Unit11 C
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This document provides conversation strategies for maintaining a dialogue, including asking reciprocal questions to the previous speaker, using transition words like "anyway" to change topics or end a discussion politely, and defined some vocabulary words for snacks, crowds, gorgeous things, and embarrassment. It recommends asking follow up questions like "What about you?" or "How was yours?" after answering a question to reciprocate interest and continue the conversation.
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En una reunión hay 96 personas totales. La cantidad de hombres es x. Entonces la cantidad de mujeres es 2x y la cantidad de niños es 3x + 2x = 5x. Resolviendo el sistema de ecuaciones x + 2x + 5x = 96, se obtiene que hay 12 hombres, 24 mujeres y 60 niños.
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This document provides an overview and tips for a speaking test. It outlines the aims, criteria, general information, phrases and questions types that may be included. The test has 4 parts of increasing difficulty, lasting a total of 12 minutes. Part 1 questions last 30 seconds, Part 2 and 3 last 45 seconds, and Part 4 is a 2 minute answer. Tips include listening carefully, giving details, using preparation time, and not worrying about mistakes.
542 d 5considerations_team1_show
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Teaching vocabulary
This document discusses lessons for teaching vocabulary based on corpus analysis. It recommends using corpora to determine word frequency, differences between spoken and written usage, common contexts and collocations, and grammatical patterns. For a vocabulary syllabus, it suggests teaching meaning, forms, word parts, collocations, register, and frequency. In the classroom, the document advises focusing on vocabulary, offering variety, repetition, organizing words into groups, and making learning personal but not overwhelming. It also recommends vocabulary notebooks, research tools, and everyday usage to help students learn independently.
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For MS4 teachers, here are some useful and well illustrared lessons for PROJECT 1 including food, recipes, adverbs of sequence......
Table talk!
Table Talk is conversation-based learning. This book is designed to help teachers create an atmosphere conducive to conversation by making the language spoken in class both comprehensible and engaging and build student confidence in answering questions. This will allow students to practice speaking English without the fear of being “on stage”. With “Table Talk!” students can spend time formulating their conversations, self-reflect and self-assess, have realistic conversations with peers of differing skill levels, and in the end, feel confident in their abilities. This will encourage participation by making sure everyone get a turn to use their ability in a way they are comfortable to. When something can be learned without effort, great effort has gone into its teaching. This book has done the hard work for you. Enjoy.
Table Talk! Interior - proofed
This document provides instructions for teachers on how to use the book "Table Talk!" to help students improve their English speaking skills. It recommends starting lessons with new vocabulary and phrases to set the topic. It then suggests grammar exercises to help students form questions. The main part of the lesson involves giving students conversation starter questions to discuss in pairs or groups. The goal is to create a comfortable environment where students can practice speaking through discussions of personal topics.
File one it's my treat 4 am with aef & atf competencies.1
This lesson plan focuses on teaching students about tag questions, intonation, and food vocabulary. The plan includes pre-listening activities to introduce the topic of fast food vs home cooking. Students then listen to a dialogue and answer comprehension questions. Next, the lesson examines the grammar of tag questions through examples from the dialogue. Students practice forming tag questions and analyze the rising and falling intonation used. The goal is for students to understand tag questions and be able to use intonation to seek information or agreement in conversations.
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a first attempt at UbD Lesson Plan with some comments
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Methodology information, about university students
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The document summarizes the differences between the simple present and present continuous tenses in English. The simple present is used to talk about routines and general facts, while the present continuous focuses on ongoing or temporary actions happening now or in a short time period. It provides examples of how to form sentences in the affirmative and negative for both tenses. It also distinguishes when to use "go", "do", and "play" with different activities like sports and exercises.
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The document contains a test review with 20 multiple choice questions about English grammar concepts like verb tenses, subject-verb agreement, prepositions, and vocabulary. The questions cover topics such as present tenses, possessive adjectives, count/non-count nouns, verb forms like "go" vs "do", and words for occupations, hobbies, clothing, and souvenirs. Explanations are provided for some answers regarding when to use certain verbs and how word choice depends on context.
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This document provides examples and explanations of the uses of certain words in English, including "can", "kind of", and "like". It discusses how "can" is used to indicate possibility, ability, and requests. It explains that "kind of" can mean type or sort, and is used to talk about similarities. Examples are given showing how "like" can be used to present examples or make comparisons. Other vocabulary words from a lesson are also defined. The document concludes with homework assigned from a textbook.
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Unit11 C
- 2. 1- Answer a question and then ask a similar one - In order to create a good conversation we normally ask a similar question to the person who asked us the previous one - “reciprocating” E: Q: How was your weekend? A: It was good, I …. And you, did you do anything different this weekend?/
- 3. Other options You don’t need to use a grammatically correct structure to ask these questions, you can use one of the following: What/How about you? And you/yours? How was yours?
- 4. 2- Using “Anyway” “Anyway” is a useful word in English, it can: 1 -Show that the speaker want to change the focus of the conversation to another topic or return to a previous one 2 -To end the conversation in a more polite way, it normally comes after Well
- 5. Unit vocabulary Snack – lanche/refeição rapida Crowded – Cheio de gente Gorgeous – Maravilhoso, Suntuoso Embarrassed - envergonhado