Reported Speech 10th grade
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This document provides instruction on using reported speech to report what someone said indirectly. It explains how to change verb tenses and pronouns when moving from direct to reported speech. Examples are given of direct speech and the corresponding reported speech for various verb tenses. The document also covers using "tell" to report commands and "ask" to report requests, changing the verbs to infinitives. Finally, it provides practice converting 16 sample direct speech clauses to reported speech.
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- Guidance is given on forming the '-ing' part of regular and irregular verbs in the past continuous tense. Common suffixes that get doubled or not are outlined.
- Exercises are included to practice forming sentences using verbs in the past simple and past continuous tenses correctly based on the context.
Passive voice
The document discusses the use and structure of passive voice in English. It explains that the passive voice is used when the focus is on the action rather than the subject performing the action. It provides examples of changing sentences from active to passive voice and discusses omitting or including the agent. It also covers verbs with two objects, verbs used with prepositions, the passive with reporting verbs, and identifying active vs. passive voice in context.
Unit 12 achiving your goals
The document provides instructions on how to change direct speech to reported or indirect speech. It explains that direct quotes are changed to reported speech by removing quotation marks and changing verbs and pronouns. Verb tenses and pronouns are changed according to specific rules. Examples are given of changing the verb tense from present to past and changing pronouns from first to third person. An exercise is included to practice changing several examples of direct speech to the corresponding reported speech.
Present and past tenses
The document provides information about English tenses including the present simple, present continuous, past simple, past continuous, and future simple tenses. It explains when to use each tense and provides examples. Rules for forming positive and negative sentences and questions are outlined for each tense. Several exercises are included for the reader to practice forming verbs in the correct tenses.
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English Grammar: Present Perfect & Present Perfect Continuous
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Unit 10 Game Over
Modal verbs are used to add detail about probability, ability, warnings, advice, permission, and obligation. If referring to the past, alternative forms must be used instead of regular modal verbs. Modal words include likely to, bound to, certain to for probability. Supposed to is used for obligation. Be able to refers to ability. Be sure to gives warnings or advice. The document provides examples of modal verbs and words in different contexts.
Unit 5 On The Move
This document provides examples and explanations of modal verbs and expressions used to discuss probability, ability, warnings, advice, permission, and obligation. It discusses alternative forms that must be used to discuss situations in the past, such as "must not" instead of "can not." Examples are given for expressions like "likely to," "supposed to," and "be sure to" and how they add detail about probability, obligation, ability, and warnings or advice. The document was created by an English teacher to teach 11th grade students about modality.
Unit 10 Seeing The World
This document provides instruction on forming sentences in the passive voice. It explains that the passive voice is formed from the active voice by making the direct object the subject and using the verb "to be" plus the past participle of the main verb. Examples are given for changing both present simple and past simple active sentences to the passive voice. Students are given practice exercises to change sample active sentences into their passive equivalents. Key rules and forms are emphasized for ensuring the passive voice is properly constructed.
Unit 5 Smart Shop
This document discusses quantifiers used to indicate amounts in English. It defines quantifiers as words that approximate rather than give exact amounts. The main quantifiers discussed are: how much/many, too, all, enough, and none. The differences between much and many are explained, as well as how to use enough, all, and none correctly. Examples are provided for each quantifier. The document concludes with a short practice activity asking the reader to fill in statements with the appropriate quantifier.
Unit 10 Summer Camp
This document provides information on using verbs in the present simple and present continuous tenses in English. It discusses the structures, rules and examples of affirmative, negative and interrogative sentences in both tenses. Exercises are included to practice filling in sentences with the correct verb forms. Key points covered include using "-s", "-es" and "-ies" endings on verbs in the present simple, and the "-ing" form of verbs in the present continuous along with exceptions. Mixing the two tenses in sentences is also addressed.
Calendario Evaluaciones Sumativas Noviembre
Este documento presenta el registro de evaluaciones sumativas para el curso 8o Básico B durante las clases remotas de noviembre de 2020. Incluye información sobre las asignaturas, profesores, contenidos, unidades y modalidades de evaluación para cada asignatura, con fechas y horarios específicos. Las evaluaciones tendrán un carácter acumulativo cuyo promedio será la calificación sumativa final de cada asignatura.
Reading Aloud Rubric Evaluation 2020
This document is a rubric for evaluating a student's performance when reading aloud. It assesses several criteria in 4 levels from excellent to needs improvement. The criteria include comfort/confidence, fluency, inflection/expression, volume, pronunciation, logical grouping of words, effort/practice, and punctuality meeting deadlines. The student being evaluated received a grade of 10th for the assignment on reading the passage "Role Reversal".
Reading Aloud Rubric Evaluation 2020
This rubric evaluates a 9th grade student's reading performance of the topic "Local Voices: Chinatown Festival". The rubric assesses the student on 5 criteria: fluency, volume, pronunciation, reading performance, and effort/punctuality. Each criteria is scored on a scale of 1 to 4, with 4 being the highest score. The student's total score out of 40 will determine their final grade.
Reading Aloud Rubric Evaluation 2020
This document is a rubric for grading an 8th grade student's reading aloud performance of the topic "Dog Care: Caring for Dogs When People Don’t". It contains criteria for comfort/confidence, fluency, volume, pronunciation, reading performance, effort, and punctuality. The student's performance will be scored from 1-4 in each category and their total score out of 40 will determine their final grade.
Evaluaciones Sumativas Octubre
Este documento presenta el registro de evaluaciones sumativas de octubre de 2020 para el curso 8o básico B. Incluye las asignaturas, profesores, contenidos, unidades o temas, modalidades y horarios de las clases remotas. Las evaluaciones se realizarán de forma acumulativa a través de actividades sincrónicas y asincrónicas desarrolladas durante el mes, cuyo promedio dará la calificación sumativa final para cada asignatura.
Evaluaciones Sumativas Octubre
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Question tags for teenagers
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Rubric oral presentation 2020
This rubric outlines the criteria and scoring for an 11th grade oral presentation assignment. Students will present on the topic "My Kind of Thing" and be evaluated on their organization, content, and presentation. Areas of evaluation include selecting an appropriate piece of art, connecting ideas to the art, delivering accurate information on time, using clear speaking skills, and keeping the presentation within the assigned time limit of 40 seconds to 1 minute. Students who do not have access to a camera must submit a recorded presentation by the deadline to receive a grade. The maximum possible score is 54 points.
Have to or Don't have to Handout
The document contains two worksheets with sentences to complete using "have to" or "don't have to". The first worksheet provides pictures and asks students to choose whether you have to or don't have to bring certain items. The second worksheet contains sentences for students to fill in with "have to" or "doesn't have to" to practice when to use each. It was created by the English Teaching Department for 8th grade students.
Unit 9 Books Matter Reported Speech Friends with video
This document appears to be an English language worksheet about the TV show Friends. It contains multiple choice questions testing comprehension of specific episodes and characters. It also contains exercises on changing direct speech to reported speech using reported verbs. The worksheet is aimed at 12th grade level students and focuses on using reported speech with friends.
Reported Speech Questions
This document contains 20 questions reported in the form of indirect speech. The questions are divided into two sections, with the first 10 questions reporting Wh- questions and the second 10 reporting Yes/No questions. All of the questions provide information about who asked whom the question and what the question was about.
Unit 9 A Good Job Reporting Questions
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Unit 4 A world of festivals Indefinitive Pronouns
The document is a lesson on indefinite pronouns that can be used in place of specific people, places, or things. It defines the indefinite pronouns "someone/somebody", "anywhere/anywhere", "anything/anything", "no one/nobody", and provides examples of their use in sentences. It includes an exercise for students to fill in blanks with the appropriate indefinite pronoun.
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The document provides information about an English teaching department. It specifies that Miss Fernanda Martínez is the teacher of the 8th grade English class. In summary, the document identifies an English teacher and the grade level she teaches.
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Syllabus
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Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Reported Speech 10th grade
- 1. ENGLISH LANGUAGE DEPARTMENT Teacher Danitza Lazcano Flores. We use reported speech to report what someone said (Indirect Speech). Use speech marks (" ") to identify a person's exact words (Direct Speech). We often use say / tell as reporting verbs. That is optional. Say + (that) = He said (that) Pete's mother was sick. Tell + Person /Indirect Object (that) = I told you (that) I didn't eat your ice-cream. Form: We usually move the verb in the reported clause "one tense back" if the reporting verb is in the past; e.g., said, told. DIRECT SPEECH REPORTED SPEECH (INDIRECT) Present Simple "I like cats!" Past Simple She said she liked cats. Present Continuous "Caroline is having lunch now" Past Continuous Conny told me Caroline was having lunch then. Present Perfect "They have bought me some chocolates" Past Perfect She said JP and Mark had bought her some chocolates. Past Simple "Conny studied at Colegio Andino last year" Past Perfect Jp told his friends Conny had studied at Colegio Andino the year before. Remember that not only change the tense, but also the pronouns and adverbs of time. We use the verb TOLD to report commands and we turn the imperative mood into infinitive. Subject + told + object + to + infinitive = He told them to sit down. We use the verb ASK to report requests. Subject + ask + object + to + infinitive = He asked them to sit down.
- 2. I. Report the following clauses. 1. "He works in a bank." ________________________________________________ 2. "Would you bring me a cup of coffee, please?" ___________________________________________________________________ 3. "We went out last night." _______________________________________________ 4. "Go to bed!" ________________________________________________________ 5. "I'm coming!" ________________________________________________________ 6. "Would you mind passing the salt?" ___________________________________________________________________ 7. "I didn't go to the party." _______________________________________________ 8. "Don't be late!" ______________________________________________________ 9. "I don't like chocolate." _______________________________________________ 10. "Would you mind lending me a pencil?" _________________________________________________________________ 11. "She's living in Paris for a few months." _________________________________________________________________ 12. "Don't smoke!" ____________________________________________________ 13. "I visited my parents at the weekend." _________________________________________________________________ 14. "I was wondering if you could possibly tell me the time?" __________________________________________________________________ 15. "She hasn't eaten sushi before." _________________________________________________________________ 16. “Do your homework!" _____________________________________________________