Hello, Class! This is Towako from MEL School.
How are you doing?
This week, we explored New York City’s geological history in ELST and continued working on more complex sentence structures in Bridge Work.
In ELST, the goal was not simply to understand the English text. We used the reading to think about how the landscape beneath a modern city has shaped what we see above ground today. In Bridge Work, we studied adjective order and then moved on to a longer text about diverse cultures, focusing on how ideas are organized across paragraphs.
See you next week!
Towako
<Lesson Review>
ELST Reading
B2.1 #6: New York City’s Geological History
You first practiced reading the text individually and then discussed the content with a partner.
This reading connected the New York City we see today with its much longer geological history.
At Advanced level, try not to read English word by word. Instead, ask yourself:
What is this paragraph telling me?
How is this information connected to what I already know?
Why is this information important?
The goal is to use English not only to understand a text, but also to explore the ideas behind it and learn something new about the world.
Bridge Work -3
Chapter 34 Unit 1: Ron has a bike he bought last year.
(p. 134) Grammar and Communication-3
Adjective Order
We studied how several adjectives can be placed before a noun.
For example:
Oxford is an attractive small old city in the east of England. It has a famous ancient private university.
When several adjectives appear together, English has a natural order for them.
You studied the chart and then completed Exercise-3 individually. After checking the answers, you practiced the sentences through pair repeating.
The important point is not simply to memorize a list of rules. Pay attention to adjective order when you read and hear English, and gradually develop a sense of what sounds natural.
Grammar in Use: Diverse Cultures
(p. 136)
You read and completed a longer text about diverse cultures individually before studying the text together.
This time, we also looked beyond individual sentences and asked:
How is this long text organized?
When reading a longer academic text, each paragraph usually has a role. One paragraph may introduce an idea, another may give examples or explanations, and another may develop the argument further.
Try to move from understanding individual sentences to seeing the structure of the whole text.
Lesson Review
Today, we practiced:
- reading for content and deeper understanding
- connecting a text with background knowledge
- using adjectives in a natural order
- reading longer, more complex sentences
- identifying how paragraphs and ideas are organized
At Advanced level, our goal is increasingly to move beyond understanding individual English sentences and ask:
How are the ideas connected, and what is the writer trying to tell us?
Great work today! 🌟
