During the morning we acted as students visiting the Sainsbury Centre for Visual Arts and participating in a lecture by Steve Cole at the Julian Study Centre.
In the museum, Malgosia divided the group into four different groups.
Each one of us had a worksheet with some questions related to some of the paintings or sculptures in the museum. Some of the questions were answered in groups and some others were answered individually.
To finish the activity, we met at the café to share the answers and to give our opinion about our experience in the museum, including the fire alarm that made us to leave the center for several minutes.
At 13.00, we participated in a lecture by Steve Cole to introduce his new book "Young Bond".
Steve talked about his book to a huge number of adventure-thirsty teenagers introducing them to the life of secret agents creating a time line with some inventions created during 1880 and 1930s such as guns, cars, motorbikes or planes among others.
At the same time, he emphasized about James Bond's life in the original books by Ian Fleming and the different movies of this famous secret agent.
The guardian's review:
Read the first chapter of the new book:
During the afternoon, Silvie showed us different activities to improve the english pronunciation of Spanish students.
Of all the different activities we took part in, the most interesting ones were:
1) PRONOUNCING SOUNDS:
- Pronouncing words like cat, bag, hat as we were at the hospital visiting the doctor and opening our mouth to be checked.
- Pronouncing /ng/ sounds as if we drive a motorbike
- Pronouncing "th" sounds licking a coffee stick or /r/ by introducing the stick inside our mouth.
2) SHOPPING BASKETS:
- Introducing cards with different objects depending on their pronunciation inside shopping baskets with the main phoneme.
3) DICTATION OF ANIMALS:
- Students must order cards with the picture of different animals by listening some sentences with similar sounds to the animal: "It flies in the sky and it rhymes with word" or "It says 'oink' and rhymes with wig".
4) CREATING SOUND-DRESSES:
5) MATCHING FRUITS:
Students must match fruits depending on their number of syllables. We can use cards with fruits: pear (1 syllable) apple (2 syllables) or banana (three syllables) or with cards with one, two or three spots.
6) SPINNERS:
Using spinners with dots of different sounds to produce and separate words into syllables taking into account the stress:
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RECOMMENDATIONS /INTERESTS:
- Interactive Phonemic Chart by Macmillan and Adrian Underhill:
http://www.macmillanenglish.com/phonemic-chart/
- Phonemic Chart (APP):
Android: https://play.google.com/store/apps/details?id=air.com.unik.phonemic&hl=es
Iphone/ Ipad: https://itunes.apple.com/gb/app/phonetics-focus/id393109855?mt=8
- Recognition Elevator with Scottish pronunciation:
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