This document contains an English study guide for 6th grade students covering the 2nd trimester of 2012. It includes:
1) Units from the "Hot Spot" and "Grammar Time 3" textbooks covering clothing, sports rules, foods, and possessive 's grammar.
2) Vocabulary lists and quizzes on these topics.
3) Explanations and exercises on countable/uncountable nouns, quantities (a lot of, much/many), and making uncountable nouns countable.
The study guide provides material for students to learn English vocabulary and grammar through readings, activities, and practice questions.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2° english study – 6°ano – 2012 – 2°trimestre – junho – prof.a patrícia
1. 2°- English study – 6°ano – 2012 – 2°Trimestre – Junho – Prof. a Patrícia
2°- English study
6°ano – 2012 – 2°Trimestre – Junho – Prof. a Patrícia – The correction
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Content:
Hot Spot
- Unit 13
- Unit 14
- Unit 15
- Unit 16 (module four)
Grammar Time 3
- Unit 3 (possessive ‘s)
- Unit 11 (countable and uncountable nouns)
- Unit 12 (much, many, a lot of)
- Unit 22 (module verbs)
Vocabulary
2. 2°- English study – 6°ano – 2012 – 2°Trimestre – Junho – Prof. a Patrícia
Unit 13, 14 and 16 – Hot Spot
Unit 22 – Grammar Time 3
Unit 13
Clothes
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T –shirt (camiseta)
Trousers/pants (calça)
Glasses (óculos)
Dress (vestido)
Uniforms (uniformes)
Sweater (suéter)
Jacket (jaqueta) Gloves (luvas)
Socks (meias) Scarf (cachecol)
Shoes (sapatos) Blouse (blusa)
Coats (casacos) Jeans (jeans)
Boats (botas) Sunglasses (óculos de sol)
Shorts (shorts)
Belt (cinto)
Hat/cap (chapéu)
Flip flops (chinelos)
Trainers (chuteira)
Skirt (saia)
Slippers (pantufas)
Swimming suit (maiô) Necklace (colar)
Earings (brincos) Tie (gravata)
Tights (meia-calça) Suit(terno)
QUIZ
Do you have to wear school
uniforms in your school?
Do you have to wear slippers
in your school?
Do you have to wear a tie in
your school?
3. 2°- English study – 6°ano – 2012 – 2°Trimestre – Junho – Prof. a Patrícia
Unit 14 e 16
Rules of sport - Associate
1. To catch (agarrar, pegar)
2. To kick (chutar)
3. To carry (carregar)
3 4. To head (cabecear)
5. To throw (jogar)
6. To hit (bater)
7. To roll (rolar)
8. To hold (segurar)
a)
f)
b)
g)
c)
d) h)
e)
4. 2°- English study – 6°ano – 2012 – 2°Trimestre – Junho – Prof. a Patrícia
QUIZ– HOW MUCH DO YOU KNOW ABOUT THESE SPORTS?
Beach Volleyball
• Do you have to play bare feet?
• Can you pass the ball four times for your team-mates?
4 • Can you touch the net?
Tennis
• Do you have to wear a sweatband?
• Can you carry the ball?
• Do you have to hit the ball with a racket?
Bowling
• Can you kick the ball?
• Do you have to hit the ball?
• Can you stand on line?
Grammar Time – Module verbs, have got
We use CAN and CAN’T (CANNOT) for…
-permission_ Ex.: Can I go to the bathroom. You can’t
play.
-ability _ Ex.: Birds can fly. Elephants cannot fly.
We use COULD and COULDN’T for…
-past of CAN (ability). _Ex.: When Luiza was three, she
couldn’t read.
- say something that is more polite than CAN_ Ex.: Could I
go to bathroom?
We use…
-MUST for obligation – say for someone do something or for
yourself do something._ Ex.: You must study. You must do your
homework.
5. 2°- English study – 6°ano – 2012 – 2°Trimestre – Junho – Prof. a Patrícia
-MUSTN’T (MUST NOT) to talk for someone don’t do something.
_Ex.: You mustn’t talk in class.
Unit 15 – Hot Spot
Unit 11 and 12 – Grammar Time 3
Unit 15 – Hot Spot
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Foods
Biscuit
Apple
Cake
Chicken
French fries (chips)
Salad
Coconut
Meat
Coffee
Cheese
Crisps
Cola
Fruit
Tomato
Ice-cream
Sugar
Limon
Bread
Omelet
Potato
Onion
Egg
Pasta
Fish
Pepper
Milk
Pizza
Orange
Sandwich
Banana
Sausage
Salt
Vegetables
Bacon
Carrots
Beans
Chocolate
Hamburger (burger)
Sweets
6. 2°- English study – 6°ano – 2012 – 2°Trimestre – Junho – Prof. a Patrícia
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7. 2°- English study – 6°ano – 2012 – 2°Trimestre – Junho – Prof. a Patrícia
Unit 11– Grammar Time
Countable and Uncountable nouns
Countable and Uncountable
Some nouns (substantivos) are countable, in the plural or singular. We called
them Countable nouns. We use ARE (plural) or IS (singular). Ex.: banana,
apples, potatoes, etc.
7 Some nouns are uncountable and don’t have plural (não podem ser contados e
não tem plural). We called them Uncountable nouns. We just use IS (singular).
Ex.: rice, sugar, salt, etc.
A/AN, SOME, ANY, NO
We use a/an with singular countable nouns. We use some, any and no (= not
any) with plural countable nouns.
We use some in positive sentences. “There are some apples in that bowl.”
“There’s some milk in the fridge”.
We use any in negative sentences and questions. “There aren’t any potatoes in
Anna’s house.” “Are there any biscuits?”
No means ‘not one’ or ‘not any’. We use it with positive verbs. “There are no
apples in that bowl.” (= There aren´t any apples in that bowl). “There’s no milk
in the fridge”. (= There isn’t any milk in the fridge).
Countable nouns
POSITIVE NEGATIVE QUESTION
SINGULAR A/AN A/AN A/AN
I want a banana. I don’t want a banana. Do you want a banana?
I want an orange. I don’t want an orange. Do you want an orange?
SOME ANY ANY
PLURAL I want some bananas. I don’t want any bananas. Do you want any bananas?
I want three oranges. I don’t want three bananas.
8. 2°- English study – 6°ano – 2012 – 2°Trimestre – Junho – Prof. a Patrícia
A LOT OF MANY MANY
HOW MANY I want a lot of bananas. I don’t want many bananas. How many bananas do you
want?
I want a lot of oranges.
Some = algumas
A lot of = muitas
8 No= frase positiva para dizer que não há algo.
Uncoutable nouns
POSITIVE NEGATIVE QUESTION
Singular SOME ANY ANY
EX.: I want some water. I don’t want any water. Do you want any water?
Plural
A LOT OF ANY MUCH
I drink a lot of water. I don’t drink any water. How much water do you want?
Much
Unit 12– Grammar Time
A lot of
We use a lot of with countable and uncountable nouns to talk about a
large number or a large quantity. “There are a lot of apples in that bag.
There aren’t a lot oranges in that bowl”. “There’s a lot of water in the
table. Is there a lot of cola in that can?”
9. 2°- English study – 6°ano – 2012 – 2°Trimestre – Junho – Prof. a Patrícia
(not) much, (not) many
We use not much and not many in negative sentences to talk about a
small number or a small quantity. We use not much with uncountable
nouns and not many with plural countable nouns.” I haven´t got much
money”. “There aren’t any shops here”.
We can use much and many in questions. “Have you got much money”.
“Are there a lot of shops?”
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How much? How many?
To ask about quantities, we use how much and how many. We
use how much with uncountable nouns and how many with
countable nouns. “How many cans of cola has he got?”
We often use a lot in positive short answers and not much/not
many in negative short answers. “How much milk do we need?”
WE CAN MAKE UNCOUNTABLE NOUNS BE COUNTABLE! LOOK!
A carton of milk.
A tin of soup.
A bottle (liter) of water.
A kilo of flour.
A kilo of sugar.
A kilo of salt.
A bar of chocolate.
A loaf of bread.
A can of cola.
Unit 3– Grammar Time 3
Possessive ‘s (Unit 3)
10. 2°- English study – 6°ano – 2012 – 2°Trimestre – Junho – Prof. a Patrícia
We use ‘s to say that something belongs JUST to a person or animal. Ex.:
The pencil of Lizzie Lizzie’s pencil (o lápis de Lizzie)
The dog’s Ball (a bola do cachorro)
The boy’s mother (a mãe dos meninos)
1. When the name end with “s”:
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Ex.:
Chris’ ball. (A bola de Chris) Charles’ sister. (A irmã de Charles)
Chris’s ball. Charles’s
sister.
2. Possessive plural
For plural nouns that end in –s we just add an
apostrophe.
Ex.:
My friends’ house. (A casa dos meus amigos).
The girls’ names. (Os nomes das garotas)
If the plural does not finish with –s we add apostrophe + -s (‘s)
Ex.:
The children’s teacher. (A professora das crianças)
3. When we talk about something that belongs to two or
more people, we add ‘s after the last name only.
Ex.:
Louise’s and Julie’s mother. Louise and Julie’s mother.
4. When we talk about something that does not belong to a person or animal,
but is part of another thing, we do not use ‘s. We use of.
Ex.:
11. 2°- English study – 6°ano – 2012 – 2°Trimestre – Junho – Prof. a Patrícia
The house’s walls. The walls of the house.
The coat’s pocket. The pocket of the coat.
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