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I’ve been thinking about you!

This song is good to practise the Present Perfect Continuous!
I’ve Been Thinking About You
Londonbeat, Klaas
We must have been stone crazy
When we thought we were just friends
'Cause I miss you, baby
And I've got those feelings again
I guess I'm all confused about you
I feel so in love
Oh, baby, what can I do?
I've been thinking about you
I've been thinking about you
I've been thinking about you
I've been thinking about you
Suddenly we're strangers
I watch you walkin' away
She was my one temptation
Oh, I did not want her to stay
Deep down, I'm still confused about you
Oh, yes I have baby
I feel so in love
Oh, baby, what can I do?
I've been thinking about you
I've been thinking about you
I've been thinking about you
I've been thinking about you
Got you on my mind
I've been thinking about you
I've been thinking about you
I've been thinking about you
I've been thinking about you
Got you on my mind
What good is being here without you?
I wanna know
I feel so in love
Oh, baby, what can I do?
I've been thinking about you
I've been thinking about you
I've been thinking about you, uhh-yeah
I've been thinking about you
I've been thinking about you
Oh baby, can't get you out of my mind
I've been thinking about you
I've been thinking about you
You read me baby, I think about you all the time
I've been thinking about you
I've been thinking about you
Got you on my mind
I've been thinking about you
I've been thinking about you
Thinkin Bout You
Ciara

I’ve been thinkin’ bout you
I’ve been thinkin’ ’bout you
Wonderin’ who’s stuck in your head at night
Wonder if I ever cross your mind
Keeping you up in your bed at night
I’ve been thinkin’ ’bout you
I can’t get you off the brain (No)
Lovin’ you is somethin’ strange (So strange)
Don’t get me wrong I ain’t complainin’ (No)
I’ve been thinkin’ ’bout you
I’m wondering if your love’s a game
Just kissin’ girls and takin’ names (Tell me)
Is it love or entertainment?
I’ve been thinkin’ ’bout you
Wonderin’ who’s stuck in your head at night
Wonder if I ever cross your mind
Keeping you up in your bed at night
I’ve been thinkin’ ’bout you
I try to fight it but it’s hard to fight
I’ve been thinkin’ ’bout you
I’ve been thinkin’ ’bout you
I’ve been thinkin’ bout you (Yeah)
You’re a habit, hard to break
You’re more than a heart can take
There’s no exit, no escapin’ (No)
I’ve been thinkin’ ’bout you
Maybe you’re my destination
(Maybe you’re my destination)
Or maybe just a fantasy
(Maybe just a fantasy)
Maybe it’s just my imagination
Boy, I’ve been thinkin’ ’bout you
Wonderin’ who’s stuck in your head at night
Wonder if I ever cross your mind (Do I?)
Keeping you up in your bed at night
I’ve been thinkin’ ’bout you
I try to fight it but it’s hard to fight
I’ve been thinkin’ ’bout you
I’ve been thinkin’ ’bout you
Early in the mornin’
Think about you all day
Late night in the evenin’
I can’t get you off of my brain
Early in the mornin’
Think about you all day
Late night in the evenin’
I can’t get you off of my brain
I’ve been thinkin’ ’bout you
(I’ve been thinkin’ ’bout you)
(I’ve been thinkin’ ’bout you)
I’ve been thinkin’ bout you

Yellowstone National Park

Watch the second video and answer the questions in your notebook:

  1. Who presents the video?
  2. What is the video about?
  3. Where is Yellowstone Park?
  4. What are the top ten attractions in the park?
  5. Which is the most impressive attraction in your opinion?
  6. Now do some reasearch on the Internet about a national park and present it to your class with some photos in a presentation.
Image

Desert Island

Let’s start the school year with a game!

Use this worksheet in your group: Desert Island

https://www.teachingenglish.org.uk/article/desert-island

Author: Jo Adkin and Jeff Fowler

Students design an island, create rules for it and decide who gets to live on it by way of interview.

Preparation

You will need some A3 paper and felt-tip pens.

Procedure

  • Ask students if they know of any TV programmes, films or books set on desert islands, e.g. The BeachCastawayRobinson CrusoeSurvivor. In groups of three, get students to explain the programme, film or book to each other.
  • Try to get some feedback on the dangers and difficulties the main character face living on these islands.
  • Tell the students that they are going to design an island. Students work in threes. Two students draw an island together on the same A3 piece of paper following instructions from the third student (e.g. Draw sharks in the sea). Change roles every few minutes. Allow ten minutes overall.
  • Tell them they have to decide on rules for living on their island (e.g. You must build a fire at 6 o’clock in the evening). Students write five rules. Elicit rules they have for living in their homes.
  • Ask the students to give a presentation to the whole class describing the island and explaining the rules for living on it.
  • Explain that someone will arrive at their island and they must decide if they want to allow the person onto the island. They must make a questionnaire to ask the new arrivals. Elicit some good questions, e.g. How do you make a fire? How do you defend yourself against a shark? Students write six to eight questions in their groups.
  • Choose one person from each group and tell them that their boat has sunk and they are swimming around looking desperately for an island. Tell students to go to an island where they will be interviewed.
  • The students ‘swim’ to the other islands and are interviewed at each one.
  • The group of students for each island decides which person they have chosen to live on their island and why. Together the swimmers decide which island they want to live on and why.
  • Finish with some feedback on how well they did the tasks and how difficult it was.

Language levelPre-intermediate: A2

The Passive Voice

https://docs.google.com/presentation/d/1lMpS8qrdmHWC6DXNXXNfU_jy239FTfF7sCHWGuF2PNg/edit?usp=drivesdk

Songs to understand Conditional Sentences

The Conditional Sentences

The Crown: Netflix series

The Relative Clauses

Click to download the presentation about Relative Clauses

Resultado de imagen de relative clauses who is that man?

Valentine’s Day

Let’s talk about…teenagers’ life

Read this article about teenagers:

TEEN SPIRIT: WHAT’S IT REALLY LIKE TO BE A TEENAGER?

15-year-old Ellie Wilson says “The problem with being a teenager is that one minute we’re up and then we’re down; one minute I want to shout the house down, the next I feel very happy.” The turbulent process of becoming an adult is one that for generations has baffled parents and scientists. When almost every other species manages the transition from infancy to adulthood with relative ease, why do we seem to find it so hard? First we blamed hormones. Then scientists found that the human mind undergoes a massive restructuring during the 12th to 25th years. Between childhood and adulthood, critical physical changes are taking place. These result in behaviours that parents might have thought were designed to cause them pain, but which are in fact vital processes in the brain’s development. The truth remains that science offers a rational explanation, but it doesn’t make everyday communication with teenagers any easier. Which is where Lovegrove and Bedwell step in. These friends published a book, Teenagers Explained, that was designed to help adults understand adolescence. Because “there are things we talk about that adults just don’t understand.” “Try to let us make our own mistakes,” pleads Lovegrove. “If we don’t get to make our own mistakes when we’re young then, at some point, as soon as you’re not around, we’re just going to explode. It’s OK to be concerned and to ask questions but please don’t question us on everything. Do try to talk to us and make an effort to get to know us, but also understand that there are some things we don’t want to talk to you about.”

Charlotte Philby, The Independent, 14 July 2012