[English] meeting3_ Materi question
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The document discusses two types of questions - yes/no questions and W-H questions. Yes/no questions begin with auxiliary verbs while W-H questions begin with interrogative words like what, when, why, how, etc. It provides examples of questions and exercises for translating questions into English. The document also provides vocabulary for daily activities and exercises for making questions based on statements and practicing daily dialogs.
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This document provides grammar and vocabulary exercises on various topics:
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A b c book projec note to parents
The document outlines turn-in dates for a letter writing project. Students must turn in a completed table of contents by December 8th, then submit letters in batches on subsequent Tuesdays, with the final project due January 14th. Drafts of letters and information paragraphs are due on turn-in dates. Students should make additional copies for themselves as papers will not be returned. A note informs parents of an Africa-themed ABC book project for social studies due December 17th. Students risk losing points for plagiarism and may work in pairs if they find a responsible partner.
пример написания личного письма
Bill wrote to Anna asking about her career plans and expressing interest in becoming a translator or teacher due to his passion for foreign languages, cultures, and travel. In her response, Anna writes that she is pursuing a career as a foreign language teacher because she enjoys working with children and finds it rewarding. She hopes to one day visit the USA like Bill wants to travel more internationally.
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The document reflects on the student's learning in their English language enrichment class over three weeks. In week one, they learned about simple past and present tenses and felt ready for their upcoming MUET exam after practicing exercises online. In week three, the student presented a language learning game their group created and was happy to see other students enjoy and engage with it. In week seven, the student learned about simple sentences and felt more confident writing essays after practicing forming sentences and receiving feedback from their lecturer.
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3. Choices are given to identify the present simple and present continuous tenses in sample sentences.
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Students should study the language exercises and purple text blocks copied from their textbooks in Workbook 1, as well as the revision activities from Workbook 2 that summarize all topics covered each term. They should also learn the writing process outlined at the start of their creative writing book in order to follow the steps when completing writing tasks. The teacher provided these study recommendations and well wishes for the upcoming English exam and students' futures.
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Anna Tankersley proposes teaching a student how to play the violin for her senior project. She has extensive experience playing violin since age 6 and has taught softball and Sunday school. She will connect this project to music and elementary education careers. Her product will be a video of a recital after 5 months of lessons, which she estimates will cost $25 to fund through lesson payments. She has chosen Amy Hanenburg, a music teacher, as her project facilitator.
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The document provides rules and examples for forming questions and negatives in the simple present tense using auxiliary verbs like "do" and "does" in English. Some key points covered include:
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Nga works for an international bank in Hanoi. She is studying English in London to improve her writing and listening skills for her job. Her writing is poor and she struggles with listening because people speak too quickly for her to understand. However, she enjoys studying English because she finds it interesting and useful for communicating with people around the world and understanding songs.
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This document provides instructions for an activity where students interview each other to compare their weekday routines. Students are to follow a question-and-answer pattern to find out the times each wakes up, travels to and from school, and goes to bed on weekdays. The objectives are to talk about weekday routines and use simple present tense. Students should interview at least two classmates.
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The document discusses the present continuous tense, including when and how it is used. It is used to talk about activities happening now or around now, as well as planned future events. Examples are provided such as "the kids are watching TV" and "I am seeing my dentist on Wednesday." The document also provides a practice section testing comprehension of the present continuous through fill-in-the-blank sentences. It concludes by hoping the reader now understands the present continuous and thanks them for their attention.
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This document provides tips and guidance for students taking the UPSR English Language Paper 2 exam. It outlines the key things students should do for each question type, including reading instructions carefully, studying pictures and information, planning responses, and checking grammar and spelling. For question 1, students are advised to write 5 simple sentences using the provided words. For question 2, they should complete a table and choose an option with reasons. For question 3, students should write a creative story using correct tenses. Overall, the document stresses reading instructions thoroughly and producing well-structured responses.
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The document provides instructions for an English lesson with 5th grade students over Skype. It outlines a 15 minute lesson plan involving greetings, question/answer exchanges between teachers and students using predefined phrases and vocabulary, and repeating the process until time is up. Teachers are asked to strictly follow the provided lesson flow and use example responses, encourage students, and offer help if questions are not understood. The goal is to review phrases students have learned through question/answer practice.
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Caroline Larsen, a third grader, set goals for herself in reading, writing, math, and character for the first term of 2011. Her reading goal was to make predictions about stories by using pictures. For writing, her goal was to correctly use capital letters at the beginning of sentences. In math, her basic facts goal was to make groupings to 5 for addition and subtraction. Her character goal was to ignore distractions and stay on task.
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Both language and mathematics offer interesting job opportunities after graduation and require memorization and understanding. While both subjects involve practicing concepts, language requires practicing with others through speaking, whereas mathematics can be studied alone through calculations and solving equations. The major difference is that language study demands interacting with other speakers, unlike mathematics which does not require practicing concepts with others. Overall, both subjects are seen as providing meaningful work, which is important to students considering their university studies.
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Anna Tankersley proposes teaching a student how to play the violin for her senior project. She has extensive experience playing violin since age 6 and has taught softball and Sunday school. She will connect this project to music and elementary education careers. Her product will be a video of a recital after 5 months of lessons, which she estimates will cost $25 to fund through student payments. She has chosen Amy Hanenburg, a music teacher, as her project facilitator.
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James Lodewyk set goals for term one of 2011 in reading, writing, math, and character. His reading goal was to use prior knowledge to predict story events. His writing goal was to properly use capital letters. In math, his goal was to quickly group and calculate numbers to 20 through addition and subtraction. For character, his goal was to independently work and communicate.
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This document discusses tenses in English grammar. It defines present, past, and future tenses and explains how they are formed using verbs. It also discusses indefinite, continuous, and perfect tenses. Examples are provided to illustrate how to identify and use different tenses. Charts are included that show conjugations of verbs in the present, past, and other tenses. Finally, homework assignments are outlined that involve preparing the lesson content, identifying problems, and doing a presentation.
Expresiones para el aula basico
This document provides examples of common language used in classroom instruction and interaction between teachers and students. It includes greetings and questions to check on students at the beginning of class, instructions for classroom activities and tasks, questions to check comprehension, ways to conclude class and assign homework, and phrases for giving feedback and corrections to students.
English exam scope grade5
Students should study the language exercises and purple text blocks copied from their textbooks in Workbook 1, as well as the revision activities from Workbook 2 that summarize all topics covered each term. They should also learn the writing process outlined at the start of their creative writing book in order to follow the steps when completing writing tasks. The teacher provided these study recommendations and well wishes for the upcoming English exam and students' futures.
Proposal Form
Anna Tankersley proposes teaching a student how to play the violin for her senior project. She has extensive experience playing violin since age 6 and has taught softball and Sunday school. She will connect this project to music and elementary education careers. Her product will be a video of a recital after 5 months of lessons, which she estimates will cost $25 to fund through lesson payments. She has chosen Amy Hanenburg, a music teacher, as her project facilitator.
Do does auxiliaries
The document provides rules and examples for forming questions and negatives in the simple present tense using auxiliary verbs like "do" and "does" in English. Some key points covered include:
- Using "do" with pronouns like "I", "you", "we", and "they", and "does" with pronouns like "she", "he", and "it".
- Forming questions with "do/does" and negatives with "don't/doesn't".
- Exceptions like not using "do/does" with verbs like "be" and "can", and avoiding adding "-s" when using "doesn't".
- Examples of questions, negatives, and short answers are
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The document discusses indirect questions as a polite alternative to direct questions. Indirect questions have the same word order as statements and do not use "do" to form the question. They are preceded by polite requests like "Can you tell me..." or "Do you know..." asking for permission before posing the question. Indirect questions allow the person being questioned to choose whether to answer or not, making them more polite than direct questions when speaking to strangers or acquaintances. Examples are given of direct questions converted to indirect questions by adding a polite request before the question.
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Indirect Question in English
Free English Lesson
https://curious.com/jsaenz/simple-past-statements-with-be/in/intermediate-english-for-esl-students?ref=Q86D15FCP30
Hi , My name is Joe, I'm a native English teacher from the United States. Nowadays English is an enabling tool that will help you compete globally. If you would like to become fluent in this language; I can help you reach your language goals via private one on one English lessons on the internet.
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If you are interested in receiving one on one private English lessons with me ( The first class is absolutely free ) : Fill out this form with your information so that I can contact you:
Link To Form: https://docs.google.com/forms/d/1eLr-YQwPV9TAS-WuZIVJZ3ytHsHoOEHOOi2EDnnOK5g/viewform
Indirect questions
Indirect questions are more polite than direct questions, especially when speaking to strangers. To form an indirect question, use an introductory phrase followed by the question in a positive or negative structure connected by a question word like "who", "where", or "if/whether". Common introductory phrases include "Do you know...", "Can/Could you tell me...", and "May I ask you...". Indirect questions serve the same purpose as direct questions but are considered more formal.
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The document discusses indirect questions as a more polite alternative to direct questions. It provides the formula for constructing indirect questions using wh-words or yes/no questions. Indirect questions use an introductory phrase followed by the question recast in a positive statement structure. Examples are given of common introductory phrases for indirect questions and conversions of sample direct questions into the corresponding indirect form.
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The document provides instructions and tasks for practicing active listening skills. It includes exercises where students work in pairs or groups to have conversations and give feedback on how well their partner demonstrates active listening through body language, eye contact, and verbal responses. Some exercises involve watching a video discussion and answering questions, sorting common responses into categories, coming up with responses to sample conversations, and matching questions to common topics of discussion. One task instructs one student to observe and analyze how well their partners engage in active listening during their conversation.
Q4 RW week 15
Here are the sentences from pages 248 and 249:
1. Although some students argue that social media is a distraction, it can actually help them connect with classmates and form study groups.
2. Even though video games may seem like a waste of time to some parents, they can improve children's problem-solving and collaboration skills.
3. While organized sports are great for exercise and team-building, free play and unstructured activities allow kids to use their imagination.
BAHAN AJAR SUGGESTION KELAS XI SEMESTER 2
This document outlines Mrs. Marta Agustin's English class. It introduces the teacher and covers various topics that will be discussed during the lesson, including motivation for students, aperception questions, lesson materials on suggestions and offers, lesson objectives, and benefits of the lesson. Students will learn about expressions for giving suggestions, their social functions and structures. Examples of suggestion dialogs are provided, as well as exercises for students to practice. Formative assessment and reflection on the material is also included to reinforce the lesson concepts.
Bosso TPD - Secondary - Lesson 2 - passed
This document provides a lesson plan for an English class focusing on predictions using will and won't. The plan includes the following:
1) Warm-up activities to review food from different countries and introduce vocabulary for making predictions about the future.
2) A reading and listening activity about eating habits in the future, followed by comprehension questions.
3) Scanning the text to find examples of will/won't and complete a rule about their use. Students will then make their own predictions.
4) Pairwork to ask and answer questions about future food using will/won't.
5) Homework assigned of continuing predictions on a digital padlet.
Bosso TPD - Secondary - Lesson 2
The document provides a lesson plan for an English class focusing on making predictions about the future using will and won't. The 80-minute lesson includes several activities like a warm-up discussing food traditions, a reading activity with questions, identifying language structures, making predictions, and partner work asking questions. Students will complete a homework assignment continuing predictions on an online padlet board. The plan aims to develop reading, listening, speaking and language skills around making future predictions.
Touchctone 4 sem1
The document discusses the simple and continuous forms of verbs in English. It explains that the present simple is used to talk about regular activities, habits, and facts. The present continuous is used to talk about ongoing activities happening now or around now, as well as planned future arrangements. The past simple is used to talk about finished actions in a finished period of time, while the past continuous is used to talk about ongoing actions happening at a specific time in the past.
Unit 7 copy
- Hoa's classes start at 7 o'clock and finish at 11:15.
- She does homework for 2 hours per day.
- During her summer vacation, which lasts almost 3 months starting in June, Hoa will go and see her parents on their farm.
Unit 7 copy
- Hoa's classes start at 7 o'clock and finish at 11:15.
- She does homework for 2 hours per day.
- During her summer vacation, which lasts almost 3 months starting in June, Hoa will go and see her parents on their farm.
Unit 7 copy
- Hoa's classes start at 7 o'clock and finish at 11:15.
- She does homework for 2 hours per day.
- During her summer vacation, which lasts almost 3 months starting in June, Hoa will go and see her parents on their farm.
Power point presentation 6 09
This PowerPoint presentation covers vocabulary, grammar, listening, reading, exercises, and videos related to jobs. It includes interactive activities where the user can click on images and links to read and listen to jobs vocabulary and job interviews. The presentation aims to help users learn and practice English related to different careers and jobs.
Catering for different_student_profile_eaquals 2014 (schmid-walton)
This document describes various tools used at EF schools to cater to different student profiles in single classrooms. It discusses needs assessments given to students before classes, placement tests, individual tutorials to set learning goals, English language guides for self-study, and a progress tracker for student speaking skills. Feedback from teachers and students found the tools helpful but that more training could improve their effectiveness, especially in guiding independent learning and student self-assessment.
Unit 7 copy
This document summarizes a conversation between a teacher and student about a girl named Hoa's daily schedule. It notes that Hoa's classes start at 7 AM and finish at 11:15 AM. She does homework for 2 hours each day. During summer vacation, which lasts almost 3 months starting in June, Hoa will go visit her parents on their farm.
linearandnon-lineartexts-210822091533.pptx
This document provides information about linear and non-linear texts. It defines linear text as traditional text that must be read from beginning to end, while non-linear text does not have to be read sequentially and allows the reader multiple paths. Examples are given of different types of linear texts like novels and essays, as well as non-linear texts like graphs, diagrams, and reference materials. The document contrasts key differences between linear and non-linear texts like their reading path and examples. It also includes sample assessment questions related to graphs and diagrams.
Bosso TPD - Secondary - Lesson 3
The document provides a lesson plan for an English class focusing on making predictions about the future of food. The 80-minute lesson involves three main activities: 1) Reading and listening to a text about future food predictions while answering comprehension questions, 2) Scanning the text to identify language structures and complete grammar rules, and 3) Making their own predictions about future food using will/won't. The lesson aims to develop reading, listening, speaking and grammar skills while integrating technology such as a projector and online homework submissions.
GRFB 2_U1.ppt
Hello, my name is [your name]. What's your name?
Student: My name is [your name]. It's nice to meet you.
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[English] meeting3_ Materi question
- 1. TYPES OF QUESTION Based on the answer, there are 2 types of question : 1. Yes/No question Start with to be/ auxiliary verbs/ modal 2. W-H question What When Whose Who Where Why Which Whom How How many How much How old, etc.
- 2. How to make a question? W-H Aux. Subject Complement ? Note : Aux. disesuaikan dengan Subyek,Complement dan Tenses. Comp. bisa berupa Verb atau Non Verb.
- 3. Examples : 1. Yes/No Question a. Is this book easy and practical to study? b. Do you want to search some information in the internet ? c. Can you save this data as a web page? 2. W-H Question a. How did she make the new database with data form facility? b. What book are they reading? c. Who teaches you English? d. Whom do you teach English? e. How much money does Toni want to save in the bank? f. What time do you usually study? g. etc.
- 4. Exercise : Translate the questions into good English! 1. Siapa pengarang buku ini? 2. Apa maksudnya (lk2) mengatakan hal itu padamu? 3. Kapan kamu akan datang ke kost ku untuk mengerjakan PR statistik? 4. Berapa kali dalam sebulan kamu pergi ke perpustakaan? 5. Apakah mereka bisa menggunakan rumus2 dalam Ms. Excell? 6. Berapa lama kamu dan keluargamu tinggal di Malaysia? 7. Manfaat dan masalah apa yang dibawa oleh tehnologi? 8. Handphone siapa yang diperbaiki Bp. Anwar minggu lalu? 9. Apakah adikmu juga kuliah di Yogya? 10.Data yang mana yang ingin kamu copy? Homework : (in pair) Make a dialogue about your daily habit with your partner. Submit it next week in computerized, then demonstrate in front of the class without reading!
- 5. Make questions as many as possible from each number! 1. ________? The trainees work five times a week. 2. ________? I usually start to work at 06.00 am. 3. ________? Dr. Ima checks patients’ blood pressure every morning 4. ________? Mr Mike usually drives eight hours a day. 5. ________? Harry makes a monthly report at the end of the month 6. ________? Our neighbors feel happy to stay there. 7. ________? Irvan has worked in BRI for 5 months. 8. ________? There were about twenty guests this morning. 9. ________? His parents moved to Jakarta last year. 10.________? My students joined the work shop three months ago. 11.________? They are distributing worksheets to the new members. 12.________? She will calculate her income tonight.
- 6. Daily Vocabularies : 1. Get up/wake up 2. Take a bath 3. Do ritual washing 4. Pray 5. Clean …. 6. Cook 7. Have breakfast 8. Go to…(4 refreshing) 9. Read ……. 10.Listen to……… 11.Do 12.Take a walk 13.Exercise 14.Visit 15.Study 16.Have lunch 17.Have dinner 18.Invite 19.Watch 20.Etc.
- 7. Daily Vocabularies : 1. Get up/wake up 2. Take a bath 3. Do ritual washing 4. Pray 5. Clean …. 6. Cook 7. Have breakfast 8. Go to…(4 refreshing) 9. Read ……. 10.Listen to……… 11.Do 12.Take a walk 13.Exercise 14.Visit 15.Study 16.Have lunch 17.Have dinner 18.Invite 19.Watch 20.Etc.