1.6 review class
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This document contains a class schedule and themes for an English language class that will take place on September 24th. It includes exercises on names and nationalities, languages and cities, numbers (ages and populations), physical descriptions, locations in the world and cities. The exercises get students to ask and answer questions, fill in blanks, write out numbers, describe people and locations, and unscramble sentences.
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7. match
This document provides guidance on creating "match" questions, where students must match stimuli in one column with the correct responses in another column. It defines match questions and lists criteria for constructing them, such as using content within a student's ability and adding extra responses to reduce guessing. Advantages include ease of construction and evaluation while limiting guessing. An example is provided. The document concludes by assigning students to create their own match questions based on their syllabus.
Pt1 09, 01, 2012.
This document provides the lesson plan for an English class focusing on talking about where someone is from. The objectives are to use simple present tense to ask and answer questions about locations. Students will practice this through an activity where they interview classmates to fill in a chart matching countries to cities. Vocabulary for countries is then introduced through images. The class wraps up by reviewing if the objectives and learning strategy were achieved and if the task was completed. Homework includes reviewing the unit, playing an online grouping game, and creating sample conversations.
1.5 my city
The document provides information about Alexander, a 25-year-old man from Germany who lives in Berlin. It includes a map of Berlin labeling various locations such as a high school, library, supermarket, and bus stop. The map shows their relative locations to each other and major streets. It also contains exercises asking the reader to determine locations of places like the church, mall, and police station based on the information in the map.
2.4 abilities and skills
This document contains information about abilities and skills. It includes a chart about things that different people and groups can and cannot do, such as swim, bake, climb etc. It also provides examples of sentence structures using can and can't, including questions. There is information about Nick Vujicic and things he can and cannot do. The document ends with a homework assignment to list things one can and cannot do inside their house.
2.3 my family
The document discusses family relationships and provides diagrams showing how different family members are related. It includes sections on personal and possessive pronouns, living situations, siblings, extended family, activities families enjoy, and masculine and feminine family terms. Examples of questions asked include whether the reader lives with their parents, has siblings, and what their family likes to do.
1.2 numbers, numbers, numbers
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This document provides guidance on creating "match" questions, where students must match stimuli in one column with the correct responses in another column. It defines match questions and lists criteria for constructing them, such as using content within a student's ability and adding extra responses to reduce guessing. Advantages include ease of construction and evaluation while limiting guessing. An example is provided. The document concludes by assigning students to create their own match questions based on their syllabus.
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This document contains information about abilities and skills. It includes a chart about things that different people and groups can and cannot do, such as swim, bake, climb etc. It also provides examples of sentence structures using can and can't, including questions. There is information about Nick Vujicic and things he can and cannot do. The document ends with a homework assignment to list things one can and cannot do inside their house.
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1.2 numbers, numbers, numbers
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2.1 commands instructions
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2.8 dates2
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1.7 people personal pronouns
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This document outlines learning objectives and instructions for writing a personal identity text in English. It includes examples of personal identity information like name, birthplace, address, school, hobbies, parents' names, blood type and email. Students are asked to work in pairs and introduce themselves using the provided questions as prompts to share their own personal identity details.
INGLES_8_MODULO_1.pdf
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This document provides a physical description of a boy named Brad from England. It states that Brad is 16 years old, tall and strong with long legs and big feet. It further describes him as having long, curly blonde hair, small green eyes, a big nose, and that he is very ugly. The rest of the document contains maps and questions about the locations of various countries.
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The document contains a list of imperatives or commands directing various actions like dancing, eating, listening to music. It also includes directional commands to go, turn, stop and walk. Further commands provide rules for closed areas regarding cellphone use, smoking, and photography as well as rules for behavior in school concerning shouting, pushing, running, and paying attention. A final section involves touching different body parts and includes the imperative to be polite and say "please".
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The document provides examples of filling in dates, days of the week, months, and ordinal numbers. It also demonstrates the use of prepositions like "in", "on", and "at" followed by time expressions. The document includes practice questions asking the learner to write out ordinal numbers, choose the correct preposition, and answer questions related to dates.
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This document describes the author's 92-year-old Mexican grandmother named Elsa. She has brown eyes, short curly hair, and is short and thin. She lives in Mexico City with four sons, two daughters, and the author's family. While she loves going to the park and reading the newspaper, she dislikes sleeping and feeling sad. The author expresses their love for their grandmother.
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Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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1.6 review class
- 1. Class
- 3. Themes • • • • • • Name, country, nationality Languages and cities Numbers (Age and population) What do you look like? (Descriptions) Our World My City
- 5. Names and nationalities Countries and Languages 1 4 2 3 What do you look like? Our World, My City 7 10 13 5 8 11 14 6 9 12 15 Numbers
- 6. 1 Write question and answer (name) Correct Answer: What is his name? His name is Brad
- 7. 2 Write question and answer (nationality) Correct Answer: Where is she from? She is from Brazil / She is brazilian.
- 8. 3 Fill in the blanks _______ are you __________? I ________ Canada. Correct Answer: Where are you from? I am from Canada.
- 9. 4 Write question and answer (language/you) Correct Answer: What language do you speak? I speak English.
- 10. 5 Where does she live? Correct Answer: She lives in Mexico City.
- 11. 6 Correct the 5 mistakes Were do he lives? He live on Tokyo. Correct Answer: Where does he live? He lives in Tokyo.
- 12. 7 Write the number 32,479,214 Correct Answer: Thirty-two million four hundred seventy-nine thousand two hundred fourteen.
- 13. 8 Question and answer Population of Sao Paulo: 11, 376, 685 Correct Answer: What is the population of Sao Paulo? The population of Sao Paulo is eleven million three hundred seventy-six thousand six hundred eighty five people.
- 14. 9 Question and answer Age: 64 Correct Answer: How old is she? She is sixty-four years old.
- 15. 10 What does he look like? (tall/dark/ beard) Correct Answer: He is tall. He has dark skin and a beard.
- 16. 11 What does she look like? (green/curly/mole) Correct Answer: She has green eyes and curly hair. She has a mole.
- 17. 12 Unscramble the sentence young/has/is/He/ dark/big/and/has/ eyes./he Correct Answer: He is young and he has big dark eyes.
- 18. 13 Where is the school? (on the corner of) Correct Answer: The school is on the corner of First Street and Central Avenue.
- 19. 14 Unscramble the sentence police/store./ The/between/ station/the/is/ bank/the/and Correct Answer: The police station is between the bank and the store.
- 20. 15 Where is Peru? (below) Correct Answer: Peru is below Ecuador.