Liuda introduces herself and her best friend Kristina, who both enjoy learning foreign languages and want to visit London. Liuda then presents her English portfolio which includes personal details, her language skills and hobbies. She concludes by testing her grammar and vocabulary knowledge in English.
Simon emailed Ivo asking to learn about his life and family. Ivo replied introducing himself, his family and hobbies. He suggested they continue emailing to improve his English and maybe meet up if Simon visits the Czech Republic.
This document is a curriculum vitae for Riccardo Lasagna that includes personal information, education history, work experience, skills, and language abilities. Lasagna has worked in construction, hospitality, and currently works for an environmental services company. He is studying for a degree in biology with a focus on biodiversity and conservation. He is proficient in English and Italian.
This document provides guidance on writing informal letters in English. It explains that informal letters are personal letters written to friends or family without a strict format. The document outlines the typical parts of an informal letter, including the address, date, opening, body, closing, and signature. It provides examples of how to write each section, such as common greetings, questions to ask in the body, farewell phrases for the closing, and casual sign-offs. Finally, it includes a sample informal letter to demonstrate how to put all the elements together.
The ultimate informal letter writing guidemarialuzgobbi
An informal letter is a personal letter written to relatives, friends, or business partners with whom one has a personal relationship. An informal English letter includes an address, date, opening, body, closing, and signature. When writing the body, one should use friendly language and social niceties while adjusting the tone based on the recipient. The opening can be as simple as "Hi [name]" with a comma and should state the reason for writing. Example closing sentences are "I hope to hear from you soon" or "Send my love to...". Signatures for informal letters can be short like "Best wishes" or "Love".
The document discusses the organization of paragraphs. It identifies several key aspects of paragraph organization: unity, coherence, faulty starts, lack of topic sentences, and underdeveloped ideas. Specific examples are provided to illustrate each concept. Vocabulary choice is also discussed as an important factor in effective writing. Overall, the document provides guidance on constructing well-organized paragraphs and choosing words carefully to improve writing skills.
This document provides information and guidelines for writing both formal and informal letters, including:
1) The definition of a formal letter, intended for professionals or non-friends/family, versus an informal letter for friends/family.
2) Guidelines for the format of a formal letter including address, date, salutation, content, and closing.
3) Differences between American and British letter writing styles.
4) Samples of abbreviations used and guidelines for an informal letter format.
5) Samples of a formal and informal letter.
The document provides guidance on writing formal versus informal letters and language. It discusses differences in formal and informal language including use of contractions, pronouns, prepositions, and vocabulary. Specific tips are provided for writing formally, such as avoiding slang, colloquialisms, contractions, and vague language. The document also includes examples of formal and informal greetings and provides an exercise to identify formal versus informal sentences.
Formal letters are used for professional communication while informal letters are used for personal communication. A formal letter has a specific format including the sender and recipient's address, date, salutation, main body paragraphs, and conclusion. An informal letter is more conversational in tone and language and does not have a strict format. The major difference is the purpose - formal letters are for official/business use, informal letters are for personal correspondence with friends and family. Greeting cards and invitation cards are types of cards sent for special occasions or events.
Simon emailed Ivo asking to learn about his life and family. Ivo replied introducing himself, his family and hobbies. He suggested they continue emailing to improve his English and maybe meet up if Simon visits the Czech Republic.
This document is a curriculum vitae for Riccardo Lasagna that includes personal information, education history, work experience, skills, and language abilities. Lasagna has worked in construction, hospitality, and currently works for an environmental services company. He is studying for a degree in biology with a focus on biodiversity and conservation. He is proficient in English and Italian.
This document provides guidance on writing informal letters in English. It explains that informal letters are personal letters written to friends or family without a strict format. The document outlines the typical parts of an informal letter, including the address, date, opening, body, closing, and signature. It provides examples of how to write each section, such as common greetings, questions to ask in the body, farewell phrases for the closing, and casual sign-offs. Finally, it includes a sample informal letter to demonstrate how to put all the elements together.
The ultimate informal letter writing guidemarialuzgobbi
An informal letter is a personal letter written to relatives, friends, or business partners with whom one has a personal relationship. An informal English letter includes an address, date, opening, body, closing, and signature. When writing the body, one should use friendly language and social niceties while adjusting the tone based on the recipient. The opening can be as simple as "Hi [name]" with a comma and should state the reason for writing. Example closing sentences are "I hope to hear from you soon" or "Send my love to...". Signatures for informal letters can be short like "Best wishes" or "Love".
The document discusses the organization of paragraphs. It identifies several key aspects of paragraph organization: unity, coherence, faulty starts, lack of topic sentences, and underdeveloped ideas. Specific examples are provided to illustrate each concept. Vocabulary choice is also discussed as an important factor in effective writing. Overall, the document provides guidance on constructing well-organized paragraphs and choosing words carefully to improve writing skills.
This document provides information and guidelines for writing both formal and informal letters, including:
1) The definition of a formal letter, intended for professionals or non-friends/family, versus an informal letter for friends/family.
2) Guidelines for the format of a formal letter including address, date, salutation, content, and closing.
3) Differences between American and British letter writing styles.
4) Samples of abbreviations used and guidelines for an informal letter format.
5) Samples of a formal and informal letter.
The document provides guidance on writing formal versus informal letters and language. It discusses differences in formal and informal language including use of contractions, pronouns, prepositions, and vocabulary. Specific tips are provided for writing formally, such as avoiding slang, colloquialisms, contractions, and vague language. The document also includes examples of formal and informal greetings and provides an exercise to identify formal versus informal sentences.
Formal letters are used for professional communication while informal letters are used for personal communication. A formal letter has a specific format including the sender and recipient's address, date, salutation, main body paragraphs, and conclusion. An informal letter is more conversational in tone and language and does not have a strict format. The major difference is the purpose - formal letters are for official/business use, informal letters are for personal correspondence with friends and family. Greeting cards and invitation cards are types of cards sent for special occasions or events.
1) Formal letters and emails are used for professional relationships or communicating with those in positions of authority, while informal letters are used for personal relationships.
2) Formal letter recipients include government officials, prospective employers, dignitaries, and academic officials, while informal letters are for friends, relatives, and coworkers of similar age or younger.
3) The first email example is informal as it uses contractions, an informal greeting and sign off, while the second email to a professor is formal with a polite greeting, no contractions, and a formal sign off.
Formal letters in English follow specific conventions for layout and style. The address of the sender and recipient should be included, as well as the date. The greeting or salutation depends on whether the recipient's name is known. The content includes an introductory paragraph stating the purpose, middle paragraphs with relevant details, and a closing paragraph specifying any expected action. Letters are usually short and concise. They end with "Yours faithfully" for an unknown recipient or "Yours sincerely" if the name is known, followed by a signature.
The document discusses the differences between formal and informal letters. It provides guidelines for the layout of both types of letters, including addressing, date format, greetings, body paragraphs, and closings. For informal letters, greetings include "Dear John" or "Dear Jane" while formal letters use "Dear Mr. Smith" or "Dear Madam." Closings like "Love" or "Best wishes" are informal, and "Yours sincerely" or "Yours faithfully" are formal. The document also gives examples of phrases to use in the letter body for different levels of formality.
Can-do statements are learning objectives that describe what a student can do in English at a particular level of proficiency. They are clear, easily understandable, and achievable goals. The document discusses why can-do statements are better for setting course objectives than TOEIC scores alone. It proposes that teachers agree on can-do standards from the CEFR and use textbooks aligned with those standards. It also suggests steps the language center could take to support the use of can-do statements, such as trialing them, providing materials, and standardizing assessment. Opinions are requested on these proposals.
This document provides guidance on writing a formal letter. It defines a formal letter as a letter written for official or professional communication that can be used to apply for jobs or scholarships, complain, or provide information. The document outlines the structure of a formal letter, including addressing the sender and receiver, writing a date, title, salutation, 3-4 body paragraphs introducing the purpose and details, and a closing with a signature and valediction. It emphasizes using formal language, grammar, punctuation and a respectful tone. Examples and references are provided to illustrate formal letter writing techniques.
Format of Informal Letter + Best Examples 2021rajan kumar
Format of informal letter - An informal letter is the part of letter writing. It plays an important role in English writing skills. Many exams in India like CBSE, ICSE, SSC and other government exams questions come from these topics.
The document provides guidelines for writing formal letters and emails. It recommends keeping communications concise and clear. For letters, it outlines including sender/recipient addresses, date, salutation, signature, and 1-3 paragraph structure. For emails, it suggests a professional email address, accurate subject, formal salutation, introducing yourself in the first paragraph, keeping the message brief and to the point, and signing with your full name. Abbreviations like cc and bcc are also defined.
The document provides guidance on skills for teaching English pronunciation, developing vocabulary, comprehending texts, studying effectively, giving oral presentations, writing compositions, and evaluating student presentations. It includes tips for distinguishing sounds, recalling information, making predictions, stressing words, and structuring speeches. The document also lists criteria for evaluating students' use of voice, language, knowledge, and visual aids during oral presentations.
The document contains a list of 10 classroom activities with their purpose, stage in the lesson, and intended audience. It then provides instructions, guidelines or rubrics for assessing each of the 10 activities which include role plays, writing letters, debates, making magazine articles, oral presentations, puzzles, games, creating posters, designing menus and family trees. The activities are intended to develop students' speaking, writing, critical thinking and creative skills at different levels and stages of a high school lesson.
The document contains rubrics for assessing 9 classroom activities: role play, writing a letter, debate, magazine article, oral presentation, puzzle, scattegories, poster, and menu. Each activity is evaluated on 4 categories rated on a scale of 1 to 4. The rubrics provide teachers with guidelines to effectively evaluate students' performance in different speaking, writing, and creative projects.
The document provides guidance on writing an article for the Cambridge First B2 exam. It discusses the key elements of an article such as being informative and giving an opinion. It then focuses on the language used, recommending a relaxed personal style that is neutral and polite. Examples of both appropriate and inappropriate language are provided, with suggestions to make the language less informal or impolite. The document concludes by demonstrating how to plan and write an article with the correct structure and word choice.
The term formal letter can be used to entail any written letter for a formal purpose, whether that be a recommendation letter, an invitation letter, a complaint letter and so on.
Any communication that is considered to be official enough to be explicitly written or typed in a letter can be called a formal letter.
Letter writing is an important means of communication, especially before modern technologies. There are two main types of letters - formal letters for official business and informal letters for personal communication with friends and family. Both formal and informal letters follow specific formats and include elements like the address, date, greeting, body, and closing. Proper letter writing etiquette is important to demonstrate courtesy and professionalism.
Here is a draft reply to Mr Bramble:
Dear Mr Bramble,
Re: Interview for MSc in Computer Science
Thank you for your letter of 15 June offering me an interview for the MSc in Computer Science program. I am pleased to accept the interview scheduled for 30 June at 2pm.
However, I would appreciate it if the interview could be arranged for one hour later, at 3pm, due to train times from my home. This would allow me sufficient time to travel to your university.
Please let me know if the later time is suitable. I look forward to discussing the program in more detail at the interview.
Yours sincerely,
[Your name]
The document provides guidance on writing a formal letter, including its importance and proper format. It emphasizes being concise by avoiding unnecessary words and focusing on the key point. The tone should be formal without casual language. The format includes a heading with date and return address, inside address of recipient, salutation, body paragraphs stating the purpose, closing, and signature. Proper spelling, grammar and proofreading are important to make a positive first impression on the recipient.
This document summarizes the key differences between formal and informal letters. Formal letters are used to communicate professionally with people you don't know well, like businesses. They use formal greetings and closings like "Dear [Name]" and "Yours sincerely". Informal letters are for friends and family, with a casual tone and structure that begins with "Dear [Name]" and ends with just the writer's name. Both include an introduction, body, and conclusion but formal letters have a more rigid structure while informal letters have a flexible structure and language.
This document provides guidance on writing informal letters in English. It discusses the typical elements of an informal letter like the address, date, opening, body, closing, and signature. It provides examples of how to address the recipient, common opening and closing phrases, as well as sample complete letters. The body of an informal letter should be personal and adjust to the recipient while stating the reason for writing, providing or requesting information, making requests or promises, apologizing, or giving bad news. P.S. messages can be added after the closing.
Mohammed Jasir PV provides information on writing, including technical writing, literary writing, letters, and business letters. He discusses the key differences between formal and informal letters, and covers the typical elements and formats used for formal letters, such as the letterhead, sender's address, date, salutation, subject, body, complimentary close, signature, enclosures, and carbon copies. Standard introductions and requests are also presented for different purposes in business letter writing.
The document discusses the importance of protecting the natural environment. It notes that humans are polluting the air, water, and land through littering, air pollution from factories and cars, water pollution from fertilizers, and endangering species. The document lists several types of air pollutants - carbon dioxide, carbon monoxide, sulphur dioxide, nitric oxides, phosphates, mercury, and oil - and their negative environmental impacts. It emphasizes that we must take care of our beautiful planet by keeping the land, air, and water clean.
This document outlines an English language tournament with 11 contests including warm up tongue twisters, brainstorming, matching proverbs, running dictation, a captain's quiz, speaking, identifying ingredients from a video, karaoke, grade/form differences, pictionary, and awards. The contests cover topics about British culture, language, and history.
1) Formal letters and emails are used for professional relationships or communicating with those in positions of authority, while informal letters are used for personal relationships.
2) Formal letter recipients include government officials, prospective employers, dignitaries, and academic officials, while informal letters are for friends, relatives, and coworkers of similar age or younger.
3) The first email example is informal as it uses contractions, an informal greeting and sign off, while the second email to a professor is formal with a polite greeting, no contractions, and a formal sign off.
Formal letters in English follow specific conventions for layout and style. The address of the sender and recipient should be included, as well as the date. The greeting or salutation depends on whether the recipient's name is known. The content includes an introductory paragraph stating the purpose, middle paragraphs with relevant details, and a closing paragraph specifying any expected action. Letters are usually short and concise. They end with "Yours faithfully" for an unknown recipient or "Yours sincerely" if the name is known, followed by a signature.
The document discusses the differences between formal and informal letters. It provides guidelines for the layout of both types of letters, including addressing, date format, greetings, body paragraphs, and closings. For informal letters, greetings include "Dear John" or "Dear Jane" while formal letters use "Dear Mr. Smith" or "Dear Madam." Closings like "Love" or "Best wishes" are informal, and "Yours sincerely" or "Yours faithfully" are formal. The document also gives examples of phrases to use in the letter body for different levels of formality.
Can-do statements are learning objectives that describe what a student can do in English at a particular level of proficiency. They are clear, easily understandable, and achievable goals. The document discusses why can-do statements are better for setting course objectives than TOEIC scores alone. It proposes that teachers agree on can-do standards from the CEFR and use textbooks aligned with those standards. It also suggests steps the language center could take to support the use of can-do statements, such as trialing them, providing materials, and standardizing assessment. Opinions are requested on these proposals.
This document provides guidance on writing a formal letter. It defines a formal letter as a letter written for official or professional communication that can be used to apply for jobs or scholarships, complain, or provide information. The document outlines the structure of a formal letter, including addressing the sender and receiver, writing a date, title, salutation, 3-4 body paragraphs introducing the purpose and details, and a closing with a signature and valediction. It emphasizes using formal language, grammar, punctuation and a respectful tone. Examples and references are provided to illustrate formal letter writing techniques.
Format of Informal Letter + Best Examples 2021rajan kumar
Format of informal letter - An informal letter is the part of letter writing. It plays an important role in English writing skills. Many exams in India like CBSE, ICSE, SSC and other government exams questions come from these topics.
The document provides guidelines for writing formal letters and emails. It recommends keeping communications concise and clear. For letters, it outlines including sender/recipient addresses, date, salutation, signature, and 1-3 paragraph structure. For emails, it suggests a professional email address, accurate subject, formal salutation, introducing yourself in the first paragraph, keeping the message brief and to the point, and signing with your full name. Abbreviations like cc and bcc are also defined.
The document provides guidance on skills for teaching English pronunciation, developing vocabulary, comprehending texts, studying effectively, giving oral presentations, writing compositions, and evaluating student presentations. It includes tips for distinguishing sounds, recalling information, making predictions, stressing words, and structuring speeches. The document also lists criteria for evaluating students' use of voice, language, knowledge, and visual aids during oral presentations.
The document contains a list of 10 classroom activities with their purpose, stage in the lesson, and intended audience. It then provides instructions, guidelines or rubrics for assessing each of the 10 activities which include role plays, writing letters, debates, making magazine articles, oral presentations, puzzles, games, creating posters, designing menus and family trees. The activities are intended to develop students' speaking, writing, critical thinking and creative skills at different levels and stages of a high school lesson.
The document contains rubrics for assessing 9 classroom activities: role play, writing a letter, debate, magazine article, oral presentation, puzzle, scattegories, poster, and menu. Each activity is evaluated on 4 categories rated on a scale of 1 to 4. The rubrics provide teachers with guidelines to effectively evaluate students' performance in different speaking, writing, and creative projects.
The document provides guidance on writing an article for the Cambridge First B2 exam. It discusses the key elements of an article such as being informative and giving an opinion. It then focuses on the language used, recommending a relaxed personal style that is neutral and polite. Examples of both appropriate and inappropriate language are provided, with suggestions to make the language less informal or impolite. The document concludes by demonstrating how to plan and write an article with the correct structure and word choice.
The term formal letter can be used to entail any written letter for a formal purpose, whether that be a recommendation letter, an invitation letter, a complaint letter and so on.
Any communication that is considered to be official enough to be explicitly written or typed in a letter can be called a formal letter.
Letter writing is an important means of communication, especially before modern technologies. There are two main types of letters - formal letters for official business and informal letters for personal communication with friends and family. Both formal and informal letters follow specific formats and include elements like the address, date, greeting, body, and closing. Proper letter writing etiquette is important to demonstrate courtesy and professionalism.
Here is a draft reply to Mr Bramble:
Dear Mr Bramble,
Re: Interview for MSc in Computer Science
Thank you for your letter of 15 June offering me an interview for the MSc in Computer Science program. I am pleased to accept the interview scheduled for 30 June at 2pm.
However, I would appreciate it if the interview could be arranged for one hour later, at 3pm, due to train times from my home. This would allow me sufficient time to travel to your university.
Please let me know if the later time is suitable. I look forward to discussing the program in more detail at the interview.
Yours sincerely,
[Your name]
The document provides guidance on writing a formal letter, including its importance and proper format. It emphasizes being concise by avoiding unnecessary words and focusing on the key point. The tone should be formal without casual language. The format includes a heading with date and return address, inside address of recipient, salutation, body paragraphs stating the purpose, closing, and signature. Proper spelling, grammar and proofreading are important to make a positive first impression on the recipient.
This document summarizes the key differences between formal and informal letters. Formal letters are used to communicate professionally with people you don't know well, like businesses. They use formal greetings and closings like "Dear [Name]" and "Yours sincerely". Informal letters are for friends and family, with a casual tone and structure that begins with "Dear [Name]" and ends with just the writer's name. Both include an introduction, body, and conclusion but formal letters have a more rigid structure while informal letters have a flexible structure and language.
This document provides guidance on writing informal letters in English. It discusses the typical elements of an informal letter like the address, date, opening, body, closing, and signature. It provides examples of how to address the recipient, common opening and closing phrases, as well as sample complete letters. The body of an informal letter should be personal and adjust to the recipient while stating the reason for writing, providing or requesting information, making requests or promises, apologizing, or giving bad news. P.S. messages can be added after the closing.
Mohammed Jasir PV provides information on writing, including technical writing, literary writing, letters, and business letters. He discusses the key differences between formal and informal letters, and covers the typical elements and formats used for formal letters, such as the letterhead, sender's address, date, salutation, subject, body, complimentary close, signature, enclosures, and carbon copies. Standard introductions and requests are also presented for different purposes in business letter writing.
The document discusses the importance of protecting the natural environment. It notes that humans are polluting the air, water, and land through littering, air pollution from factories and cars, water pollution from fertilizers, and endangering species. The document lists several types of air pollutants - carbon dioxide, carbon monoxide, sulphur dioxide, nitric oxides, phosphates, mercury, and oil - and their negative environmental impacts. It emphasizes that we must take care of our beautiful planet by keeping the land, air, and water clean.
This document outlines an English language tournament with 11 contests including warm up tongue twisters, brainstorming, matching proverbs, running dictation, a captain's quiz, speaking, identifying ingredients from a video, karaoke, grade/form differences, pictionary, and awards. The contests cover topics about British culture, language, and history.
Edinburgh is the capital city of Scotland, located in the central part of the country. It has a population of over 500,000 and is known for its historic Old Town and New Town areas, with medieval streets and Georgian architecture. Edinburgh is a center for law, education, and arts and hosts several cultural festivals throughout the year.
Environmental problems in the world and UkraineQ-bart
Large cities face environmental problems due to industry and pollution. Smoky industrial areas damage the environment with pollution. Addressing pollution problems in cities will help improve environmental conditions.
The document presents the Common European Framework of Reference for Languages self-assessment grid. It provides descriptors of language proficiency across six levels (A1-C2) for the core skills of listening, reading, spoken interaction, spoken production, and writing. For each skill and proficiency level, a short description is given to indicate the types of tasks users would be able to do at that level in the target language.
This document outlines 6 levels (A1, A2, B1, B2, C1, C2) of language proficiency according to the Common European Framework of Reference for Languages. For each level, it provides brief descriptions of competencies in listening, reading, spoken interaction, spoken production, and writing. For example, at level A1 a person can understand familiar words and basic phrases spoken slowly, while at level C2 they can understand any spoken language without difficulty.
Material de uso en clase. Referencias bibliográficas de AL SITIO LENGUAS.
MCER- Niveles comunes de referencia: Grilla de autoevaluación
CECR- Niveaux communs de compétences : Grille d’auto-évaluation
CEFR- Common Reference levels : Self-assessment grid
QECR- Níveis comuns de referencia : Grelha para a auto-avaliação
https://www.coe.int/fr/web/common-european-framework-reference-languages/table-2-cefr-3.3-common-reference-levels-self-assessment-grid
La grille d’auto-évaluation illustre les niveaux de compétences décrites dans le Cadre européen commun de référence pour les langues (CECR).
Elle propose 34 échelles pour 5 activités : compréhension de l’oral ; compréhension de l’écrit ; prendre part à une conversation ; production orale ; production écrite.
Lachezar Svetozarov Dobrichkov is highly proficient in Bulgarian, English, and German. He has extensive experience using these languages at work as a translator and interpreter, and for study through participating in international scientific conferences and publishing papers in English. He has a C1 proficiency level in all three languages according to the Common European Framework of Reference. For German, he holds a C1 certificate from the Kulturministerkonferenz awarded in 2009.
Leena Rantanen is a Finnish citizen who is highly proficient in both Finnish and English. She has extensive experience using and improving her English skills through traveling abroad, working in customer service roles, and continuing education over many years. Her self-assessment shows strong skills in understanding, speaking, and writing English at a proficient or independent user level. She aims to work in an international environment where English is the main language.
Manar Ahmed Mohamed is an Egyptian national born in 1987. She has over 10 years of experience in office management, public relations, and sales and marketing roles. Her education includes a B.Sc. in Information Systems from Alson Academy in 2008. She is highly committed and a team worker with the ability to learn. She has strong computer skills including Microsoft Office and database programs. She is seeking new career opportunities where she can utilize her organizational skills and experience in planning, computers, and administration.
- The document describes the levels of the Common European Framework of Reference for Languages (CEFR) for evaluating language proficiency.
- It outlines six levels (A1, A2, B1, B2, C1, C2) and describes the ability of language learners at each level in terms of understanding, speaking, and writing skills.
- Level A1 indicates a basic user who can understand and use familiar everyday expressions. Level B1 describes an independent user who can understand the main ideas of complex texts and communicate in unfamiliar situations. Level C2 is a proficient user who has no difficulty in understanding any form of the language spoken or written.
Sunniva Sutestad is a Norwegian native speaker who is proficient in English, Danish, Swedish, and German. She has extensive experience using these languages while living and working abroad, including several years working on cruise ships and 4 years of higher education in the UK. She is at the independent or proficient user level for understanding, speaking, and writing abilities in these languages based on self-assessment.
This document is a curriculum vitae for Elena-Ionela Păun, a Romanian citizen applying for available positions. It includes her personal information, work experience doing geological practices in 2014, education including a current degree in geological engineering, skills in languages including English and French, technical skills, and a self-assessment of her language abilities according to the Common European Framework of Reference.
The document is a language passport for Maria Petrova that outlines her proficiency in English, Russian, and Spanish based on the Common European Framework of Reference for Languages. For English, she is assessed at level C1 across all skill areas. For Russian, she is assessed at level B2 and for Spanish she is also assessed at level B2. She has certificates in English and Spanish and has experience using the languages for study, work, and travel abroad.
Elham Elwefati is applying for a position as a warehouse assistant at ALDO Shoes in Malta. She has a diploma in English and is currently pursuing a post-graduate diploma in management, which has provided her knowledge in efficiency, preparation, and organization to deal with the pressures of the industry. She looks forward to joining the team if selected.
This document outlines the Common European Framework of Reference for Languages (CEFR) levels for listening, reading, speaking, oral interaction, and writing skills. It provides descriptors of abilities at each of 6 CEFR levels (A1, A2, B1, B2, C1, C2) for each of the 5 skills. For example, at level B1 for listening, a user can understand the main points of clear standard speech on familiar matters and understand many radio or TV programs on topics of personal interest.
Dejan Vujovic has over 15 years of experience in management, sales, and marketing roles. He has worked as the Director and CEO of Transolar scg from 2005 to 2016, where he created sales and marketing plans and strategies. He speaks English, Macedonian, and basic Spanish. He has a degree in International Business Management and various other business-related training and certifications.
This document provides information about language skill levels according to the Common European Framework of Reference (CEF). It includes tables that describe the listening, reading, speaking and writing skills expected at CEF levels A1, A2, B1, B2 and C1. It also notes that the face2face language course series covers these levels and maps the skills taught in each book to the CEF requirements.
The document provides an overview of the Common European Framework of Reference for Languages (CEFR) which outlines language ability levels. It includes the following:
1. Descriptions of 6 common reference levels (A1 to C2) that classify speakers of a language based on listening, reading, spoken interaction, written interaction, spoken production, and written production abilities.
2. Illustrative scales that provide sample can-do statements for communicative activities, communication strategies, working with texts, and communicative language competence at each level.
3. Information on copyright for the CEFR descriptive and illustrative scales.
E certificate of english advanced level - nirina raharisonNirina Raharison
Nirina Raharison attended a 30 hour General English course at the Advanced C1b level with British Council Ile-de-France from November 2014 to January 2015. The certificate recommends Raharison take her next course at the C1c level. It was signed by her teacher Simon Handy and the Head of English Andrew Burlton.
Nirina Raharison attended a 30 hour General English course at the Advanced C1b level with British Council Ile-de-France from November 2014 to January 2015. The certificate recommends Raharison take her next course at the C1c level. It was signed by her teacher Simon Handy and the Head of English Andrew Burlton.
The document describes the Common European Framework of Reference for Languages (CEFR) and its classification of language proficiency into six common reference levels - C2, C1, B2, B1, A2 and A1.
Table 1 provides a brief overview of the CEFR levels, describing what a language user at each level can understand and express. Table 2 gives examples of language skills at each level through a self-assessment grid. Table 3 focuses on qualitative aspects of spoken language use such as range, accuracy, fluency, interaction and coherence at different CEFR levels.
Material de uso en clase. Referencias bibliográficas de AL SITIO LENGUAS.
MCER- Niveles comunes de referencia: Escala global
CECR- Niveaux communs de compétences : Echelle globale
CEFR- Common Reference levels : Global Scale
QECR- Níveis comuns de referencia : Escala Global
https://www.coe.int/fr/web/common-european-framework-reference-languages/official-translations-of-the-cefr-global-scale
The document discusses the importance of protecting the natural environment. It notes that humans are polluting the air, water and land through littering, air pollution, water pollution, endangering species, and destroying natural resources. The document lists several major air pollutants - carbon dioxide, carbon monoxide, sulfur dioxide, nitric oxides, phosphates, mercury, and oil - and describes their harmful effects. It emphasizes that we must take care of our beautiful planet and each do our part to keep the land, air, and water clean.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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E-portfolio (English)
1.
2.
3. Hi, everybody! Let me
introduce myself. My name
is Liuda. I’m 13. Meet my
classmate, Kristina. She is
my best friend and we are
crazy about learning
foreign languages.
Hello! How are you? I’m
Kristina and I’m 13 too.
We really want to go to
London, so we help to
learn English each other.
Today we are glad to
present Liuda’s English
Portfolio.
4. Surname: Horova
First name: Liuda
Address: 97 Sevastopilska Street, Krasnyi Lyman, Donetsk region,
Ukraine
Nationality: Ukrainian
Date of birth (day| month| year): the25th of May, 2000
Sex: f Age: 13 Form: 7
What foreign languages can you speak? English, German, French
When did you begin to learn foreign languages? English – the 2nd
form, German – the 5th form, French – the 5th form
What are your hobbies? Learning, reading, comedies, embroidery
What are your favourite lessons? Foreign languages, Chemistry,
Biology, Geography, History
What is your future profession? Pharmacist or archaeologist
5. I’d like to tell
you a bit
about
myself.
I like to learn
new things,
discuss smth
at English and
German
lessons.
I am keen on
reading and
I’ve got a big
library at
home.
I am good
at
learning.
6. I use the Internet. It
helps me to
communicate with
kids all over the
world and improve
my foreign
languages.
Kristina and I
are interested
in
embroidery.
7. We like to act
and speak
English, Germa
n and French.
8.
9. Level Form
listening reading spoken
interaction
spoken
production
writing
I can understand extended
speech and lectures and
follow even complex lines of
argument provided if the
topic is reasonably familiar.
I can understand most TV
news and current affairs
programmes. I can
understand the majority of
films in standard dialect.
I can read articles and reports
concerned with contemporary
problems in which the writers
adopt particular attitudes or
viewpoints. I can understand
contemporary literary prose.
I can interact with a degree of
fluency and spontaneity that makes
regular interaction with native
speakers quite possible. I can take
an active part in discussion in
familiar contexts, accounting for
and sustaining my views.
I can present clear, detailed
descriptions on a wide range of
subjects related to my field of
interest. I can explain a viewpoint
on a topical issue giving the
advantages and disadvantages of
various options.
I can write clear, detailed text on
a wide range of subjects related to
my interests. I can write an essay
or report, passing on information
or giving reasons in support of or
against a particular point of view.
I can write letters highlighting the
personal significance of events
and experiences.
I can understand speech
with requests and problems
explanations. I can
understand contents of
conversations, discussions,
lectures and reports on
familiar topics, although
cannot recognize some
phrases and expressions.
I can understand simple
familiar information in letters,
leaflets, directions, newspaper
articles. I can understand the
gist of specialized simple
structured texts within my own
field.
I can hold a conversation on
familiar topics without delays and
pauses, using simple language
tools. I can explain my attitude and
respond to the questions. I can
summarize and synthesize
information.
I can talk about my own
experience; describe my attitude
to the events. I can make short
presentations and reports,
followed by my comments and
conclusions.
I can write short reports and
explanations with simple
structure within field of my direct
charge. I can write simple clearly
structured texts, make a
summary, argumentation of my
doing or views.
10 - 11
I can understand the main
points of clear standard
speech on familiar matters
regularly encountered in
work, school, leisure, etc. I
can understand the main
point of many radio or TV
programmes on current
affairs or topics of personal
or professional interest
when the delivery is
relatively slow and clear.
I can understand texts that
consist mainly of high
frequency everyday or job-
related language. I can
understand the description of
events, feelings and wishes in
personal letters.
I can deal with most situations
likely to arise whilst travelling in
an area where the language is
spoken. I can enter unprepared into
conversation on topics that are
familiar, of personal interest or
pertinent to everyday life (e.g.
family, hobbies, work, travel and
current events).
I can connect phrases in a simple
way in order to describe
experiences and events, my
dreams, hopes and ambitions. I
can briefly give reasons and
explanations for opinions and
plans. I can narrate a story or
relate the plot of book or film and
describe my reactions.
I can write simple connected text
on topics which are familiar or of
personal interest. I can write
personal letters describing
experiences and impressions.
B2
B1
+
B1
10. Level Form
listening reading spoken
interaction
spoken
production
writing
5-9
I can understand everyday
speech when the delivery is
standard and clear. I can
understand the main point of
TV shows, films, where visual
reception plays important role.
I can understand the gist of
short lectures, familiar stories,
when speech is relatively slow
and clear.
I can read simple texts about
things I’m interested in,
leaflets, short official
documents, simple and clear
instructions, short descriptions
of events.
I can exchange opinions and
information on familiar topics
in predicated everyday
situations. I can ask another
person to help when I need it.
I can express myself in
monologue to talk about my
feelings, everyday aspects of my
environment (people, local area,
study) using simple language
tools.
I can write short simple
texts, create messages to
describe the topic,
problem, etc. I can
describe my dreams,
hopes and expectations.
I can understand phrases and
the highest frequency
vocabulary related to areas of
most immediate personal
relevance (e.g. very basic
personal and family
information, shopping, employ
ment). I can catch the main
point in short, clear, simple
messages and
announcements.
I can read very short, simple
texts. I can find specific,
predictable information in
simple everyday material such
as advertisements,
prospectuses, menus and
timetables and I can
understand short simple
personal letters.
I can communicate in simple and
routine tasks requiring a simple
and direct exchange of information
on familiar topics and activities. I
can handle very short social
exchanges, even though I can’t
usually understand enough to keep
the conversation going myself.
I can use a series of phrases and
sentences to describe in simple
terms my family and other
people, living conditions, my
educational background and my
present or most recent school.
I can write short, simple
notes and messages. I can
write a very simple
personal letter, for
example, thanking
someone for something.
A2
+
A2
11. Level Form
listening reading spoken
interaction
spoken
production
writing
I can understand and follow
simple directions. I can
understand simple
questions concerning my
experience, as well as
simple everyday
dialogues, supported with
mimic and gestures.
I can understand simple
illustrated texts, guides, game
directions, instruction for the
use of familiar things. I can
find relevant information in
simple and familiar texts.
I can greet other people and
introduce myself. I can respond to
the greeting and ask how someone
feels. I can order food and drinks. I
can do everyday shopping.
I can express myself with simple
connected sentences to give a
short simple description of
myself and my environment. I
can talk about what I can see in a
picture and describe other
people.
I can copy words, sentences
without mistakes, write
names of countries, buildings
and food. I can write short
connected paragraph about
myself, my place and my
family.
1-4
I can understand familiar
words and very basic phrases
concerning myself, my family
and immediate concrete
surroundings when people
speak slowly and clearly.
I can understand familiar
names, words and very simple
sentences, for example, on
notices and posters or in
catalogues.
I can interact in a simple way if the
other person is prepared to repeat
or rephrase things at a slower rate
of speech and help me formulate
what I’m trying to say. I can ask
and answer simple questions in
areas of immediate need or on very
familiar topics.
I can use simple phrases and
sentences to describe where I live
and people I know.
I can write a short, simple
postcard, for example,
sending holyday greetings. I
can fill in forms with
personal details, for example,
entering my name, nationality
and address on a hotel
registration form.
A1
+
A1
13. My Learning English Student What can I
do well?
What can I do
not well?
What can I do
badly?
Teacher What can I do
well?
What can I do
not well?
What can I do
badly?
3 2 1 3 2 1
To learn new words
To write smth correctly
To do English exercises
To learn poems, proverbs
To learn grammar rules
To listen English texts |
dialogues
To ask and answer the
questions
To make and act the
dialogues
To play games
To discuss smth
To sing English songs
To learn and retell the
stories | texts
To translate smth into
English | Ukrainian
Student
35 30 4 1
Teacher
38 36 2 0
15. Ex.6, p. 17 Oksana Karpiuk “English 7”
Write sentences about your family and your friends.
MY FAMILY
A composition by Liuda Horova
It’s very important for everybody to have people, who love you, who understand you, whom you can apply to with your problems and who
will never betray you. For me these people are my family.
The heart of our family is my Mom – kind and loving, always ready to listen and help. She is 42, but she does not look her age: she looks
much younger. My Mom is slim, not very tall, but rather attractive with her blond long hair and beautiful blue eyes. She is a very busy woman
and she’s very clever and wise.
My Daddy is a very clever and educated person. In spite of his strictness, Dad is a very sociable person and makes a good company.
I should admit that I look like my mother in appearance (both blue – eyed and big - nosed), but I’m very much like my Dad in character. And
on the contrary: my elder sister Maiia looks like our Daddy in appearance and like Mom in character.
Maiia is 9 years my senior. She is tall, slim, blue – eyed and shy. Like our mother, Maiia is a kind – hearted, hard – working and friendly
person.
I think only people who like and dislike the same things can understand each other, so Maiia and I are good friends, we understand each
other, we share our problems. Maiia’s kindness and optimism always supports me in difficult situations.
Actually we are a very friendly family. We understand each other at first sight and come to help each other without any extra word.
In my opinion, only
people who like and
dislike the same
things can understand
each other. I can say it
about my family.
Liuda, let’s talk about
your family. What family
traits have you got in
your appearance and
character? Have you got
friends in your family?
What are they like?
16. I am going to write my report
about the history of my
family. I know some
ancestors in my mother’s
line. These ancestors are the
members of my family tree
who lived a long time ago.
Look at “MY FAMILY TREE’.
Olena Serhii
Maiia and Liuda
Demian Halyna
LeonidValentyna
Hanna Klavdiia
Maksym
Artem
Sophiia
Borys
Ivan
Mariia
Fedir
Polina
Andrii
Polina
Semen
Demian
Olha
Vasyl
Nastia
Petro
Lidiia
Dariia
Mykola
Mariia
Daniil
Nina
Ivan-
Uliana
Hanna-
Ivan
Yakov-
Mariana
Roman-
Lukiia
Liuda, how much do you
know about the history of
your family? Perhaps your
great grandfather came
from another country? Do
you have a relative who
lives far from you? What
would you like to know?
17. Ex.6, p. 22 Oksana Karpiuk “English 7”
Find out more about your family history and the heredity.
SOME INTERESTING PAGES OF THE HISTORY OF MY FAMILY.
A report by Liuda Horova
All members of my family took part in historic events in different times. My relatives created
their own patriotic pages in the book of history of our state. They put a lot of pages in that
book from the government of the tsar Nikolai II and the Great October Socialist Revolution till
the terrible events of the Great Patriotic War.
We hadn’t any shirkers or lazybones in our family. We didn’t like the phrase “my house I will
hide”. Courage and bravery run in the family. For example, one of my great grandfathers
was a leader among engine drivers in our town. He was decorated with different orders.
Another one took part in the building of Belomorsko – Baltiyskii Canal.
I know some established facts about one of my great grandfathers, who was a clairvoyant,
and another one was a lecturer of Moscow Polytechnical University.
I am so proud of my family.
18. Ex.10, p. 28 Oksana Karpiuk “English 7”
Remember one of the characters from a book or film (cartoon). Choose one of
them and describe his| her appearance and character.
MY FAVOURITE CARTOON CHARACTER
A project by Liuda Horova
My favourite film is “Shrek”. I like the film because
it’s an exciting story on a basis of a fairy tale. The
film has got several parts and fantastic special
effects. All the characters were created by
computers, but they look real. “Shrek” tells about a
monster who lives in a wood. His name is Shrek.
The Princess Fiona is a monster too. She is his
wife. Shrek and Fiona have three baby – monsters.
They are green, funny and cute.
This strange green family has a lot of friends: a
donkey, a wolf, a Gingerbread boy, Pinocchio etc.
But one of them is my favourite. His name is Puss.
I like cartoons and
“Shrek” is one of my
favourite computer
animation films. Let’s
talk about it!
Liuda, I would ask you about your
favourite film. Do you have any
favourite characters from a film or
cartoon?
19. He is red, green – eyed Puss – Boots. He
always puts his black hat, belt and boots on.
Puss – Boots has got his sword. He can
cross swords with enemies to protect his
friends, because he is brave and proud.
All pussies like Puss – Boots. I understand
them. He is so handsome and charming.
Puss likes to sleep on Shrek’s pillow and
laps too much milk, so he becomes fat and
lazy after it.
Sometimes he is so naughty. But Puss
begs his friends pardon with his beautiful
eyes.
Well, he is an attentive, friendly, devoted,
kind – hearted cat. Puss likes children and
they find him funny.
I like this character very much and look
forward next part of this film about his
amazing adventures.
20. OK. I’ll try and
put it into my
portfolio.
Try to remember
what you have
learnt from Unit 1
and test yourself.
TEST YOURSELF!
GRAMMAR Ex.1, p. 30 Oksana Karpiuk “English 7”
1. Make up the forms of comparison of the adverbs.
1) smartly more smartly the most smartly
2) well better the best
3) early earlier the earliest
4) friendly more friendly the most friendly
5) fast faster the fastest
21. VOCABULARY Ex.2, p. 30
2. Read and match the words with their meanings.
1. thoughtful a) thinking only about his/her own needs
2. devoted b) without other people, sadly
3. lonely c) to bring trouble, to worry
4. to bother d) showing care for the needs of others
5. selfish e) giving one’s time, energy to someone or something
1 – e, 2 – d, 3 – b, 4 – c, 5 – a.
COMMUNICATION Ex.3, p. 30
3. Complete the interview with the a), b), c), d), e) phrases.
A: Have you got a true friend? a) Well, she is intelligent and cheerful with good sense of
humour.
A: Why do you think that he | she is true? b) Yes, that’s right. I quite agree.
A: What does your friend look like? c) I think, I have.
A: What is your friend like? d) We help each other. And we’ve got much in common, I
suppose.
A: Do you agree that everyone is special by being
different?
e) She is tall and slim with beautiful blond hair.
B: c), d), e), a), b);
22. LISTENING Ex.4, p. 31
4. Listen to the young woman’s opinion about Richard Gere, a film star. Read the
statements below and put the letter “T” for the true statement and the letter “F” for
the false one.
All women like Richard Gere. I don’t understand them. They say he is handsome. What’s handsome about him? He’s got
small eyes and a big nose, his hair is terrible. Well, he is slim and straight. It’s OK. In my opinion many men are slim, but not
all of them are handsome. Maybe he is a good actor but I don’t think he is handsome man. As far as I see it he is not even
good – looking.
1) Many women say Richard is handsome. T
2) This young woman agrees with the others. F
3) In her opinion, Richard is slim and straight. T
4) She thinks he is a bad actor. F
READING AND WRITING Ex.5, p. 31
Read the information about one of the Zodiac Signs. Imagine your classmate was
born under the star. Write a paragraph about your classmate (5
sentences).
I have a friend. She is my classmate. Her name is Diana.
Her Zodiac Sign is Leo. She is a generous, brave and
proud girl. Her hair is short and blond. Diana has a kind
heart and a pretty, round, good – humoured face. But
sometimes she is rude, because she’s got some difficulties
with English language and usually get bad marks. I think it
isn’t the biggest problem in her life, because I can help her
to solve it. As a real friend I can help her to learn English.
LEO
July 24 – August 23
leading brave proud
popular generous
rude boastful untidy
23. listen and read about people and friendship
talk about my family, my friends and about my classmates
use the degrees of comparison of manner adverbs
ask for someone’s opinion and express my opinion
express agreement or disagreement
describe people’s appearance and characters
do a project about film’s, book’s or cartoon’s characters
write a paragraph about my friend or another person
24. Follow this plan if you are writing an article.
Think about your reader. Who is your article for?
First write down all your ideas – then organize them.
Think of one key sentence for each paragraph and add more information.
Paragraph 1 (INTRODUCTION)
1. Attract the attention of your reader.
2. Introduce the topic of your article.
Paragraph 2 (MAIN BODY)
3. Give the main information.
Paragraph 3
4. Add extra information.
Paragraph 4 (CONCLUSION)
5. Summarize and give your opinion.
Note: The language of an article is usually formal. You should not use short forms like: I’m, isn’t, won’t,
etc. Some useful words can be: First of all / Secondly / Finally.
An article
25. The plan of writing a description.
•Imagine who will read your description and what
information will interest them. Follow this plan.
•Think of at least key words or phrases to describe the
person. Follow this plan.
•Describe one feature in each paragraph and add extra
information.
Paragraph 1
1. Introduce the person you are going to describe.
Paragraph 2
2. Describe one key feature.
3. Add extra information.
Paragraph 3
4. Describe what is special about that person.
Paragraph 4
5. Finish with a personal opinion.
Are you writing a story? Follow this plan.
Give your story a clear beginning, middle and end.
Think of key words to describe places / feelings, etc.
Write three paragraphs.
Paragraph 1
1) Set the scene. Say where you were and what you were
doing.
2) Describe how you felt.
Paragraph 2
3) Describe the place and give some background
information.
Paragraph 3
4) Describe the main event, and the outcome.
A description A story
The paragraph writing in the following ways:
showing the relationships between the ideas with words like: and, for example, because, also,
besides;
using pronouns to replace repeated nouns;
leaving out the second subject, when two verbs have the same subject.
A paragraph writing
26. The review writing in the following ways:
Think about your reader. Who is your review for?
Use descriptive language and sound enthusiastic.
Write four paragraphs.
Paragraph 1
1. Say what you are reviewing.
2. Explain why you chose to review it.
Paragraph 2
3. Describe the main characters of the book / film or the object
of the game.
Paragraph 3
4. Describe the story / game.
Paragraph 4
5. Give your personal opinion and recommendation.
The plan of writing of a report.
Think about your reader. Who is your report for? Reports are
usually for teachers / parents / somebody official.
Use formal language and a clear structure.
Write four paragraphs.
Paragraph 1
1. Say what the report is about.
Paragraph 2
2. Explain the advantages of the first idea.
3. Explain the consequences / result of the first idea.
Paragraph 3
4. Introduce an alternative idea and explain the advantages.
5. Explain the consequences / result of an alternative idea.
Paragraph 4
6. Summarize your arguments, give extra information.
7. Make your personal recommendation.
Choose a title to give information about the event.
Include all the key information: date, time and place.
Also say:
-if there is a dress code (do people have to wear certain clothes?)
-if the guests need to bring anything
-if there is a charge (do people have to pay to enter?)
Ask people to contact if it’s necessary.
Invitation
A review A report
27. Informal letter Formal letter
YOUR ADDRESS
oStreet number and name
oTown/ City and postcode
oCountry, if foreign
oDate
97Sevastopil’s’ka Street
KrasnyLyman, 84403
Ukraine
4th December 20________
Dear Diana,
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
…………………………………
Love, / Your friend,
Liuda
GREETINGS
oGreet your friend
MAIN BODY
oGive your reasons for writing
ENDING
oEnd your letter in a friendly way
SIGN YOUR NAME
1. When you write a formal letter, always put your
address (but not your name) in the top right- hand
corner.
2. Put the date below the address.
3. Always start “Dear Sir or Madam”, if you don’t
know the name of the person you’re writing to.
4. End the letter with “Yours sincerely” if you know
the person’s name or “Yours faithfully” if you don’t
know the person’s name.
•The computer includes your email address and the
date automatically.
•Write the email address of the person you’re writing
to.
•Write the address of the people you would like to
send a copy of the letter to.
•Choose a subject.
•Write the message like a short informal letter or a
personal note.
Writing an EMAIL
Put the date at the top. (You can leave this out.)
Write Dear and the name of the person you’re writing to.
Write your message. Use short forms (I’ll, it’s, we’re) and short sentences.
Finish with a friendly phrase: See you soon, Wish you were here! (Lots of) Love, (to family members and close
friends) Best wishes.
Sign your name. First name is usually enough.
Write the name and address of the person you’re writing to.
Writing a postcard
28. Your presentation should have:
A. An INTRODUCTION in which you say:
what and who you are (your name and position)
what the issue is
what your purpose is
What I want to do (today / this morning) is to…
My purpose / aim (today / this morning) is to…
what your topic is
I’m going to talk about… / The topic of my presentation is…
what points you will cover
My presentation will be in 3 parts.
First I’ll talk about / deal with…
Then / Next / Secondly, I’ll consider / deal with…
Thirdly / Finally I’ll / …
when the listener can ask questions
If you have any questions, please feel free to interrupt me.
Finally, I’d be glad to answer any questions you may / might have.
B. A clear signal at the start of each part of the BODY of the presentation:
Let me begin with…
Right Now if we turn to…
O.K. Let’s deal next with… + topic So This brings me
to…
I would like to go on to…
C. A clear SUMMARY / CONCLUSION AT THE END OF EACH PART of the BODY presentation, in which you restate your
main point:
To summarize, …
To conclude / In conclusion …
D. A CONCLUSION in which you:
repeat your main points
give your main conclusion
E. An ENDING:
Well, that’s all I have to say. Thank you for your attention.
If you have any questions, I’ll do my best to answer them.
Giving a presentation
29. Learning English should not stop. There are some
advices for you below. Listen to English songs
and radio programmes. Watch English and
American films and cartoons(not “dubbed” into
Ukrainian). Read English magazines, newspapers
or books. Make friends with some English –
speaking people and communicate with them.
Notice how English – speaking people say things.
Write down interesting words and phrases. Don’t
forget about your “Portfolio”!
1) english.language.ru>Интерактивное тестирование
2) testuz.ru>eng.php
3) english – profi.com>tests.html
4) Native – English.ru> Тесты
5) HomeEnglish.ru>Tests
6) infoenglish.info>Тесты
Learning English should not stop. There are
some advices for you below.
Listen to English songs and radio
programmes.
Watch English and American films and
cartoons(not “dubbed” into Ukrainian).
Read English magazines, newspapers or
books.
Make friends with some English – speaking
people and communicate with them.
Notice how English – speaking people say
things.
Write down interesting words and phrases.
Don’t forget about your “Portfolio”!