.

1 is a blizzard: A storm with lots of snow and wind
2 is drizzling: To drizzle means to rain slowly
3 is a draught: A period of time with no rain
4 is a flood: An overflow of water
5 is fog: Thick water vapour that blocks your vision
6 is hail: Small pieces of ice that fall during a storm

And that's all, folks! If you didn't know those words, you've learnt something new. If you knew them and got them right, congratulations!

Saturday, 28 January 2012

Weather Worksheets

What's the weather like? That's the phrase we use when we wish to know if it's sunny, windy, hot, cold, snowy, cloudy, rainy or stormy. If you click on the pictures below, images will be enlarged so that you can carry out vocabulary exercises. In the first two worksheets, just unscramble the words and in the second pair, choose the right option according to the picture. Then you can think about the real weather conditions today. Tell me, what's the weather like today?

Worksheets generated by ESL-Kids

Animals: Video

Have you had enough of animal names? Are you looking for more, maybe? In that case, don't miss out on this video. You will find more than a hundred pictures with the English name of vertebrates and invertebrates. Because learning comes easily when you acquire words naturally!

Friday, 27 January 2012


In the animal kingdom there are invertebrates and also five types of vertebrates (mammals like me, amphibians, birds, reptiles and fishes). Read the names in the small cards and classify every animal in the correct group.

So, how did you do in the matching exercises? Would you like some reinforcement activities? Or would you like to keep on practising just for fun? At any case, you can try the Dustbin Game to memorize the spelling of names of several animals and to learn the taxonomy of vertebrates. In other words, the classification of vertebrates in different groups. Drag and drop each statement to the correct bin. Be nimble! The quicker you are, the better your score. If you're fast you'll get more points. Try as many times as you please. Here we go!

Thursday, 26 January 2012

Vocabulary About Emotions

It's important to learn vocabulary about emotions because communication is essential in human relations and we need to tell people how we feel. This game is called Cannonball Fun and it's going to help you improve your knowledge of words about emotions. You'll see a question and you'll start the game with ten cannonballs. Whenever you land a ball on top of a correct answer, you will get one more cannonball. Use the arrow keys to control the cannon. Hold down the spacebar to build up the speed. To launch the cannonball, just stop pressing the spacebar. Sounds like fun, doesn't it? Give it a go!

School Vocabulary

Read the information in the following flashcards to see names of school subjects and what you learn. After that, you can play the game of the Manic Miner. You have to answer three questions correctly, collect the key and jump down the toilet. You have five lives. Avoid contact with monsters or they will kill you. Incorrect answers drain your energy. Use the arrows to move left and right and the spacebar to jump. Good luck, miner!

Wednesday, 25 January 2012

Spelling for Continuous Tenses and Gerunds

In continuous tenses and gerunds, we mostly add -ing to the main verb but there are some exceptions to study.

When the verb ends in letter E, we drop it and then we add -ing. For example, write – writing. But the -ing form of the verb “see” is spelled S E E I N G.

For verbs ending in consonant plus accented vowel plus consonant, we double the last consonant before adding -ing, such as in swim – swimming.

In traditional British English, verbs ending in letter L, double that letter before writing -ing. Travel – travelling.

Verbs ending in -IE, drop the -IE and take letter Y plus -ing. Example: Lie – lying.

Have you studied these rules? Do you understand how grammar works? Then, move on to prove what you know in this exercise. There are four groups, you have to put the verbs in the correct group depending on their spelling when we add the -ing suffix. If your answer is wrong, the game itself will tell you. What are you waiting for? Start now!

Jobs Game

Hi! I'm Abraham Lincoln and I'm going to introduce you to a game of jobs.
What is a job? A job is your occupation; you do it in exchange for pay, for money. My job was being a politician. I was the President of the United States of America in the nineteenth century.
I'm going to help you widen your vocabulary with a game. Listen to the intructions.
The Earth is being attacked, you can save it if you answer questions correctly. At the bottom of the screen, you will see what different people from different jobs say. You have to shoot the right job using your mouse.
Good luck!

Monday, 23 January 2012

Present Continuous

For affirmative sentences in the present continuous, we use the subject plus an auxiliary verb, which is the verb to be (I am, you are, he is, she is, it is, we are, you are, they are). The verb to be is always in agreement with the subject. After that, we write the main verb, which is the verb containing the key meaning of the sentence. But remember! The main verb always has an -ing ending in continuous tenses. There are spelling rules for verbs ending in -ing and you need to learn them by heart to have a good spelling.

For negations, we use not after the ausiliary verb, that is, the verb to be. There is a long form (am not, are not and is not) and short form ('m not, isn't, and aren't). Then, we put the verb with the -ing suffix. Now you might be thinking... what about questions? For questions we put the verb to be at the beginning of the sentence, always before the subject. After the subject, we put the verb ending in -ing.

We use the present continuous to talk about something that is happening now, at the moment of speaking. For example, now I'm telling you about the uses of the present continuous and you are checking a blog and listening to me. We also use the present continuous for something that is happening temporarily. For example, Kate is learning drums this year. It means that she's been going to classes from the start of the year and she's still taking lessons. After all this, you can start your exercises to check if your understanding of the present continuous is right. Ready? Read the activities below.

Choose the right answer for each case. Pay attention to grammar and capital letters.

Saturday, 21 January 2012

The Common European Framework of Reference for Languages

Plurilingual education is the one of the main goals of the European Council. This means that it is important for people to know how to communicate in different languages. We can learn a foreign language in our environment, at school or having access to certain resources.

The Common European Framework of Reference for Languages is a document for language learners where you can find:

  1. The competences speakers need for communication.
  2. The knowledge and skills to be language-competent in different levels.
  3. The situations and domains of communication.
The Language Portfolio is a document where learners can be aware of their own linguistic competence and keep a record of their evolution when learning a foreign language. There are different portfolios depending on the age and academic stage of learners.
In the portfolio, you can write and check how your communication skills are developing when it comes to reading comprehension, listening comprehension, writing skills and oral performances.

If you wish to know more about the different levels and skills, you can download the documents in several languages on this url.

Match the adjectives

When two or more words have the same or nearly the same meaning in a language, we say they are synonyms. Can you match the adjectives of exercise to make pairs of synonyms?

Friday, 20 January 2012

How much do you know about London?

London is one of the most interesting cities in the world. Its cultural inheritance, historical background and lively atmosphere make it a must if you want to travel abroad and get in touch with different cultures.
Have a look at the slides of this presentation if you wish to have just a sample of a tour around the city. Then, take a quiz to test how much you know about the capital of the United Kingdom.

Tuesday, 17 January 2012

Spelling Rules for Present Simple Third Person Singular in Affirmative Form

We usually add the letter "s" to the base form of the verb in present simple affirmative sentences for the third person singular. However, there are some exceptions.

For example, if the base form of the verb ends in "-sh", "-ch", "-ss", letter "x", letter "z" and vowel "o", we add "-es".

Moreover, if the base form ends in consonant + letter "y", we change "y" for letter "i" and then, we add "es". Watch out! We don't add "es" if the verb ends in vowel + letter "y". In those cases, we just add an "s".

Study these rules and do the exercise below. Click on the verbs with the same ending to complete 3 groups

Study the spelling rules for the third person singular in the present simple and click on the verbs that have the same ending to complete the 3 groups: -s, -es, -ies Listen to the pronunciation of the verbs with third person singular subjects: He misses home She often watches TV He carries many books to school The shop opens at 10 He always passes his tests She works very hard He rarely says a word She rushes in to catch the bus He learns English every day He fixes cars He hurries up for the train She washes her hair every morning I don't trust her because she always lies The plane flies high He plays Scrabble once a month She stays with us in summer She writes e-mails every night He does his homework in the evening The dog kisses his owners when they give him food She sings extremely well He tidies his room after school every day He goes to New York twice a year If she marries him, she will be happy That spoilt child cries to get what he wants

Monday, 16 January 2012

Food Vocabulary

Are you hungry? My stomach is rumbling. Here's some tasty food. Listen!
First group is Fruit: Apple, lemon, oranges, strawberry, peach, melon, pears, banana, grapes, pineapple, cherries.
Second group is Vegetables: Potatoes, pepper, green beans, peas, carrots, cauliflower, pepper (spice), cabbage, aubergine, mushrooms, courgette or zucchini.
Third group is Salad: Lettuce, tomato, cucumber, vinegar, oil.
Fourth group is Animals: Meat: Beef from cows, veal from calves, lamb from sheep, pork from pigs. Fish and shellfish: Shrimp, oysters, salmon, lobster, mussels, prawn, scampi.
Enjoy your meal!













PEPPER (Countable)
PEPPER (Uncountable)



ANIMALS (MEAT), FISH AND SHELLFISH                                                                                         
ANIMAL                                                                                                                         MEAT






Somebody who doesn't eat meat is a VEGETARIAN.
Somebody who doesn't consume animal products of any kind - whether it's meat, milk, eggs, etc.- is called a VEGAN.

We have already seen some examples of meat. Now, let's move on to fish and shellfish.