Homework 18/10/2018

These are the exercises that our professor sent us to do at home:

2 page 26:

Adjectives: popular, beautiful, white, amazed, tree-lined, fast, loud, roaring, cool, unforgettable.

3 page 26:

Prepositions: to, from, on, as soon as, in, on, of, with, that, into, as, in, to, at in, from, at, on, at, from, with, of, in.

4 page 27:

1.  My apartment's living room is very bright because the sun always comes through the balcony.
2. The living room is quite spacious with a yellow couch, a wood table with four chairs, an armchair and a little tea table.  
3. Also, there is white furniture with a small TV on that we don't use.
4. There are two white lamps hanging from the ceiling which iluminate at night.
5. On the walls, which are white and pink, there are two big pictures, one of Paris and the other one of New York.
6. Finally, in a corner there are a few pink things that belong to my cat, such as a little bed for her and her feeder.

5 page 27:

Personality: bad-tempered, introvert, extrovert, shy, awkward, moody,...

Physical characteristics: slim, curvy, wavy-haired, straight-haired, curly-haired,...


6 page 28:

Adjectives: strong, kind, not very big, tiny, very thin, happy and patient.


9 page 29:

a. TS: Brown rice and vegetables is a simple and delicious meal to make. CS: Now you are ready to enjoy your delicious brown rice and vegetables!

b.

1. Cook the rice.
2. Cut the vegetables into one-inch pieces.
3. Heat the oil, chilli sauce, and garlic in a frying pan.
4. Add the vegetables and fry them until they are soft, but still a little bit crunchy.
5. Stir in the cooked riced.
6. Add salt and pepper to your own taste.
7. Put the rice and vegetables into a large bowl and serve it with freshly chopped tomatoes and spring onions on top.

c. They are connected by transition signals: first, then, next, after that, now, after and finally.


10 page 30:

Transition words: also, further, now, afterwards.


11 page 30:

a. First; b. when; c. Once; d. Then; e. While; f. next; g. Finally. 


12 page 31: 

1. g. First, choose a common English grammar point you would like to use in your research. Ask your teacher for a suggetion if you need help choosing one.
2.  a. Next, make a written test that checks the grammar point you are researching. This could be a fill-in-the-blanks test, a correct-the-errors test, or another style. It should have at least ten questions, but it should not be too long.
3. e. Third, find about ten intermediate-level English learners who will agree to take your test. Arrange a time to give the test to each learner.
4. b. After giving the written test, interview each learner individually for about ten minutes. Try to make the interviews informal and friendly. Be sure to ask questions that will encourage learners to use the grammar point you are researching. Record the interviews. (Ask for learners' permission first!)
5. d. Next, read the tests and listen to the recordings. Make a note of how many times your chosen grammar point was used, and how many times it was used incorrectly. Do this for both the written test and the recorded conversation. 
6. c. After you have counted the errors, calculate the score as a pecentage. Do this for the written test and the spoken interview.
7. f. Finally, prepare two graphs to compare your results. Did learners make more mistakes on the written test or while they were speaking?