Welcome back. So as you can see from the from the from the lesson descriptionWe’re going to be focusing on a writing task. Okay, so we’re going to be writing an email of a requestDo you know what an email or a letter of request is?We’re going to see the difference between writing an email and writing a letter in factSo what is the meaning of request when you request something or to make? request another word for that is to ask okay so we are writing a letter or anemail to ask for something okay and we usually ask for for information or toask someone to do something for us unless you can very well imagine you donot just start the letter write dear whatever can you please do this forme you’re sincerely and you end okay it just doesn’t work that way there is a whole plan in fact thatyou have to go through and we’re going to see this together okay are you ready I amlet’s go so what planet are you on and we’re going to be writing an email ofrequest so have resource one next to you and we’re going to be focusing onactivity one okay have a quick look at this text, I put it on the screen for you, okay? It’s the text that you have on Inactivity 1,in fact, okay? Now, we’re going to be focusing a little bit, okay, on this, what we have over here.So, what do we have in front of us, in fact? I think it’s quite obvious, all right? We’ve gota letter. Now What is the language used, or what is the level of formality?Pause the video, find a few expressions to support your answer.The language used is…The language used is, in fact, formal language.Can you find a few examples?Well, I did say you need to support your answer.Find a few examples.You can also look at Activity 1. and mark a few examples over there.I’m going to show you some examples that I’ve found.So examples of the language is over here, which will take place.So it’s formal, a formal way, how to say where something will happen.Okay, it’s the same as which will happen.Are requested, which is the same as asked to, somebody’s asked to do something. something you are requested, will be distributed, what is another word for that or another expression,think a little bit, an informal way, an informal version of this one, of will be distributed,will be given out. It’s another phrasal verb, given out, it’s a phrasal verb, phrasal verbsare extremely common in English and they are used a real lot and there are a lot ofthem, okay? So, because familiar with them. And that is an informal way to say will be distributed.Okay another example over here on behalf of Green Earth to request yourstudents help. I am writing this because I want etc etc okay so that’s veryinformal and very inappropriate to use in a letter. In fact okay let’s get rid of formal language what is the purpose of this letter yes request obviously becausethat is exactly what we’re doing yes but think a little bit read skim through itreally very quickly not for details okay really very quickly skim through it whatis the purpose of this letter is it to request information is it to giveinformation is it to complain and it’s in fact to request okay information it’s to request information look at the closing nowokay look at the closing so this is the closing over here there is something wrong about it

Hi, welcome to lesson 7. We’re going to be doing a reading task.I’m not going to move slightly away from recycling and plastics, but we are going to remain on planet Earth.Just the same, but we’re also going back a number of years, in fact.So are you ready? Do you have resource one next to you? Okay, let’s go.So lesson 7 reading,Earth’s mountains may have mysteriously stopped growing for a billion years.Look at the headline and the lead of this text.What is the text going to be about?So quite obviously, when you have a question like that,you need to focus on the words and perhaps highlight them underline them so we’re going to be talking about earth’s mountains stopped growing and it’s notjust the headline but also the lead so those are the keywords okay those are the keywords this isgoing to be quite a challenging text okay so if you get hints from the headline for instanceyou’ve got earth mountains grow the billion years so this is not just about nature okay and hints from the lead with continental crust and flow of nutrients, evolution,it all seems so complex for now,but the text will explain something phenomenal that happened a billion years ago.I would also like you to notice this over here,that a five minute read. Yes, you can see that often on websites, the website gives you an indication as to howlong it will take you to read a particular article or a particular text, okay, so thatif you do not have plenty of time, you know how long it will take you to read it and youdecide whether to read it or not, in fact, okay, it’s quite interesting, an interestingdetail, relatively new, in fact.Okay, so… back to our text. Okay, let’s get that out of the way. What genre is it? Now I’m notgoing to give you the answer just yet, but what genre, what type of text is this? Dowe have an essay in front of us? Okay, you can also obviously have a look at aresource one, at the text that you have in resource one. Is this an assessmentreport? We have seen assessment reports before. Or does it look like anarticle? And which section would you expect to find it in?You know that both websites, magazines and newspapers,they have different sections, okay?Different sections in the magazine,different sections in the newspaper,dealing with different topics.Now, where would you put this?Science, environment, or wildlife?And this is a question that you havein the comprehension questions, I’m not going to give away the answer just yet,but think a little bit about it.Okay, now, this is activity one, the nine text types.And you have to match, okay, and on the table,okay, in the table you have got two columnsand you’re going to match column,the first column with the second column.Okay, different types of texts. What do texts do?Now many times when I ask you what is the purpose of this text,what is the text trying to do?Is it persuading?Is it informing?Is it entertaining?And there are nine different types.Some of them are going to be pretty easy and straightforward.The others you might want to leave for lastso that you can do it by elimination if you want.Okay, when you are done from activity one, then we’ll go. to discuss it and also have a look at a few examples. Okay, are you ready? So let’shave a look at the screen. So to entertain, to make the reader enjoy reading, when youpersuade you’re trying to change someone’s opinion, the reader’s opinion. Okay,we are writing something to change their mind, to advise, to help people decidewhat to do, to help them decide.

Hi, welcome back and we end the topic on a spectacular note in factSo what I’m going to be showing you today what you will be seeing I hopeWill be pleasing for the eyes. In fact, okay, so this is a speaking activity anda speaking lesson andWe are going to to see okay How would we react to and what we talk about when we want to react to something that we have seen?So we’ve seen something, okay, and we want to talk about it.Okay, what do we talk about and to whom?Okay, so are you ready?Right.So let’s have a look at the screen.Lesson 8, speaking, reaction to something beautiful.And you most definitely have something beautiful there in front of you. What was the first thing that you thought when you saw this picture?What did you react to?Did you react to the colours?To the composition with the flamingos on the foregroundand the majestic darkening sky in the background?Or perhaps the theme, the beauty of wildlife?Or maybe the technique?If you’re into photography perhaps you have noticed that there is a particular technique which was used over here.More about that later on.And if you had to show this picture to someone,it’s a beautiful picture.It’s a photo. It’s not a painting.It’s not digital art.This is photography, okay?Who would you show it to?Would you be interested in seeing more workby this artistic photographer?Stephen Wilkes? Okay, what do we talk about?So write down three or five ideas, pause the video,take a piece of paper. What do we talk about?Think a little bit, jot down a few ideas.So let’s compare our answers. I talk about an experience I’ve had, ameal that I enjoyed, a trip I went on, or maybe I went on an outing, or maybe an argument I’ve had.It’s an I talk about members of my family. I talk about life at home or films that I’vewatched. I talk about things that struck me anything like this picture over herein fact. I talk about something beautiful I came across again like thispicture and the works of Stephen Wilkes. So for example something that struck merecently is the positive things that can come out of climate change.Did you know actually that there is something positive to climate change?Can you think of a few things and I’ll really stop the video at this pointand think of anything positive related to climate change.Climate change is not all negative. It can be positive too.Do you know? Workout activity one and you will see that there are a lot of positive things that can come out of climate changenegative two obviously and in and in the table in activity one you have got a list ofofChanges okay a list of of effects that are related to climate change some of them are negative and some are positiveCan you find out which ones are negative and which ones are positive? and put an N if it’s a negative and the P if it is positive.And then you can correct your workand then get back to the lesson.Okay, so ready?So you’ve finished activity one, right?And you’ve also corrected it if you want to.How did it ever occur to youthat climate change can actually be something positivefor nature and wildlife?

Hello everyone, how are you? Hello students, I hope you are doing well. And welcome to the 5th lesson, ok? I hope you are doing well. I find hockey boring. In English, I find hockey boring. So today we are going to talk about something boring or interesting. Ok? So today we are going to talk about talk about whether I find something boring or interesting. Ok, let’s go! And so, I ask you, what is your favourite hobby? Ok, what is your favourite hobby? For example, my favourite hobby is cycling. Ok, my favourite hobby is to ride a bike. Ok, good. So, the question for you, what is your favourite hobby? We find great things to do. And the question is, what is your favourite sport? My favourite sport is ice hockey, okay? We are in English, okay? Ice hockey, but not ice hockey. So, if you find us doing ice hockey, how do you find ice hockey? Das finde ist super, okay? I find it really great, okay? Super. Kurz, das nächste Frage. Welche… Now let’s look at three short texts. I’ll show you three texts. These three youths talk about their hobbies. These three teenagers are speaking about their hobbies. Let’s see what they are saying. Let’s see. My name is Steffi. I’m from Langweil. I live in Langweil. My last year friends. and is boring. Fußball mag ich nicht. Okay, Malatheidina, she doesn’t like football. Das ist zu anstrengend. Okay, anstrengend. Okay, twister exaustid. Und dann ist auch il kelmatzu aber ejectiv. Twister very exaustid. Gut, Rollschulaufe finde ich toll. Malatheidina Rawli, she really likes roller skating. Toll twister great. Und ratt fahren ist zu. and he also likes a lot riding the bicycle. Good, let’s look at the text. Text number 2. I’m called Jürgen. I think tennis is good. And I also like light athletics. You can see that he finds tennis good. And that he also likes athletics. Light athletics or athletics. I think that’s interesting. You find that interesting. athletics. I don’t like athletics. I find football great. So, we have three questions. Where mag likes athletics? Very important, the question where did you say who? Number two, where mag likes athletics?

Hello, I’m Vigette. Hello, how are you? How are you? Hello, I’m Alessia. I’m from Wisconsin. I work in Diner & Freight-Side. What can you do in your free time? So, as I said, there are many activities that you can do in Diner & Freight-Side. Hello, how are you? Okay? Also, jetzt machen wir wieder weiter. Also, ich habe eine Frage an euch. Also, was kannst du in deiner Freizeit machen? Also, hier habt ihr zwei Bilder. Also, an einem sonnigen Tag, on a sunny day, und an einer

Hello students, welcome to English class. My name is Maria de Mecolin. So, for this lesson, you will need something to write on, a pen and a paper, and a smartphone or a tablet to take some photos of these slides. By the end of this lesson, we will be able to listen to a song about technology, for gist and substance degree ideas, make use of… skimming and scanning to read the poem effectively, identify the use of a range of literary devices and comment on their function and effect within a poem, recite appropriate poems demonstrating that we can pay attention to how rhyme, pattern and rhythm help us bring out the musicality of the poem. So, first… I would like you to listen to this song and check if the singer is happy of using social media or not. Stay why or why not. So we’re going to listen to this song and note down, okay, if the singer is happy of using social media or not. And say why or why not. So provide the reason okay because the singer mentions the reason notes down also the reason Where you go how you feel and why did this flicker Spotify out there for you to try And you will find the people all have Since you entered my life So go on and YouTube, Twitter, Facebook Make close so you see Used to be strangers, but now that won’t If you subscribe and get So, now we’re going to read a poem called Sociality by Nur-un-Nahar and I would like you to listen to this poem being recited, I’m going to recite this poem and then check if the previous song which you have listened to and this poem share the same perception. on social media. Note down why. Ok, so first I’m going to read this poem aloud, ok. Then your task is to check if the song that you have listened to. And this poem share the same perception on social media share the same ideas and you need to know down why so give me a reason why they agree or why they disagree alright so I’m going to read the poem aloud so social media by Nur on Nahar if our lives were defined by our social media everything must become way too cool since all we

Hello students! Welcome to English class. My name is Maria D’Amicole, so for this lesson you will need something to write on, like a pen or a paper, and like a pen and a paper, and a smartphone or a tablet to take some photos of these slides. So, I would like you to So, look at these images and note down what can you notice. Who are these people? What is happening? How are they feeling? So, look at these images and note down. What can you notice? Who are these people? What is happening? And how are they feeling? I’m going to give you one minute, go. okay so you might have come up with similar thoughts no so I think that in these images here we can see a parent with his or her child so for example here I would say that this one is a mom okay the mom of this girl okay and the same as in picture too And the parent seems to look annoyed, look, for example, in picture 2, here they are fighting, I guess, because they don’t seem happy, and even in picture 1 here, she seems to be stalking what her child is looking at. And even in the last picture here, in picture 3, the father here is… looking at what his son is doing on his tablet. So I think here that there is a kind of conflict because the parent is not actually happy about what the child is doing. So by the end of this lesson we will be able to make use of scanning and scanning. the prose extract effectively. Then we will be able to identify the use of a range of literary devices and comment on their function and effect within the prose extract. We will be able to participate creatively in activities based on literary texts, so the prose extract, because we’re going to read the prose extract. And we’re going also to show, we’ll be able to show our understanding of prose texts by answering questions about teams, character, plot and setting. So and the activities that we’re going to do during this lesson include the following. We’re going to read the prose extract and we’re going to draw some lines from the prose extract to give it some interpretation to give

Hello students! Welcome to English class. My name is Maria D’Amicole. So, for this lesson you will need something to write on, a pen and a paper, and a smartphone or a tablet to take some photos of the slides. So, look at these images, students! Can you notice any differences? What are they? So let’s have a one minute think, okay? Look at these images, think what notes down what you can see and can you notice any differences? What are they? Let’s think for one minute. Okay students so as you can see here we have a mobile phone, okay, and here we have a smart Now, the main differences between these two are that one is black and white, ok, as you can see. And the other one is with color, ok. And here one uses the buttons, presses the buttons to dial and to do other functions, but with this smartphone, we usually just use our finger. and use the touch screen to press the different icons which are found on the smartphone. This one is the older version, this one is the modern version of the mobile phone. And usually, another difference is that with the old version, the new one maybe cannot access the internet or if one One can access the internet, usually the person is restricted with using the internet, while with the smartphone we can do almost everything, we can access the internet, we can play games, which are online, etc. So, now, by the end of this lesson, students, who will be able to listen to a mobile for just 10 subsidiary ideas, learn and revise certain phrases such as have the world at your fingertips, stand in line, stock prices. Now we will be able to listen and make inferences by listening for detail and as activities during this lesson we will be listening to an advert and we are going to work out. some exercises related to this advert, okay? So we’re going to do some tasks and then we’re going to say if we are persuaded into buying this mobile phone or not, okay? So then we’re going to express if we are persuaded or not. So imagine that you have just gone back in time and with a time machine and you have found yourself during the times when Nokia 7.1.1.0 was going to first appear on the market. So imagine that you are back in time, maybe around 10 years ago or a little bit more and this mobile phone is brand new in the market. Okay, it’s the latest.

Hello students! My name is Maria Denikoli. Welcome to English class! So, for this lesson you will need something to write on, like a pen and a paper, and a smartphone or a tablet to take some photos of the slides. So, take a look at these three images. What can you see? What do they have in common? How are they different from each other? So, I’m going to give you one minute to think. What can you see in these three images? What do they have in common? How are they different from each other? review is written by a person. And we also have the time when that person has written the review. So for example here, Tom Bedford has written this review four days ago. Or here, this review here was written 10 days ago. So they also refer to time, these reviews. And they are the favorite and phone while for the iPhone 12 here we have four star rating and even with this one we have a four star rating for the Moto G stylus okay so they are rated differently and the time is also different like we said one is four days so with three sims quite recent the other is 10 days and the other is five days now So by the end of this lesson, we will be able to make use of skinning and scanning to read some mobile phone reviews, which express opinion and recommendation. So when we write a mobile review, we express an opinion about how efficient that mobile phone is. And we also recommend it, or otherwise, to other people, depending on how effective we think that mobile phone is. We will also work out what unfamiliar words mean, such as decent, snuggly, reasonably, dismiss, rolling out across the globe and groundbreaking. In this lesson, we will read some mobile phone reviews and do some tasks related to them. And then we will express our opinion and

Hello students! My name is Maria Denequally. Welcome to English class! So, for this lesson, you will need something to write on, like a pen and a paper, and a smartphone or a tablet to take some photos of the slides. So, to start our lesson, I would like you to look at the following pictures. And no! down. What can you see? Where can you find such text and such images? Where can you find them? I’m going to give you one minute to think what can you see and where can you find such text. Let’s go! Okay, students, so in these three images here, we can see different mobile phone reviews, right? Here we have Xiaomi Redmi Note 9. When we want to buy a mobile phone, we can easily access these online websites and we can compare and contrast the different mobile phones, which are available in the market, no? So, apart from the specialist websites, usually if a mobile phone belongs to a particular brand, for example iPhone, Samsung, Xiaomi. etc. When you access their website, usually they have the reviews which other customers have written down, to help those who would like to buy that particular phone. Now, at the end of this lesson, we will be able to make use of skimming and scanning to read effectively the mobile phone reviews which are inform the reader about the specifications of certain mobile phones. And we’re going to learn and revise some vocabulary, such as camera, internet connectivity, apps, battery, display and price. We will be able to write a mobile phone review appropriately. for an audience, so for the other customers and with a purpose. So to inform the public about the specifications of a particular mobile phone and its efficiency. So with activities we’re going to read first a mobile phone review and then we’re going to write one ourselves, ok? So, students, I would like… So first, read quickly, ok? These two reviews. Read them quickly cause in life sometimes we have to read quickly to get to know what kind of information is available, ok? But we read it quickly to see if we’re interested or not. In that particular kind of information. Now, read it quickly and tick.

Hello students! Welcome to English class! My name is Maria D’Amicole. So, let’s watch this video. Take note of what you can see during this video and what the message they want to try. Transmit might be Absolute chaos! We’ve got the blizzards in Africa, we’ve got tsunamis in Paris and the whole thing’s been toppled. With over 100% more battery power, Mofi, stay powerful. The smartphone with everything you need, and the one thing you want. Xperia Play, coming soon from Sony Ericsson.

Hello students! Welcome to English class! My name is Maria D’Amicole. So, for this lesson, you will need something to write on, like a pen and a paper, and a smartphone or a tablet, to take some photos of the slides. So, to start our lesson, I would like you to look at the following images and guess what happened. I’m going to give you one minute to look at the following images and to try to guess what happened. Ok, so as you can see here, we have a smartphone, the smartphone is ringing because there is an incoming call, ok, and we have someone here who is using the Okay, so, by the end of this lesson, we will be able to make use of skimming and scanning to read a prose extract, while learning or revising certain terms like lignin, bow, snatched, shaking. We will identify the use of a range of literary devices and comment on their function and effect within a prose text. We will participate creatively in activities based on literary texts, the prose extract that we would have read and listened to. We will be able to show our understanding of prose text by answering questions about themes, character, plot and setting. As part of the activities during this lesson, we will read a prose extract and then we’re going to express our thoughts about what we would do if we found ourselves in such a situation. So students, first I would like you to read this little paragraph here and your task is to match the phrases and which are found in column A with the definitions which are found in column B. However, pay attention, okay, because there is one which is extra. So, and I’m going to give you two minutes.

Hi students! Welcome to English class! My name is Maria D’Amicole. So, for this lesson, you will need something to write on, ok? A pen and a paper, and a smartphone or a tablet to take some photos of the slides, ok? So, now, I would like you to look at the following pictures. and think, how are these persons feeling? Why are they feeling like this? Have you ever felt like this? Why? So let’s have a one minute think, ok, of how are these persons feeling? Why are they feeling like this? And have you ever felt like this? this and why so one minute Okay, so if we look carefully at these pictures, okay, and the finish but sometimes it can confuse us as well. In fact, here we can see different social media, like Facebook, YouTube and other apps, which provide us with information. And here we have some likes, we have the internet and we have music. all these ok leave an impact on our brains so sometimes it’s easily we can easily get confused no with the kind of information some might be true and some might be false ok so that’s why we might be easily confused have you ever felt like this why personally I get confused quite a lot for example when I watch news online. I don’t know which source tells this route and which other tells fake news, so sometimes I also feel like really stupid, ok? I feel confused and sometimes I also feel overwhelmed. Overwhelmed means when you are kind of bombarded with too much information and you don’t know what to do, ok? So I think this It is quite a common sensation and feeling to experience when we deal with social media and this kind of information. So by the end of this lesson, we will be able to make use of skinning and scanning to read an informal email which expresses an opinion about the impact of technology on human life. And then we’re going to revise and work out what unfamiliar words mean, such as influence, biased, reliable, intrude, sensational, celebrities, paramount. We will also use the present simple and the affirmative and the negative. As activities we’re going to read an informal email and we’re going to express why social media f.

Welcome students to English class, my name is Maria D’Amicole, so for this lesson you will need something to write on, like a pen and a paper, and a smartphone or a tablet to take some photos of this life. So, now I would like you to look at this video and note down what you need to write Which statement do you agree with? Which statement do you disagree with? Okay, so look at this video about technology and know down which statements do you agree with and which statements do you disagree with? The media is generally believed to influence people, and the many ways in which individuals and society may be influenced by both news and entertainment mass media are referred to as media effects. It’s hardly controversial to say that these media sources can affect our view of the world, but let’s talk a little about the ways they can do that. Priming. Media messages may help us to recall old ideas’ knowledge or experience. For example, a news story about the French presidential election might trigger thoughts about the French economy, memories of a trip to Paris, or remind a person to put brie on their grocery list. Agenda Setting Also called gatekeeping, this refers to the fact that the media controls the information we get, and therefore what we think about. Editors have a lot of power here because they are ultimately the ones who decide what we’re thinking about. Framing Frames are the particular treatment, or spin. applied to a message. Often this ends up shaping our own opinions of the news and who the good guy is in any situation. While agenda setting is choosing which stories to tell, framing is choosing how to tell them. Cultivation. After a lot of hours in front of a TV, people start to blur the lines between the real world and the one on TV. For example, based on the number of programs about You might guess that more than 1 in 10 men work in law enforcement, when really it’s 1 in 100. Of course, some media messages, like ads and public information campaigns, are designed to change our attitudes or behavior. Factors that increase the likelihood of success include likeability, credibility or attractiveness of the source, the arguments used, and people who seem to agree with them. Media also plays a role in persuading people to adopt a new idea. idea of practice. Often they first communicate messages about the new idea, which then spreads through interpersonal networks expanding over time to include social leaders, peers, and the community. This eventually leads to the adoption of the idea or innovation, reaching a critical mass. In today’s world it’s impossible to avoid media influence, but by understanding the way it works you can win back control of your perception and seek to have a balanced view of the world and the people in it. an informal email, which informs the reader about the impact of technology on humans’ life. We’re going to write an informal email to our friend, and we’re going to express our opinion about the impact of technology appropriately, for an audience and with a purpose. And we’re going to read an informal email. doing this lesson and then write an informal email about technology. So I would like you to read the informal email quickly and label the paragraphs using the following phrases. How efficient some media sources are, the objectivity of certain media sources, the importance of mass media,

Hi. Welcome back. And that’s the way the cooker crumbles.Well, you have to accept a situation, even if it’s unpleasant.On the other hand, you can try to do something about it.Like your friend’s cookies, which we are going to be talking about again during this lesson.And in fact, if you see resource 1, you will find that in Activity 1, you have got a text offering some tips and tricks for baking better cookies so that they don’t come out lookingflat like your friends cookies most probably they still taste it right but the appearance you knowthey could look nicer okay so let’s have a look at the screen and that’s the way the cookie crumbleslesson three we won’t just be talking about the cookies but we’ll also be mentioning modal verbsdon’t be scared these are words that you are already using okay and using correctly mostprobably as well it may be the butter oh that’s a sentence that we’re going to beworking on okay so it may be the butter maybe your friend did something to thebutter and maybe that’s what made them look flat and in fact we’re going to belooking at at those two and tricks from another baker. Okay, so your friend made cookies. Do you remember that picture fromour previous lesson? Okay, and also I asked you to choose and I suggested you choose B and C.You try them, you eat them, but you also give her some tips, okay, from a video that you watched.Okay, and hopefully it will help. You’re also going to to see an article, okay, the article written by Jess. She is a self-taught baker, so unlike AnnaOlsen before, she is not a professional chef, however she is a self-taught baker and dessertadvocate, okay, she loves making desserts all the way from Australia. And activity one in factis based on her cookie tips. Now going to work out activity one and also correct it okay and it is a wordformation exercise so in a word formation exercise you have got a text okayparagraph and it’s got blanks but we also give you the words that you can usehowever however it’s not just that you need to add something to those words you need to change them a little bit okay and thatis in fact word formation so I’m going to assume that you have finished theexercise and I can show you the answers in three two one and here we go okayso if you look at this word over here reliant you will see that the word has changed from R-E-L-Y to R-E-L-I so yes the word can change its spellingall right and it will be totally fine obviously as long as you write a word which is spelled correctlyall right so also look consistent becomes consistency and you do need to be a little bit because look at that one part we create counterpart so it’s not just adding a Yor or or or an ENT or a full there sometimes we have to add something at thebeginning as well okay obviously the more you read the more the more natural itbecomes okay so these steps was Jess there in the kitchen with your friendwhen she made the scoop cookies? Most probably not. And does she, all the way from Australia, know what happenedto those cookies? Again, probably not. Then how come she can share tips with readers?And can you find a few guesses that she has made? So we’re talking over here about guesses

Hi, welcome back. We’re going to be doing a speaking activity and we’re going to betalking about those cookies of your friend, okay, the cookies that your friendmade. Now we’re going to be practicing the language point that we discussed inthe previous lesson, okay, and we’re going to be talking about in fact themodal verbs. We’re going to be using those modal verbs, trying to figure out what happened to your friend’s cookies, okay?So instead of just telling her,oh well, that’s the way the cookie crumbles,we actually don’t just accept the situation,we try to see what went wrongso that next time she can do better, okay?All right, so are you ready?Let’s start.Lesson four speaking, it may have been the butter.So again, you remember the figurative meaning the expression, which one is the correct meaning, so the first, the second or the third, and it’sthe first. Okay, right, so at this point you should have finished working, or actually youcan pause the video and work out activity one, which is a close text, okay, where you have tofill in. with a word with the correct word in the text in the gap and also work out activity two.So basically activity two is a further practice of the modal verbs and decide in which table you’regoing to put them. All right so are you ready? Done from activity two I’m going to show you theanswers so when you’re not so sure sorry sorry actually when you are sure of something I didn’t read the screen properly so I’m certainof it so when you are sure of something you say it can’t have been okay or or that will do it sowhen you are sure that something will work okay it can’t have been the chocolate chips okay it’sobviously I mean the chocolate chips do not produce um flat cookies right and when you are sure of something you can use the modal verb will. That will work, that will do it,do that and you will get a good result for example. When you are a little bit less sureof something but you are quite convinced, again quite convinced but not 100% sure, quiteconvinced that something is that, okay, we’re talking about probability, it’sprobable and also these three sentences which are probable it must have been the sugar one of thetips should do the trick again we’re not 100% sure but you know you’re quiteconfident there must be a missing piece of information somewhere and possibleit’s just pure guesswork you’re not so sure you’re just giving suggestions itmay be the butter or it might be temperature of the eggs and butter for instance okay now our task okay so thoseare a few expressions few sentences that we can use later on and that we havealso already seen okay so this is our task okay again okay these cookies alrightshe did follow the recipe blindly but now she’s wondering why dirt turned outlike that now remembering your English lessons to entry, you decide to help her figure out what mightbe the problem.Okay, blindly?What does that mean when you follow something or someone blindly?When you do something blindly, you do it as you were told without questioning it, withoutasking questions, without doing it differently.You’re told to do that and you do it.You do, you make something, you make… cookies following the recipe without changing anything okay so you do it blindly and that iswhat your friend did okay and you asked her to send you the recipe so you could have a lookand she had followed this recipe okay over here she sent you a picture of it she messaged you apicture of it and you’re trying to figure out what could have gone wrong now you have watcheda video

Hello children! My name is Ms. Romina and today we are going to talk about dinosaurs.And I have quite a lot here and they’re all very different with very, very strange names.Shall we see a small video together and we can see all the different types of dinosaurs? dinosaurs that used to exist a long, long time ago. Dinosaurs, brains like peas, jaws and claws, teeth and bonesThey used to growl and groan and moanSome had feathers, some had scales, spikes and clubs and whip like tailsThey fought like dragons The others sure shook, the volcano sizzled, and the lava cookedOh, the dinosaurs, the big-ass trees, the dinosaursBrains like peas, jaws and claws, and tickin’ bonesThat used to growl and groan and moan Ratasaur’s Rex was a terrible king.Stegosaurus tail could really swing.Brachiosaurus liked to stomp.Trachodon would chew and chomp.Oh, the dinosaur, a big-ass tree.The dinosaur, brains like peas.Jaws and claws and teeth and bone.It used to growl and groan and moan. They roam the earth a hundred million yearsWithout worries, cares or fearsThen one day they hit the soilBound their fossils, gas and oilLoad the dinosaurs in their gas treesThe dinosaurs Brains like peas, jaws and claws and teeth and boneUsed to growl and groan and moanOh, the dinosaurs, big-ass trees, the dinosaursBrains like peas, jaws and claws and teeth and bone growl and groan and moan. All those dinosaurs I think they are a bit scary but do you likedinosaurs and do you have dinosaur toys? Well today I have a book about a boy whosename is Harry and he sure does love dinosaurs. Let us see how he came to have all his lovely collection of dinosaurs. So the book is called Harry and the Bucket Fullof Dinosaurs and it is written by Ian Wybrow and the illustrations, the pictures, are by AdrianReynolds and there is Harry. So we can see some dinosaur footprints and some very colorful dinosaurs with all their strange andglorious names. And there we go. So Nan taught the attic needed a clear-out. Shelet Harry help. Harry found an old box all gray with dust.

eight, nine, and how are we going to form the 90 in the number 99? Very good. I’m going to use nine caps of 10. So 10, 20, 30, 40, 50, 60, 70, 80, and 90. You see? We have formed the number 99 on my place value chart. What I would like you to do now… I would like you to add to this number and one to this number. You’re saying hundred. Let’s check it out. So I’m going to add another unit and look what’s going to happen. Since I have ten units now, I’m going to change those ten units in another ten. So how many tens? now. I have 10 tenths and can I have 10 in my tenths column? No, do you remember we said that in each column we should all only have a one-digit number? Either 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. So what I’m going to do with the 10 tenths? 10 tenths is the same as 100 so I’m going to change my 10 tenths in one. of the next 9, it’s 9 tenths, so it’s the same as 90, the next 9 units, tenths, very good, hundreds, so 900 and the next very good, it’s nine thousand, look at it, it’s nine thousand, so we have nine thousand, nine hundred, ninety-nine. Let’s form the number nine thousand nine hundred nineteen. nine on our place value chart. So let’s start with the units. We have nine again, two. Do it with me please. We have nine units. How many tens? We have another nine, two, forty, sixty, eighty, ninety. How many hundreds? Again, we have nine hundred, so nine hundred.

Today, during this lesson, we’re going to tackle once again fractions. And let’s start by watching this short video, which will help us remember comparing two unit fractions, a lesson which we already did during one of our previous lessons. Follow the video carefully. First, let’s talk about what a unit fraction is. A unit fraction is a fraction with a numerator of 1. So here are some common unit fractions, 1 half, 1 four. The important thing to see here is to notice that the more parts you split a fraction into, the smaller each part gets. Another way of saying that is to say, the bigger is the smaller fraction is. Let’s look at this first example to prove this. Here we have to compare one half and one fifth. Now to compare fractions we’ve got to make sure we’re using the same size model to compare. We have to have the same hole that we’re looking at. So we make one half and then we shade in one of our halves because the numerator is one. Then we make one fifth. by using our model and making it into fifths and we shade in one of our fifths. Now notice, because one half is only split into two pieces and it has a greater amount shaded in than one fifth that was split into five pieces. So the symbol we’ll use is the one that is chomping down on one half. So we’ll use this one. And we’ll read this as one half is greater than one fifth. here you can see this is the paper plate if you don’t have paper plates for example you can also draw a big circle we need four of these as you can see over here and if possible I would like you to color them in different colors in my case I have used blue red purple and orange and then I will explain to you exactly how we are going to use them so we can pause

Hello children and welcome back to another year tree maths lesson. Let’s start by going through the task that I assigned you during our last lesson. Last time you had to use a spinner or if you didn’t have a spinner you had to choose a number from 0 to 9 and then multiply the number by 10. So for example if you got three our previous lesson we had to add 23 plus 9. This time we’re going to try and add 23 plus 11. Which method can I use? 23 plus 11, I can use if you have at home you can use concrete materials, you can use for example interlocking cubes, you can use pom poms, you can use lollipops sticks, another method which we can use. this same number sentence we’re going to add 10 and then adjusting by one by adding that extra one like we did on the number grid but this time we’re going to do it mentally so what do I need to do if I have 23 add 11 mentally I’m going to partition it into 10s and units because I know that 11 when partitioned into 10s and units we have 10 and 1 so 23 at 10 that’s 33 33 add 1 and that’s 34 let’s see on our screens how to work it out using the number line so we have 23 add 10 we partitioned 11 into 10s and 1s 23 at 10 makes 33 add the extra one 45 plus 11. First of all, we need to partition the number 11 into 10s and ones. So we have 45 plus 11. I’m going to partition it into 10s and units. First I’m going to add the 10s and then the unit. So 45 add 10. I can use the grid to check my answer. Start from 45. Go down.

Hello boys and girls and welcome to another year to the maths lesson. How are you today? Ready to start? Let’s start by going through the task that I assigned you during our last lesson where we had to add 11 by seeing 11, thinking 10 and then hopping forward one. Now over here you had these eight sums and if you Pause the video you can check your answers. Now let’s move on to today’s lesson outcome. By the end of this lesson we will be able to subtract 11 by subtracting 10 and then adjusting by 1. The key vocabulary during this lesson will be subtraction, subtract, subtracting, adjust. Resources needed are number grid, dice, whiteboard, then marker, board game and accounting. Now let’s subtract this time. When we need to subtract 11 from a number we can use various methods. So if we have 23 take away or subtract 11 we can use for example concrete material. This time I’m going to use lollipop sticks. So I’m going to form the number 23. formed with one packet of 10 and one unit so what I need to subtract from these little pop sticks I need to remove one packet of 10 and one unit and just like that I have removed 11 so 23 take away 11 what have I got left over here I’ve got one packet of 10 and two units so the answer is 12 10 and 2 make 12. So we just worked out using lollipops sticks 23 minus 11 equals 12. That we worked it out using concrete material. The same sum 23 take away 11 we can work it out using a number line or a number grid. I’m going to use my number grid. I’m going to find number 23 Now if I need to subtract 10, what do I do? I move one box up So 23, subtract 10. That’s 13. I need to subtract another one, this unit over here So from 13, I’m going to count backwards 113, take away one and that’s 12 So we got the same answer take away 10, which makes 13, then take away that extra one, and we end up with number 12, the same answer that we got using Lollipop sticks and using the number grid. These are the steps that we followed. 23 minus 11 equals 23 minus 10, which is equal to 13. 13 minus one, which is equal to 12. And this is the 11 rule that we followed. see 11, think 10, hop backwards one this time. We’re hopping backwards because we are subtracting. Let’s try another one. This time we have 30, take away 11. So if I had to work out 30, take away 11 using

Hello children and welcome to another year three maths lesson. Let’s start by looking at the task that I assigned you last time. Last time you had this board game, which I attached to our previous lesson. You had to roll the dice to see how many steps you need to move when you land on a purple… number you had to add 11 when you land on a blue number you had to subtract 11 and over here you can see all the answers. So you can pause the video and check your answers. Now let’s move on to today’s lesson. So we have this girl, Clara. Is she correct when she’s saying that this is Clara’s saying something else. She’s saying that a rectangle has two lines of symmetry. Is she correct? Do you know what are lines of symmetry? Let’s watch this video together to understand what symmetry is. Hi everyone! Today we’re going to learn about symmetry. Symmetry is a concept that is commonly found in math, especially geometry, but it is also often discussed in art and design. An object that has symmetry can be divided into identical pieces. When an object has symmetry, we say that it is symmetrical. When an object does not have symmetry, we say that it is asymmetrical. different types of geometric symmetry, but today we are only going to talk about the simplest form, Reflectional Symmetry. An object or image that has Reflectional Symmetry is like a mirror image. If you were to draw an imaginary line down the center of a symmetrical object and fold it in half along that line, the shapes would match up. This imaginary line is called a line of symmetry. Some symmetrical objects only have one line of symmetry, while others have more. For example, this triangle only has one line of symmetry, straight down the middle, because if you try to divide it any other way, the pieces don’t match up. This triangle, on the other hand, has three lines of symmetry. You could fold it here, here, or here, and each time the halves would be the same. A square has four lines of symmetry. You could divide it in half from left to right, top to bottom, or from corner to corner either way. Symmetry is often found in nature. butterfly. When a butterfly folds its wings, it is easy to see that they are the same shape. Now that you know what symmetry means, see if you can find symmetrical objects near you. You may be surprised by how many things are symmetrical.

Hello boys and girls and welcome back to another year tree maths lesson. How are you today? Ready to start another lesson? Yes. So let’s start by going through the task that I assigned you last time. You had some shapes over there, some pictures and you had to sort them by checking whether they were symmetrical or asymmetric. Symmetric. means that they have lines of symmetry, either one, two, or even more. A symmetric means that they have no lines of symmetry, that when you fold them, on one part you don’t find the same that you find on the other part. So over here you can look at my answer sheet, you can pause the video to check your answers so So these, we have three, six, nine, 12 shapes, which are symmetric, and 12 shapes which don’t have any lines of symmetry, which are asymmetric. Let’s move on to today’s lesson outcome. By the end of this lesson, we will be able to recognize shapes with no one and two lines of symmetry. Key vocabulary used during this lesson are lines of symmetry, symmetry, and symmetrical. Resources needed. are different cutout shapes the same shapes that we used during our previous lesson I will attach the document once again and a mirror. So what is symmetry? Symmetry if you remember correctly from our previous lesson is where one half of the image is the exact same as the other half. You could fold the image and both halves would be the exact same. An object Shape or design can be set to be symmetrical if a line can be drawn through the middle such that the two halves are mirror images of each other. We see symmetry all around us in the environment, we can see symmetry in nature, architecture, shapes, letters and lots more. A butterfly has symmetry for example, if you draw a line down the middle of the butterfly both sides would be the same. Over here. we can see symmetry in nature, where when you fold them or when you draw a line, you can see the same on both sides. Symmetry is used as well in architecture. We can see some pictures over here. What is symmetry? Lines of symmetry can be horizontal, vertical or diagonal. Let’s check how many lines of symmetry this shape has. So we have… we call this shape. You remember it is a rectangle. We already did this during our previous lesson. We had to find how many lines of symmetry this rectangle has. So if we fold it like this we can say that that’s one line of symmetry. You can use a ruler or something straight to draw that line of symmetry and usually lines of symmetry So how many lines of symmetry does this rectangle have? Right, this line of this rectangle or any rectangle has two lines of symmetry. You can see them as well on your screens. One, two. What if we fold it this way? Do you think this will work? No it won’t work.

is drizzling drizzling and or we can see a drizzle drizzling it’s a long word drizzling so these are four words that we’re going to meet in the story we’re going to meet more words that they have to do with weather but these are four words that I thought they might be a little bit difficult for us to read now we’re going to see the video with the story to pay attention to the story because then I’m going to ask you some questions about it. Let’s watch the video together.

Hello boys and girls, how are you today? Hope you’re fine and you are ready for another English lesson. Today we’re going to keep on talking about weather and all the weather conditions that come with it. And we are going to read and write words about the weather. Now I know that I have learned because I can spell the word. If it is not a tricky word, in that case, tricky words, we have to try our best to learn them. Then we’re going to match the word with the picture. And finally, we try to read the word. And before I start showing you the new words that I prepared for you today, I would like to think about the task that I gave you in the previous lesson. If you remember in the previous lesson, we heard a story from a video about Harry, and it was a rainy day, a stormy day, and Harry, maybe he saw a lot of new things that he did not see before, like rain, he heard thunder and lightning, and he saw a rainbow. Was there anything else that I did not mention? Today we’re going to meet more. A, n, san. Then, what’s happening to the trees over here? Why they are bent sideways? It’s because we have the wind coming from this side, so they move the other way. This is a cloud, now the word cloud, it has a phonics sound, and it’s the owl sound. This is how we write the word cloud, l, owl, d, k, l, owl, d, cloud, cloud. From a cloud we might have rain, now rain it has another phonic sound which is the A sound, rain, rain, rr, a, nn, rr, a, nn, rain. and over here we have the lightning here and with lightning we hear the thunder so we hear the thunder and we see the lightning so here we have thunder and lightning let’s start with the word thunder the word thunder it’s starts with the t-h-h sound and we read this as f. Then we can spell it as it is f-a-n-d-e-r, f-a-n-d-e-r, s-n-d-e-r, s-n-d-e-r, s-n-d-e-r, s-n-d-e-r, s-n-d-e-r. So s-n-d-e-r is the part where we hear it. Then, c-o-

The man is thin the third picture. What is that? that is a mouth and What do we find in the mouth we find teeth or one tooth more than one teeth? looking at these pictures and especially at the words. Can you guess which sound we will be doing today? It is the T sound. And this is made up of two letters. They are both consonants, not vowels, and they are the letter T and the letter H. And when we say them, we don’t say them to her, but we say them. as th or th and today we will be able to spell words that they have th or th sound and we will read the words as well. Before we start seeing the words I’m going to show you a video and in this video you’re going to hear a lot of words that they’re going to have this sound in the middle, in the beginning, or in the end of the sentence of the word. Because like other sounds, even the TH or TH sound, you’re going to find it in the middle, in the beginning, or in the end. Let’s watch this video together. This is your birthday, this is your birthday, they say This is your birthday This is your birthday Happy, happy birthday, say This is your birthday, they say

Hello boys and girls, how are you today? I hope you are all fine and you are ready for more English lessons Today we’re going to keep on talking about the sound that we started in the previous lesson Which is the th or the sound and this is made up of two consonants two letters from the let from the alphabet, the English alphabet and they are the t and the h. So when we see them together they make the th or the sound. We have to be careful when we say this sound because sometimes especially if you are Maltese and you speak in Maltese, Maltese people sometimes this sound they say it as the, like for example the word to in Maltese we don’t say th, we say t. In this case we would say wit. It’s not good because this is going to be another word in English. You have to be careful. When we see this sound we say it, we read it and we write it. It’s th or the. Now I know that I have learned because I can read words with the or the and then read. short sentences. Even the word the it has this sound so this word that I’m marking I’m showing you with the laser with the pointer that is not the word the like we sometimes listen to people say but it is the word the the I’m going to make a reference now To the previous task that you had in the previous lessons, which was this one and we’re going to read the words together first one is think the mother the teeth the brother the bath The This one is a little bit tricky. It’s closed The voiced the sound, th, mother, the, th sounds the as in mother, mother and father taking the out for a picnic. T-H-N, feather. Sounds, the. That bird has blue feathers. Look at this word. Leather.

Hello lovely children. My name is Ms. Romina and today I’m playing with my toy sharks.Aren’t they lovely? Well, I don’t really think that they belong here in class or on your computer.So, today I’m going to read a very funny story. Maybe we can find out together where they actually belong. But first of all, I think you need to have a telescope. Can you do this?Yes? Well, this will be my telescope and you can use yours too. We’re going to read today Sharkin the Park and this is a story by Nick Sherritt. Okay, so I’ll be stopping and you’ll be usingyour telescope with me. Let’s go together. So As you can see, my book is called Shark in the Park and if you look at the front page there are lots of circles which make me think about my telescope.It looks as if someone is looking through the telescope.And what’s there? Yes, you’re right. It’s a shark fin.Oh, and there is our funny menacing looking shark fin. shark. Does he look friendly? I don’t think so. Let’s see. Shark in the park. And there is thetelescope I was talking to you about. Down at the park, a little boy is testing out his brandnew toy. Can you find the little boy? Yes, you’re right. Here he is, at the bottom of the page, and he’s looking through his telescope.What do you think he can see? Well, there are some ducks. There’s a little girl,okay, on her roller skates. The most beautiful patch of flowers ever, and you can even see abutterfly. Two people sitting on a bench, and who’s this? That’s right it’s a cat on the other side we can see a crow just by the little boythere’s a little tiny caterpillar yes you’re right it’s the park let’s see whatelse he can see so Timothy Pope Timothy Pope is looking through his telescope. He looks at the sky, he looks at the ground, helooks left and right, he looks all around. So let’s do this together, okay? Take outyour telescope. So look at the sky, look at the ground, look left and right andand look all around. What can you see?Let’s see what Timothy’s Pope can see.And this is what he sees.What a nasty surprise.In his loudest voice, Timothy cries,There’s a shark in the park.Oh no.Let’s see, let’s see.A shark.Fancy that.It’s only a cat. Did you see? I thought it was actually a shark fin. Let’s see that again. Yeah, it does looklike a shark fin. But thank goodness, it’s only the cats. Here, yes, you’re right. And I think thateveryone looks a bit relieved. Look, the baby smiling. His mummy smiling too. And the little girlis skating away. Hmm. That’s nice. So perhaps he can find something else with his telescope. Let’s see, let’s see.Timothy Pope, Timothy Pope looks again through his telescope. He looks at the sky. He looksat the ground. He looks left and right. He looks all around. Okay, so shall we look too?Take out your telescope. So look at the sky.