The document provides examples of filling in blanks in sentences with present progressive verb tenses and questions about present actions. It then has exercises to write questions using the present progressive tense.
The document discusses the use of the words "some" and "any" when referring to quantities greater than one. It notes that "some" should be used for positive statements and "any" for negative statements or questions. Examples are provided to illustrate the proper usage of "some" and "any" depending on whether the statement is positive or negative, or a question.
The document outlines 5 active reading strategies to improve comprehension: 1) Question what you read, 2) Visualize details from the text, 3) Predict what might happen next, 4) Connect information in the text to your own experiences and other knowledge, 5) Respond to the text by considering its themes, tone, conflicts, and symbols. Applying these strategies while reading can help readers engage more deeply with a text and gain more from what they read.
The document provides instructions for students to practice making predictions about texts using sentence starters. It explains that students will be shown materials like book covers and passages from stories and asked to work in groups to use sentence starters to predict what will happen next in the text, with their responses shared with the class.
The document is a table of contents for an English language textbook called "Tiger Street Club". It lists 7 units that make up the textbook, along with the key vocabulary and structures covered in each unit. The units include topics like starting a new school year, describing people, jobs and routines, activities, and the countryside. For each unit, it also lists the subject area that unit focuses on, such as literature, geography, or science.
This document provides information about cinquain poems and how to use a thesaurus. It defines the key elements of a cinquain poem including its 5 line structure and the syllable counts for each line. It also explains what a thesaurus is, how it can be used both in print and online, and demonstrates how to search for and select synonym replacements for words.
Audience research questinnaire afterfinishing the magazineYenpopo
This document contains an audience research survey for a magazine with questions about design preferences. It asks the respondent about their gender, favorite parts of the magazine like the cover, contents page and double page spread, and their opinions on the layout, color scheme, and article. The respondent is asked to rate the overall layout and provide feedback on whether the magazine looks like an indie rock publication.
The document describes four pictures that can be used to teach English vocabulary and describe scenes. The pictures are of a picnic, the outside of a house, free time activities, and the names of some students. For each picture, word banks and 3 levels of questions are provided to help pupils describe what they see and show their understanding. The questions get more advanced, moving from naming objects to making inferences about feelings and personal experiences. This document provides tools to assess and develop students' English skills through picture description activities.
This document contains questions about various topics including physical descriptions, activities, opinions, dates, subjects in school, clothing, and locations. The questions are grouped under different headings and would be used to elicit responses in English on general topics for language practice.
The document discusses the use of the words "some" and "any" when referring to quantities greater than one. It notes that "some" should be used for positive statements and "any" for negative statements or questions. Examples are provided to illustrate the proper usage of "some" and "any" depending on whether the statement is positive or negative, or a question.
The document outlines 5 active reading strategies to improve comprehension: 1) Question what you read, 2) Visualize details from the text, 3) Predict what might happen next, 4) Connect information in the text to your own experiences and other knowledge, 5) Respond to the text by considering its themes, tone, conflicts, and symbols. Applying these strategies while reading can help readers engage more deeply with a text and gain more from what they read.
The document provides instructions for students to practice making predictions about texts using sentence starters. It explains that students will be shown materials like book covers and passages from stories and asked to work in groups to use sentence starters to predict what will happen next in the text, with their responses shared with the class.
The document is a table of contents for an English language textbook called "Tiger Street Club". It lists 7 units that make up the textbook, along with the key vocabulary and structures covered in each unit. The units include topics like starting a new school year, describing people, jobs and routines, activities, and the countryside. For each unit, it also lists the subject area that unit focuses on, such as literature, geography, or science.
This document provides information about cinquain poems and how to use a thesaurus. It defines the key elements of a cinquain poem including its 5 line structure and the syllable counts for each line. It also explains what a thesaurus is, how it can be used both in print and online, and demonstrates how to search for and select synonym replacements for words.
Audience research questinnaire afterfinishing the magazineYenpopo
This document contains an audience research survey for a magazine with questions about design preferences. It asks the respondent about their gender, favorite parts of the magazine like the cover, contents page and double page spread, and their opinions on the layout, color scheme, and article. The respondent is asked to rate the overall layout and provide feedback on whether the magazine looks like an indie rock publication.
The document describes four pictures that can be used to teach English vocabulary and describe scenes. The pictures are of a picnic, the outside of a house, free time activities, and the names of some students. For each picture, word banks and 3 levels of questions are provided to help pupils describe what they see and show their understanding. The questions get more advanced, moving from naming objects to making inferences about feelings and personal experiences. This document provides tools to assess and develop students' English skills through picture description activities.
This document contains questions about various topics including physical descriptions, activities, opinions, dates, subjects in school, clothing, and locations. The questions are grouped under different headings and would be used to elicit responses in English on general topics for language practice.
The document provides instruction on English grammar concepts including parts of speech, verb conjugation, and sentence structure. It discusses subjects, verbs, and objects in sentences and how to form questions and negatives. Examples are given for affirmative, negative, and interrogative sentences using pronouns like I, you, he/she/it, we, and they.
This document provides information about common classroom phrases, objects, homework assignments, and English learning topics. It includes lists of classroom vocabulary words, examples of sentences using these words, instructions for homework assignments, and questions to ask about English-speaking locations, colors, and other topics. The document aims to teach English vocabulary and language structures related to the classroom.
The document provides instructions for 10 exercises for English language learners. The instructions range from being clear and concise to needing some clarification or modification to be fully understandable for the intended intermediate level. Some key points:
- Instructions for Exercises 1, 3, 5, 7 and 9 are judged to be clear, concise and appropriate for the level.
- Exercises 2 and 8 could benefit from minor clarification in the instructions.
- The instructions for Exercise 4 are identified as confusing as they contradictorily ask students to work in pairs but complete with their own ideas.
- The instructions for Exercise 6 are found lacking as they do not specify having students write or say their answers.
The document provides examples of common language used in classroom situations, including:
1. Greetings and questions used at the beginning of a lesson like "Good morning" and "How are you?".
2. Simple instructions for students such as "Sit down" and "Open your books".
3. Phrases for ending the lesson including setting homework, saying goodbye, and having students leave the classroom in an orderly fashion.
4. Additional language for managing classroom activities, correcting errors, and addressing spontaneous situations that arise.
This document provides a summary of lesson 1 of an English language beginner's course. It covers several fundamentals of English including singular and plural nouns, verb tenses using simple present, past and future, and pronouns. Examples and exercises are provided to practice these concepts. Key points covered include common rules for making nouns plural, irregular plural forms, conjugations of verbs in simple tenses, and using pronouns as subjects and objects.
Práctica para presentarse en inglés: what is your name?rosevilla1995
This document contains a list of names and professions, examples of ways to greet and say goodbye to someone, commands that can be given to an assistant, examples of using "to be" verbs, examples of writing practice with "a" and "an", and images of common household items. The document provides vocabulary and language structures for basic communication, identification, and describing objects.
Useful Classroom Expressions 5 Minute English : http://5minuteenglish.blogspo...Mr. El-Sayed Ramadan
Useful Classroom Expressions
The more you give, the more you receive.
Speak properly, and in as few words as you can, but always plainly; for the end of speech is not ostentation, but to be understood.
William PENN, founder of Pennsylvania
All the expressions we’ve gathered here may be used with younger or older children and have been divided into categories according to context, so that you pick and choose according to your needs.
5 Minute English : http://5minuteenglish.blogspot.com
This document provides a list of useful expressions for the classroom divided into categories. It includes expressions for beginning class, classroom materials, giving instructions, controlling students, games, praise and corrections, and ending class. Some examples are greetings like "good morning", requests like "pass me the pencil", instructions like "read the next sentence", praise like "well done", and endings like "see you tomorrow". The expressions are meant to encourage using English for various classroom activities and interactions.
This document provides a list of useful expressions for the classroom divided into categories. It includes expressions for beginning class, classroom materials, giving instructions, controlling students, action games, board games, card games, songs, praise and correction, and ending class. The expressions range from basic greetings and instructions to more complex language for games, songs, and classroom management. The goal is to encourage students to communicate in English for a variety of classroom activities and situations.
The presentation describes the rule of the formation of the Present Simple Passive and contains some examples of its use in English. For school students.
The document is a series of riddles describing common classroom and office objects. Each riddle provides 3 clues about an object and asks the reader to identify it. The objects identified include a pencil, pencil sharpener, pen, eraser, ruler, whiteboard, book, stapler, computer, clock, table, and chair.
The document discusses interesting lives and careers. It profiles Melida Cortez, an English student in Mexico City who was interviewed by her university. The university likely chose her because she has accomplished things like having her name in the newspaper or newsletter. The document also discusses living abroad and gives an example of someone named Dan who ended up living in Seoul, Korea through a long and complicated story. It encourages coming up with one's own scary or challenging experiences and retelling them using past and present verb tenses.
The document discusses the benefits and usage of e-books versus printed books. E-books allow quick access to a wide selection of books from any device and are good for traveling. However, printed books are preferred for socially reading with others. While e-book sales are higher than printed books according to surveys, e-books are unlikely to completely replace printed books as many readers enjoy both formats.
The document contains questions about hobbies and activities. It asks what the reader's hobbies are, what they like and dislike doing, and what activities they are good at or interested in. It also provides examples of common hobbies like reading, sports, music, and discusses differences between hobbies of those in urban and rural areas.
This document provides information and instructions for an English class, including what materials are needed, when English is scheduled, tips for doing well such as participating, doing homework, and reading books at home. It recommends bringing pens, pencils, notebooks, and books to class and listening to English songs, playing English games, and speaking with friends to improve English skills outside of class. The number of books students should read each term increases from one for 4th grade to two for 5th grade to three for 6th grade.
This document provides a lesson on determiners in English. It defines determiners as words used to modify nouns, such as articles, demonstratives, possessive determiners, and quantifiers. Articles include the definite article "the" and indefinite articles "a" and "an". Demonstratives are words like "this", "that", "these", and "those". Possessive determiners are words like "my", "your", "his", "her", etc. that show ownership. Possessive pronouns are words like "mine", "yours", "his", "hers", etc. Quantifiers include words like "some", "any", "few", "more", "many", etc
The document contains a series of phrases and sentences from an English teacher discussing a new student. The teacher expresses concerns about whether the student will fit in or get along with others and worries that he may be too serious. She also notes that the student has something different to offer. Exercises are provided to unscramble and complete phrases relating to the discussion about the new student.
The document contains a list of common classroom instructions and phrases used by teachers. Some examples include commands to stand up, sit down, take out books, complete assignments, ask and answer questions, and manage classroom activities and clean up. The phrases cover a range of topics from classroom organization and participation to understanding content and checking work.
This document discusses indefinite pronouns in English. It provides examples of different types of indefinite pronouns including singular, plural, and pronouns that can be either singular or plural. Some common indefinite pronouns are anybody, anyone, anything, everybody, everyone, everything, nobody, no one, nothing, one, other, somebody, someone, something. The document also discusses interrogative pronouns such as who, whom, whose, which, and what and provides examples of their usage.
The document provides instructions for students to complete writing assignments in their journals. It includes prompts for ESL students to write about five personal items, events from a movie they remember, and to describe their teacher and a lesson from another class. It also includes instructions for a morning meeting activity where students write down weekend activities on index cards and take turns asking each other questions.
The document provides instruction on English grammar concepts including parts of speech, verb conjugation, and sentence structure. It discusses subjects, verbs, and objects in sentences and how to form questions and negatives. Examples are given for affirmative, negative, and interrogative sentences using pronouns like I, you, he/she/it, we, and they.
This document provides information about common classroom phrases, objects, homework assignments, and English learning topics. It includes lists of classroom vocabulary words, examples of sentences using these words, instructions for homework assignments, and questions to ask about English-speaking locations, colors, and other topics. The document aims to teach English vocabulary and language structures related to the classroom.
The document provides instructions for 10 exercises for English language learners. The instructions range from being clear and concise to needing some clarification or modification to be fully understandable for the intended intermediate level. Some key points:
- Instructions for Exercises 1, 3, 5, 7 and 9 are judged to be clear, concise and appropriate for the level.
- Exercises 2 and 8 could benefit from minor clarification in the instructions.
- The instructions for Exercise 4 are identified as confusing as they contradictorily ask students to work in pairs but complete with their own ideas.
- The instructions for Exercise 6 are found lacking as they do not specify having students write or say their answers.
The document provides examples of common language used in classroom situations, including:
1. Greetings and questions used at the beginning of a lesson like "Good morning" and "How are you?".
2. Simple instructions for students such as "Sit down" and "Open your books".
3. Phrases for ending the lesson including setting homework, saying goodbye, and having students leave the classroom in an orderly fashion.
4. Additional language for managing classroom activities, correcting errors, and addressing spontaneous situations that arise.
This document provides a summary of lesson 1 of an English language beginner's course. It covers several fundamentals of English including singular and plural nouns, verb tenses using simple present, past and future, and pronouns. Examples and exercises are provided to practice these concepts. Key points covered include common rules for making nouns plural, irregular plural forms, conjugations of verbs in simple tenses, and using pronouns as subjects and objects.
Práctica para presentarse en inglés: what is your name?rosevilla1995
This document contains a list of names and professions, examples of ways to greet and say goodbye to someone, commands that can be given to an assistant, examples of using "to be" verbs, examples of writing practice with "a" and "an", and images of common household items. The document provides vocabulary and language structures for basic communication, identification, and describing objects.
Useful Classroom Expressions 5 Minute English : http://5minuteenglish.blogspo...Mr. El-Sayed Ramadan
Useful Classroom Expressions
The more you give, the more you receive.
Speak properly, and in as few words as you can, but always plainly; for the end of speech is not ostentation, but to be understood.
William PENN, founder of Pennsylvania
All the expressions we’ve gathered here may be used with younger or older children and have been divided into categories according to context, so that you pick and choose according to your needs.
5 Minute English : http://5minuteenglish.blogspot.com
This document provides a list of useful expressions for the classroom divided into categories. It includes expressions for beginning class, classroom materials, giving instructions, controlling students, games, praise and corrections, and ending class. Some examples are greetings like "good morning", requests like "pass me the pencil", instructions like "read the next sentence", praise like "well done", and endings like "see you tomorrow". The expressions are meant to encourage using English for various classroom activities and interactions.
This document provides a list of useful expressions for the classroom divided into categories. It includes expressions for beginning class, classroom materials, giving instructions, controlling students, action games, board games, card games, songs, praise and correction, and ending class. The expressions range from basic greetings and instructions to more complex language for games, songs, and classroom management. The goal is to encourage students to communicate in English for a variety of classroom activities and situations.
The presentation describes the rule of the formation of the Present Simple Passive and contains some examples of its use in English. For school students.
The document is a series of riddles describing common classroom and office objects. Each riddle provides 3 clues about an object and asks the reader to identify it. The objects identified include a pencil, pencil sharpener, pen, eraser, ruler, whiteboard, book, stapler, computer, clock, table, and chair.
The document discusses interesting lives and careers. It profiles Melida Cortez, an English student in Mexico City who was interviewed by her university. The university likely chose her because she has accomplished things like having her name in the newspaper or newsletter. The document also discusses living abroad and gives an example of someone named Dan who ended up living in Seoul, Korea through a long and complicated story. It encourages coming up with one's own scary or challenging experiences and retelling them using past and present verb tenses.
The document discusses the benefits and usage of e-books versus printed books. E-books allow quick access to a wide selection of books from any device and are good for traveling. However, printed books are preferred for socially reading with others. While e-book sales are higher than printed books according to surveys, e-books are unlikely to completely replace printed books as many readers enjoy both formats.
The document contains questions about hobbies and activities. It asks what the reader's hobbies are, what they like and dislike doing, and what activities they are good at or interested in. It also provides examples of common hobbies like reading, sports, music, and discusses differences between hobbies of those in urban and rural areas.
This document provides information and instructions for an English class, including what materials are needed, when English is scheduled, tips for doing well such as participating, doing homework, and reading books at home. It recommends bringing pens, pencils, notebooks, and books to class and listening to English songs, playing English games, and speaking with friends to improve English skills outside of class. The number of books students should read each term increases from one for 4th grade to two for 5th grade to three for 6th grade.
This document provides a lesson on determiners in English. It defines determiners as words used to modify nouns, such as articles, demonstratives, possessive determiners, and quantifiers. Articles include the definite article "the" and indefinite articles "a" and "an". Demonstratives are words like "this", "that", "these", and "those". Possessive determiners are words like "my", "your", "his", "her", etc. that show ownership. Possessive pronouns are words like "mine", "yours", "his", "hers", etc. Quantifiers include words like "some", "any", "few", "more", "many", etc
The document contains a series of phrases and sentences from an English teacher discussing a new student. The teacher expresses concerns about whether the student will fit in or get along with others and worries that he may be too serious. She also notes that the student has something different to offer. Exercises are provided to unscramble and complete phrases relating to the discussion about the new student.
The document contains a list of common classroom instructions and phrases used by teachers. Some examples include commands to stand up, sit down, take out books, complete assignments, ask and answer questions, and manage classroom activities and clean up. The phrases cover a range of topics from classroom organization and participation to understanding content and checking work.
This document discusses indefinite pronouns in English. It provides examples of different types of indefinite pronouns including singular, plural, and pronouns that can be either singular or plural. Some common indefinite pronouns are anybody, anyone, anything, everybody, everyone, everything, nobody, no one, nothing, one, other, somebody, someone, something. The document also discusses interrogative pronouns such as who, whom, whose, which, and what and provides examples of their usage.
The document provides instructions for students to complete writing assignments in their journals. It includes prompts for ESL students to write about five personal items, events from a movie they remember, and to describe their teacher and a lesson from another class. It also includes instructions for a morning meeting activity where students write down weekend activities on index cards and take turns asking each other questions.
1. COMPLETE:
• What __________you wearing? ENGLISH
• _________am wearing a scarf.
• He________ reading a book.
• She is ________________to music.
• The dog__________near the tree.
• The cats __________between the table and the chair.
• They are _____________ a picture.
• I__________reading a book.
WRITE FOUR SENTECES .USE THE PRESENT CONTINUOUS:
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ANSWER THESE QUESTIONS:
• What are doing?
•
• What is your friend wearing?
•
• What are you listening to?
•
• What are you reading?
•
• Are you sending an e-mail?
•
• Are you talking to you someone?
•
• Are they walking in the street?
•
• Is he looking at the map?
WRITE THE QUESTIONS:
• doing/What /you/are?
• wearing/?/What /you/are
• What´s/your /wearing/teacher/?
• friend/your/?/doing/Whatś
• friend/What´s/your/?/wearing/
• doing/what´s/your /teacher/?
LOOK AT THE PREVIOUS ACTIVITY.WRITE THE ANSWERS FOR YOU.
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•
•
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