Grammar included: “Received Pronunciation”
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SECTION ONE
Phrasal Verbs: TRAVELLING BY TRAIN
1. Get on – To board the train.
Example: Make sure you get on the right train to avoid reaching the wrong destination.
2. Get off – To disembark from the train.
Example: We need to get off at the next stop to transfer to the city line.
3. Set off – To start a journey.
Example: We set off on our train journey just as the sun was rising.
4. Pull in – When the train arrives at a station.
Example: The train is about to pull in; gather your belongings.
5. Pull out – When the train departs from a station.
Example: The last call for boarding is announced before the train pulls out.
6. Look out – To watch the view outside through a window.
Example: Look out on the left for a spectacular view of the mountains as we travel.
7. Step off – To alight from the train, especially after it has stopped.
Example: As soon as the train stops completely, you can step off onto the platform.
8. Hop on – To casually board the train, usually used when the process is easy or informal.
Example: Just hop on the next train; they run every 10 minutes.
9. Check out – To examine or look at something interesting in your surroundings.
Example: You should check out the dining car; they have great coffee.
10. Switch over – To change from one train line or route to another during travel.
Example: In order to reach our final destination, we’ll switch over to the express line at Central Station.
Remember that during the lesson we are continuing our RP practice to be able to improve our pronunciation and diction.
SECTION TWO: READING (Concentrate on your pronunciation of the ‘ed’ sounds. You will find the ‘ed’ lesson at the end of this English lesson.
Wales, often described as the land of song and mythical landscapes, is a country rich in history and culture. Nested on the southwestern shore of Great Britain, it has been a vital part of the United Kingdom’s tapestry for centuries.
One of Wales’s most distinctive features is its language. Welsh, or Cymraeg, is a Celtic language that captures the spirit of the nation’s proud heritage. Despite the prevalence of English, Welsh experienced a revival in recent years and is now taught in schools throughout the country. The language thrived as communities worked to preserve it, and today both languages are used in official signage across Wales.
Beyond its linguistic achievements, Wales boasts a legacy of famous individuals who have left indelible marks on various fields. The country reveled in the literary prowess of Dylan Thomas, whose words captivated audiences far beyond Welsh borders. This poet explored themes of life and death through masterful control of language and meter.
In science, Wales honored Sir Clive Granger’s contributions to economics. The Nobel Laureate developed techniques that enhanced our understanding of economic processes and relationships. His innovative work influenced methods used by researchers around the globe.
In entertainment, actors like Richard Burton and Anthony Hopkins enchanted moviegoers with their riveting performances. Burton portrayed complex characters with depth and nuance that resonated with critics and audiences alike. Hopkins dazzled viewers with portrayals that showcased his remarkable range and commitment to his craft.
The world also watched as singers like Tom Jones and Shirley Bassey took to the stage with their powerful voices. Jones charmed fans with his dynamic performances, while Bassey elevated the art form through her iconic renditions of James Bond themes.
Furthermore, Wales celebrated when athletes like rugby star Gareth Edwards scored tries that secured victories for their national team. Their spirit embodied the tenacity and passion that define Welsh sportsmanship.
Additionally, many Welsh people ventured into politics to influence change both within and outside Borders UK. Leaders expressed their visions for social justice and governance while they navigated complex political landscapes.
As educators pioneered new methods in classrooms across Wales, students benefited from enriched learning experiences tailored to a bilingual environment. The dedication of educators ensured future generations would carry forth the dual linguistic heritage with pride.
Architects designed buildings that mirrored Wales’s rugged beauty while preserving its historical integrity. These structures reflected changes over time as they integrated contemporary innovations into time-honored designs.
In summary, Wales is not only a nation known for its awe-inspiring natural beauty but also for its rich linguistic heritage and array of famous personalities who have contributed significantly to various arenas worldwide. Its continuous celebration of the Welsh language alongside English exemplifies how cultural identity can be maintained even within a larger political union such as the UK. As these figures inspired others through their work, they proved that regardless of size; a country could make an impactful difference globally.
SECTION THREE
Wales boasts an array of fascinating destinations steeped in history, culture, and natural beauty. Here’s a short description of the ten most intriguing places to visit: Watch each short movie clip and then formulate three questions to ask your teacher. (ADVANCED STUDENTS>>) Each question must contain one example of a perfect tense when asked.
HERE ARE THE CATAGORIES:
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- One vocabulary question about a word that is new for you.
- One question about the history of the place you are learning about.
- One question about something the commentator said that you didn’t understand.
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Video One
SECTION FOUR Advanced grammar)
Defining and non-defining relative clauses are types of clauses that describe nouns in more detail.
A defining relative clause (also known as a restrictive relative clause) provides essential information about the noun it modifies. It is necessary to understand exactly which person or thing we are talking about. Without this clause, the sentence’s meaning would be incomplete or significantly altered. In written English, it does not have commas.
For example:
– The book that I bought yesterday is fascinating.
Here, “that I bought yesterday” is a defining relative clause pointing out which book is being described.
A non-defining relative clause (also known as a non-restrictive or parenthetical clause) provides extra information that can be left out without changing the meaning of the sentence. It is not essential to identify the noun being described, and in written English, it’s typically set off by commas.
For example:
– My brother, who lives in New York, is visiting me next week.
Here, “who lives in New York” is a non-defining relative clause giving additional information about “my brother.” Whether he lives in New York or not doesn’t change the fact that he’s visiting next week – it’s just extra information.
When you write sentences, consider whether the information provided by a relative clause is vital to the point you’re making. Use defining clauses without commas when it is and use non-defining clauses with commas when the info adds something supplementary. Remember that non-defining clauses cannot be used with pronouns “that” or “whose,” and they are more common in written English than spoken English.
SECTION FIVE
Homework Section
Video Two
Now formulate your three questions.
Video Three
Now formulate your three questions
SECTION SIX
Idioms and expressions in English are very important. TRAVEL IDIOMS AND EXPRESSIONS
1. **All aboard** – This expression is used to indicate that all passengers should embark because the train is about to leave.
Example: The conductor shouted, “All aboard!” and we quickly grabbed our bags and hopped on the train.
2. **Off the rails** – Typically used to describe something or someone going out of control, akin to a train derailing.
Example: After the merger fell through, the project went off the rails.
3. **Miss the boat** – Even though it originally pertains to boats, it’s often used metaphorically to mean missing an opportunity, which could easily apply to trains as well.
Example: By arriving a minute late at the station, I completely missed the boat on that job interview in the city.
4. **Gravy train** – A secure and easy way of making money; a cushy situation or position.
Example: He landed a job in his uncle’s company and has been riding the gravy train ever since.
5. **Train of thought** – A linked series of thoughts in someone’s head.
Example: I lost my train of thought when the loudspeaker announced the delay.
6. **Full steam ahead** – Moving forward with maximum effort or enthusiasm.
Example: Once funding was approved, it was full steam ahead on the development of the new rail line.
7. **One-track mind** – Someone who can only think about one thing at a time.
Example: Ever since he saw that travel documentary, he’s had a one-track mind about taking a cross-country train journey.
8. **Runaway train** – Something uncontrollable that is moving fast.
Example: The scandal turned into a runaway train that eventually led to his resignation.
9. **Let off steam** – To express anger or tension in order to relieve stress.
Example: After missing her connection due to a delay, she needed to let off steam so she called her friend to vent.
10. **On the right track** – Heading towards the right direction or approaching something successfully.
Example: After studying hard for his retake exams, he finally feels like he’s on the right track.
SECTION SEVEN
How to pronounce the ‘ed’ sounds in regular verbs.
‘ED’ practice text
In this text remember that we are practicing our RP but at the same time we are going to practice how to pronounce the ‘ed’ in regular verbs. Here is an explanation.
In English, the pronunciation of the past tense suffix “-ed” varies and is determined by the final sound of the root verb:
1. /t/ Sound: We use this sound when the root verb ends in voiceless consonants (except for /t/), such as /p/, /k/, /s/, /ʃ/ (sh), /ʧ/ (ch), and /f/. For example:
– “walk” becomes “walked” and is pronounced as /wa: kt/
– “laugh” becomes “laughed” and is pronounced as /laugh: ft/
2. /d/ Sound: We use this sound with root verbs ending in voiced sounds, which include all vowel sounds and voiced consonants (except for /d/), such as /b/, /g/, /v/, /z/, etc. For example:
– “call” becomes “called” and is pronounced as /ca lld/
– “rob” becomes “robbed” and is pronounced as /rob bd/
3. /ɪd/ or just /d/ Sound: We use this sound distinctly when the root verb ends in either a /t/ or a /d/. This additional syllable makes it easier to pronounce. For example:
– “want” becomes “wanted” and is pronounced as /ˈwant: id/
– “need” becomes “needed” and is pronounced as /ˈneed: id/
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