Students’ Questionnaire: Why Do You Want to Learn English ? Name:…………………………………... Age: ………………………………… No. of years learning English ……..…………….. Sex: ……..……………………………… Nationality: …………………………. Parents’ nationalities: ………..…………………… No. of visits to an English-speaking country: ….. No. of visits to an English-speaking country lasting more than three months: ..………….. Own/use computer ? ……… Use social media ? ……. In English ? ….… Probable Future Occupation: …………..…………………… If you could live and work in any European town/city, which one would you choose ? …………………………………..………………………..

How important is each of the following to you ? (Give each one a mark from 0-5, where 0 means ‘not important at all’ and 5 means ‘extremely important’). I need/use English in order to

1) meet foreigners 15) be better educated in general

2) make friends with foreigners 16) have new experiences

3) travel abroad 17) broaden my outlook on life

4) work abroad 18) succeed in life

5) keep in touch with foreign friends 19) improve my employment prospects in later life

6) prepare myself for living abroad one day 20) fulfil my parents’/family’s/society’s expectations of me

7) improve my knowledge of foreign languages in general 21) pass the final exams and get a degree

8) think and/or behave like British/American/Australian people do 22) understand English-language films/TV/videoclips

9) be similar to British/American/Australian people 23) read English-language books

10) get to know various foreign cultures/peoples 24) read English-language newspapers/magazines

11) learn about the English-speaking world 25) read instruction manuals in English

12) understand the history and culture of the English-speaking nations 26) surf the Internet

13) understand cultural/world events better 27) communicate via social media

14) get to know about the everyday life of the English-speaking nations 28) understand English-language pop music

THE 2020 US PRESIDENTIAL ELECTION

1) First, watch Joe Biden, as he becomes the Democrats’ candidate.

‘Joe Biden can heal America, his wife Jill says in pitch to nation’ https://www.youtube.com/watch?v=XwhUK_bDNnw

2) Now, watch Donald Trump’s campaign video

‘Promises and Hope’ https://www.youtube.com/watch?v=H3tZplwdS18

3) What are your impressions of the two candidates? i) Joe Biden

ii) Donald Trump

WORD ORDER IN ENGLISH

1) CLAUSE STRUCTURE: a clause may be one of seven types. SUBJECT VERB I graduated. SUBECT VERB OBJECT I conducted research. SUBJECT VERB COMPLEMENT My experiments were successful. SUBJECT VERB ADVERBIAL I continued for two years. SUBECT VERB OBJECT OBJECT I sent ‘New Scientist’ an academic article. SUBECT VERB OBJECT COMPLEMENT The editor found the article interesting. SUBECT VERB OBJECT ADVERBIAL He published the article at the end of last year.

2) ADVERBS / ADVERBIALS: Within a clause, adverbs and adverbials specify the Time / Manner / Place of the action/event/state described by the verb. E.g., ‘Last year’, ‘in 2015’, ‘now’, ‘then’; ‘quickly’, ‘slowly’, ‘badly’, ‘well’; ‘here’, ‘there’, ‘everywhere’, ‘nowhere’ or intensify or qualify other adverbs, adjectives or prepositions: For example, ‘too quickly’, ‘more effective’, ‘right in’.

ADVERBS are single words. ADVERBIALS are phrases which perform the same function as an adverb.

3) FORMATION OF ADVERBS: ADVERB = ADJECTIVE + LY Bad + ly = badly Recent + ly = recently Apparent + ly = apparently Special Cases: i) Easy → easily Primary → primarily Steady → steadily ii) Flexible → flexibly Inevitable → inevitably Predictable → predictably

Exceptions: i) True → truly Whole → wholly Due → duly ii) Good → well Fast → fast Hard → hard

4) POSITION OF ADVERBS: English is basically an SVO language. Adverbs/adverbials can occupy Position I, Position II or Position III but should not be put between the Main Verb and the Object/Complement. Certain adverbs/adverbials occupy particular positions.

SUBJECT AUXILIARY VERB MAIN OBJECT / Ø ‘TO BE’ / Ø VERB COMPLEMENT ▼ ▼ ▼ Position I Position II Position III

Position III may be occupied by Adverbs of Degree / Extent: The service sector has expanded enormously. It did not affect the economy much. very much. in the least. a lot. at all.

Multiple adverbs/adverbials in Position III should follow the conventional order Manner, Place, Time. E.g. HIV/AIDS spread rapidly in the 1980’s. We met by chance at a conference. We did field work in the region from 2014 to 2017. He taught at Harvard for twenty years.

EXERCISES

1. Form sentences by putting these phrases in the correct order. a) the presentation / everyone / very much / enjoyed ...... b) handled / Dr Jones / very well / the question and answer session ...... c) boring PowerPoint presentations / sit through / I / have to / every week ...... d) at the end / will be / there / five minutes / for questions / of the presentation ...... e) of the test / procedure / thoroughly / she / explained / the examination / before the start ......

2. Adverbs and Adverbials in Position 3. Form sentences by putting these phrases in the correct order. a) patiently / listened to / they / Professor Smith’s lecture / for two hours ...... b) his name / wrote / in capital letters / he / at the top of the page ...... c) before she left / she / her key / returned / to the reception desk ...... d) rose / unemployment / in many countries / dramatically / in 2017 ...... e) the next World Cup / take place / in 2022 / in Qatar / will ..……......

Position II may be occupied by: i) Adverbs of Frequency (never, hardly ever, rarely, seldom, occasionally, sometimes, often, frequently, usually, normally, always). ii) Other adverbs/adverbials, including still, already, just, not yet, both, all, also, only, almost, nearly, mainly. iii) Commenting adverbs:

E.g. I just want to clarify one key point. The project almost collapsed due to lack of funds. simply nearly only practically

We certainly need to conduct more research. definitely probably

Adverbs/adverbials precede lexical verbs but follow ‘to be’ and auxiliary verbs (‘to do’, ‘to have’ + modals).

E.g. I am also interested in child psychology. I can never remember his name. simply only I don’t always take notes. mainly I have just written a book.

NB. Although the adverbs probably and still occur in Position II in affirmative sentences, e.g. ‘I can probably help you’ / ‘There is still time’, they precede all verbs in negative sentences, e.g. ‘We still don’t know’ / ‘You probably won’t agree.’

EXERCISES Adverbs and Adverbials in Position 2. Form sentences by putting these phrases in the correct order. a) Professor Smith / very clearly / explains / always / things ...... b) students / Dr Jones / with their dissertations / often / help / doesn’t ...... c) all / we / were / very nervous ...... the exam / but / we / passed / all ...... d) probably / they / serve / tea and coffee ...... e) probably / they / provide / biscuits / don’t ...... f) be able to / probably / won’t / come / I / to the conference ...... g) probably / very interesting / will / it / be ...... h) already / been / have / I / to New York / twice this year ...... i) still / found / what / haven’t / I / I’m looking for ...... j) only / costs / €100 / it / to fly to London ......

Position I may be occupied by: i) Sentence Adverbs, which should be followed by a comma. Notwithstanding your dedication and hard work, I’m afraid we can’t offer you a position.

Fortunately / Unfortunately, our hypothesis was confirmed by independent research. Basically, In fact,

Obviously, her assessment of the government’s education policy was biased. Frankly, To be honest,

Personally, I was not convinced by her argument. Hopefully, we can return to this issue later on.

EXERCISES Adverbs and Adverbials in Position 1. Form sentences by putting these phrases in the correct order. a) in time / arrived / I / for the start / fortunately / of the lecture ...... b) is true / in fact / the opposite ...... c) agglutinating languages / are / basically / what we call / Turkish and Hungarian ...... d) preferred / to be honest / I / Windows 7 to Windows 10 ...... e) her qualifications and experience / notwithstanding / she / the job / didn’t get ...... Position I may be occupied by: ii) Negative or Restrictive Adverbials. Negative or restrictive adverbials may be put in Position I for emphasis. In this case, the subject and the verb must be inverted, i.e. the question form should be used.

No sooner had he started his presentation than somebody’s mobile phone rang. Under no circumstances must the fire doors be locked. Never / seldom have I seen such an impressive PowerPoint presentation. Not only was the source of his data unclear but his conclusions were suspect too. On no account should we underestimate the seriousness of the situation. Nowhere else in the world will you find such ethnic diversity. Only in this way will the economic situation improve. So high was the rate of inflation that Zimbabwe was forced to accept US dollars as legal tender. Neither do I / Neither was he / Neither have we / Neither can they.

EXERCISES Negative or Restrictive Adverbials in Position 1. Complete these sentences in a logical way. a) Under no circumstances ...... b) Not only ...... but ...... also. c) No sooner ...... than ...... d) So ...... that ...... e) Only in this way ......

5) DISCUSSION Think about (i) Easter

(ii) The summer holidays

(iii) Christmas

Explain, (a) what you usually do (b) what you did last year (c) what you will probably do this year (d) what you probably won’t do this year

6) PRACTICE ACTIVITY Now put the words and phrases in brackets in the correct place in each sentence. 1) He speaks...... (fluently / Russian). 2) He can ...... (German / also / speak / very well). 3) He doesn’t ...... (have the chance / often / overseas / to go). 4) I worked...... (for many years / in Berlin / as a translator). 5) Professor Jones taught ...... (at the LSE / Economics / in the 1990’s). 6) The lecture began...... (in the main hall / punctually / at 10 a.m.). 7) Passengers should be ...... (twenty minutes before departure / at the boarding gate / ready and waiting). 8) The train ...... (usually / to Rome / late / was). 9) I have ...... (about the cancellation / informed / already / the secretary). 10) I shall ...... (my first day / forget / at university / never). 11) She ...... (remembers / always / the students’ names). 12) You ought ...... (told / never / to have / him / about the job vacancy). 13) The university staff were...... (very efficient / all / and polite). 14) My colleagues ...... (to prepare the report / all / lent a hand). I5) I ...... (hate / really / working / on Saturdays / overtime). 16) Not only ...... (the mouse damaged / didn’t work / was / also / the monitor / but). 17) “ I don’t like Mondays” “...... ” (I / do / neither). 18) No sooner ...... (I entered my office / than / had / the phone rang). 19) You will ...... (miss / probably / the plane). 20) You ...... (get to the airport / won’t / in time / probably).

First, watch this example of the musician, Jacob Collier, in action. ‘JACOB COLLIER: A GROOVE EXPLAINED | EFG LONDON JAZZ FESTIVAL PREVIEW’ https://www.youtube.com/watch?v=hYQGTp0ZLbs

Now watch this YouTube video clip about Jacob Collier and his extraordinary career: ‘Jazz Musician Jacob Collier’ https://www.youtube.com/watch?v=XUfbj0ZF3HQ

The singer, arranger, composer, producer, and multi-instrumentalist Jacob Collier ……………. (base) in London. He …………………..… (bear) on 2 August 1994 and ……………………. (grow) up in North London with his parents and two younger sisters. Music ……………….. always ………………… (be) a way of life for Collier and his family. His mother, Susan Collier, ………………… (be) a music teacher, violinist, and conductor at the , and she ………………………. (make) sure that music was an integral part of family life from the beginning. Collier says, "We ………………………………. (sing) Bach chorales together as a family – it …………………. (be) so much fun." His life ……………………… (change) when he …………………………… (borrow) his sister’s iPad and started making multi-track recordings and videoclips. Since 2011, he ……………………………………… (upload) homemade, multi-instrumental content to YouTube, releasing split-screen vocal arrangements of 's ‘Isn't She Lovely’, ‘’, and a multi-instrumental rendition of ‘Don't You Worry 'bout a Thing’. After the last of these ……………………. (go) viral on the Internet, his activities ………………… (catch) the attention of , who ……………… (fly) Collier out to the where he ……………………………..… (meet) with him and .

At the same time, Ben Bloomberg, a PhD student at the MIT Media Lab, …….………………….. (send) Jacob a message, via Facebook, offering to collaborate with him to create and develop musical hardware and software for live performance. Over the following months, he and Collier ………………………….……. (develop) the ‘Novation’ vocal harmonizer keyboard and …………………….……………. (devise) a new and elaborate multimedia stage show.

By the summer of 2015, Collier's debut live solo show ……………………………………… (tour) Europe and the US. The performance ……………………………… (involve) multi-media by pairing multi-instrumental loops with real-time 3D-capture video-loops in order to create a unique musical and visual experience. After he …………………….……………… (perform) at Ronnie Scott's Jazz Club in London and he ………………………………… (feature) at the 2015 Montreux Jazz Festival.

Later that year, Collier ……………………(write), …………………. (arrange) and ………………. (produce) the album, ‘In My Room’. The CD ………………………..……………………….. (record) and mixed in one three-month period in the music room of his family home in London, hence the title. In July 2017, after the record …………………………… (win) two Grammy Awards, he ……………………. (perform) at Fano’s Jazz by the Sea festival and he ……………………… (enjoy) it so much that he ………………………………………………………. (return) to Fano in 2019. TIMELINE: indicate the most important things you want to do in your life and when you intend to do them

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T |------|------|------|------|------| IN YOUR 20’s IN YOUR 30’s IN YOUR 40’s IN YOUR 50’s IN YOUR 60’s DESCRIBING A VIDEO CLIP We usually use the simple present / present continuous / present perfect (active and passive) to describe the video clip itself and the simple past / past continuous / past perfect (active and passive) to explain what happened before then. Future consequences are often expressed using will/won’t. You can use the following frame to describe what you see and hear:

The video clip is about ..……………………………………………………………………………….

It starts ……………………………………………… where / who / when ………………………….

Then …………………………………………………………………………………………………….

Next ……………………………………………………………………………………………………..

After that ………………………………………………………………………………………………...

Finally / meanwhile ……………………………………………………………………………………..

As for the future …………………………………………………………………………………………

SUMMARIZING DIALOGUE X says Y, on the other hand, says thinks thinks believes believes explains explains apologizes for denies reveals insists predicts maintains

They talk about / discuss… X asks …… (not) to Y suggests X tells ……. (not) to Y promises (not) to X advises … (not) to Y warns …… (not) to X agrees with Y about/that …. Y offers to X disagrees with Y about….. Y refuses to X reminds ….. about/that…. Y decides (not) to X threatens to Y adds that

FUTURE CONSEQUENCES

So / therefore / as a result / in conclusion / thus…

X will / won’t …. If X …. (simple present) ,Y …. (will / won’t) …. X will probably …. Unless X …. (simple present) , Y (will) …. X probably won’t …. If X …. (simple past) , Y …. (would / wouldn’t) ….

So, if X … (past perfect) , Y … (would / wouldn’t be)

EXAMPLE Now watch this YouTube video clip about Jacob Collier: ‘Jazz Musician Jacob Collier’ https://www.youtube.com/watch?v=XUfbj0ZF3HQ

One Small Room, One Big Talent The video clip is about Jacob Collier, a young English musician who comes from London. It starts with a BBC journalist presenting the music room where Jacob Collier composes, arranges and performs his songs, and an example of one of his home-made multi-tracked videos. Jacob explains how important the room was for him, first as a child and then as a teenager, as a place to learn about and explore music, on his own. Then Jacob tells the journalist about how he creates and edits the videos he appears in on his sister’s i-Pad and plays every instrument himself. Next, they talk about how one of his YouTube videos went viral and was seen by Quincy Jones, who became Jacob’s mentor, and how his first album won two Grammy awards. After that, Jacob agrees to create a theme tune for the ‘BBC Breakfast’ TV programme and shows the journalist how it’s done, overdubbing vocals, piano, bass, guitar and drums on his home studio. Finally, Jacob plays him the finished piece of music and the journalist reveals that Jacob is now touring with a special synthesizer which allows him to reproduce his songs in concert. As for the future, the journalist predicts that Jacob will continue to produce new music and new ideas in the music room at his mother’s house. Watch the video-clip: ‘The Real Donald Trump’ at www.youtube.com/watch?v=AOZrtL-sZ10

Donald J Trump ……………….. (be) an American businessman and television presenter, who ……………….. (build) office towers, hotels, casinos, golf courses, an urban development project in Manhattan, and other branded facilities in many parts of the world. Trump ……………….. (bear) in 1946. He ……………….. (raise) in New York City and ……………….. (receive) a bachelor's degree in Economics from the Wharton School of the University of Pennsylvania in 1968. In 1971 he ……………….. (give) control of his father’s real estate and construction firm by its founder, Fred Trump, and later ……………….. (rename) it ‘The Trump Organization’. In recent years, Trump ……………….. (appear) at the Miss USA pageants, which he ……………….. (own) from 1996 to 2015, and ……………….. (make) cameo appearances in films and television series. He ……………….. (seek) the Reform Party presidential nomination in 2000 but ……………….. (withdraw) before voting ……………….. (begin). From 2004 to 2015, he ……………….. (present) ‘The Apprentice’, a reality television series on NBC and, in 2016, he ……………….. (list) by Forbes as the 324th wealthiest person in the world, and 156th in the USA. In June 2015, Trump ……………….. (announce) his candidacy for President of the United States, as a Republican. By May 2016, he ……………….. (become) as the front-runner for his party's nomination after his remaining Republican rivals …………………………………. (drop) out of the race. In July, he ……………….. (nominate) for President at the 2016 Republican National Convention, despite controversy surrounding his wife’s speech, which apparently …………………………………………..……………. (copy) from one by Michelle Obama. Trump's campaign …………………………………………….. (receive) unprecedented media coverage and international attention. Many of his statements in interviews, on , and at campaign rallies …………………. (be) controversial or simply false. Nevertheless, throughout 2016, Trump ………………………………… (promote) his programme up and down the USA; a platform which ………………… (include) renegotiation of U.S.—China trade deals, opposition to NAFTA and the Trans-Pacific Partnership, reform of veterans' care, the repeal and replacement of Barack Obama’s Affordable Care Act, tax cuts for the rich and stronger penalties for illegal immigration. His most grandiose project was a two-thousand-kilometre wall along the US—Mexico border. In November 2016, American voters …………………………….. (go) to the polls. As a result, Donald Trump ………………………..…..…………….. (be) the President of the United States until 20 January 2021, even if he ……………………….……….... (lose) this year’s election. In 2020, the Covid-19 Coronavirus ……………….. (restrict) campaigning across the United States. Donald Trump ……………….. (react) by holding the Republican National Convention in front of the White House and online. If he ……………….. (win) “the most important election there has ever been”, he promises to restore the US economy, defeat “the China virus” and create ten million jobs in ten months. In other words, he will “Make America Great Again” again.

DONALD TRUMP’s RECORD & BARACK OBAMA’s RECORD