Every weekday, the author wakes up at 7am, showers, and has breakfast at 7:30am before going to school at 7:40am, which usually ends at 1pm. After school, they go home for lunch with their family, have physical education and computer classes twice a week, and in the evenings may do homework with friends, watch TV, or listen to music before dinner and bed. On weekends, they go out with friends to activities like bowling or movies.
Dina enjoys tennis and is active every morning. She wakes up at 6:00 and has breakfast, then wears her tennis clothes and takes her racket and balls to the tennis court by 7:00 to play with her friend Feriel. On weekends, she competes in tennis matches at 10:00 and goes to the swimming pool in the afternoon at 2:00.
Sarah had written a letter asking about Amina. Amina writes back telling Sarah about herself. She says her name is Amina, she is 12 years old and from Algeria. She describes her physical appearance. She also provides details about her family, including her siblings' ages and occupations of her parents.
A typical weekend involves waking up, brushing teeth and having breakfast, taking a shower and calling friends over to drink mate tea together before returning home to have coffee while watching TV, having dinner, listening to music, and going to bed.
The document describes a typical morning and evening routine for a student, including waking up at 8am, getting dressed, eating breakfast, brushing teeth, going to school at 8:45am, eating lunch after school, doing homework and playing with friends in the afternoon, taking a bath in the evening after dinner, watching TV, and going to bed at 10:30pm.
The person wakes up in the morning and eats breakfast. They go to school on a motorbike where they play football and table tennis during recess. After having lunch at school, they do homework and play with electronics in their free time. For dinner they eat rice, tomato sauce, and eggs before going to sleep.
The document describes the typical Sunday of David Běloušek. He slept in late after a party and woke up tired at 10am. After hygiene and a late breakfast with his hungry brother and mother's soup, he worked during the day. In the evening he had a fantastic dinner at midday, had a snow fight with his cousin, and spent time with his grandparents and grandfather who shoots targets. After another big dinner and cleaning his teeth, he went to bed to sleep.
The document describes a typical daily routine for a student, mentioning that they wake up at 7 AM, make their bed and wash their face, do exercises, have breakfast at 8 AM, go to school at 8:15 AM, return home at 2 PM, have dinner at 2:30 PM, help their mother around the house, do homework at 4 PM, walk their dog, watch TV in the evening, have supper at 7 PM, read books, shower and brush their teeth in the evening, and go to bed at 9:30 PM.
Every weekday, the author wakes up at 7am, showers, and has breakfast at 7:30am before going to school at 7:40am, which usually ends at 1pm. After school, they go home for lunch with their family, have physical education and computer classes twice a week, and in the evenings may do homework with friends, watch TV, or listen to music before dinner and bed. On weekends, they go out with friends to activities like bowling or movies.
Dina enjoys tennis and is active every morning. She wakes up at 6:00 and has breakfast, then wears her tennis clothes and takes her racket and balls to the tennis court by 7:00 to play with her friend Feriel. On weekends, she competes in tennis matches at 10:00 and goes to the swimming pool in the afternoon at 2:00.
Sarah had written a letter asking about Amina. Amina writes back telling Sarah about herself. She says her name is Amina, she is 12 years old and from Algeria. She describes her physical appearance. She also provides details about her family, including her siblings' ages and occupations of her parents.
A typical weekend involves waking up, brushing teeth and having breakfast, taking a shower and calling friends over to drink mate tea together before returning home to have coffee while watching TV, having dinner, listening to music, and going to bed.
The document describes a typical morning and evening routine for a student, including waking up at 8am, getting dressed, eating breakfast, brushing teeth, going to school at 8:45am, eating lunch after school, doing homework and playing with friends in the afternoon, taking a bath in the evening after dinner, watching TV, and going to bed at 10:30pm.
The person wakes up in the morning and eats breakfast. They go to school on a motorbike where they play football and table tennis during recess. After having lunch at school, they do homework and play with electronics in their free time. For dinner they eat rice, tomato sauce, and eggs before going to sleep.
The document describes the typical Sunday of David Běloušek. He slept in late after a party and woke up tired at 10am. After hygiene and a late breakfast with his hungry brother and mother's soup, he worked during the day. In the evening he had a fantastic dinner at midday, had a snow fight with his cousin, and spent time with his grandparents and grandfather who shoots targets. After another big dinner and cleaning his teeth, he went to bed to sleep.
The document describes a typical daily routine for a student, mentioning that they wake up at 7 AM, make their bed and wash their face, do exercises, have breakfast at 8 AM, go to school at 8:15 AM, return home at 2 PM, have dinner at 2:30 PM, help their mother around the house, do homework at 4 PM, walk their dog, watch TV in the evening, have supper at 7 PM, read books, shower and brush their teeth in the evening, and go to bed at 9:30 PM.
Oral presentation 2 (my day, my week, my weekend and my favourite day)elisenda12
Elisenda talks about her daily routine, including drinking something at 8:25, having classes from 8 to 1:30 where she studies various subjects with her favorite being [SUBJECT], and sometimes eating at 1:30. After school she goes home and does homework and activities, finishing her day around 10:30. On weekends she does various afternoon activities and on Sundays sleeps in, spends time with family, and finishes her day relaxing at home.
This document describes how the narrator's typical daily routine is different on this particular Tuesday. Instead of their usual schedule of getting up at 9am, having milk and biscuits for breakfast, going to school on foot, and watching Friends in the evening, they are getting up earlier, having different foods for meals, taking the bus to school, going to the park after school instead of home, and watching a game show instead of the news. They are also going to bed earlier than usual.
My day, my week, my weekend and my favorite daynujaen
The document describes the daily routine and activities of Núria Jaén during a typical school week. It outlines her schedule for waking up, going to school, having meals, doing homework, and attending extracurricular classes. Her favorite day is Friday because it marks the start of the weekend when she has more free time. She enjoys going to catechism, dance, choir, and drama classes after school and on weekends.
This document provides information about modal verbs in English and examples of their uses to express different meanings such as advice, permission, obligation, absence of obligation, ability, possibility, and prohibition. It defines modal verbs as special verbs that do not take an "s" in the third person singular and are followed by an infinitive without "to." The document then gives examples of modal verbs used to express different meanings in sentences and questions. It provides a chart with modal verbs and their uses to express various meanings like advice, permission, obligation, etc. There are also exercises asking to complete sentences using the appropriate modal verbs.
The "Basic English Grammar For ESL Learners" is intended for the student who is not very familiar with the English language but is desirous of improving his written and spoken expression of the language with ease and speed.
Interchange 1. Unit 1: Please Call Me BethBrittany Reed
This document contains an English lesson on introductions, conjugating the verb "to be", and asking and answering questions about names, locations, and other personal details. It includes exercises to practice introducing oneself and others, asking yes/no questions using "to be", and providing short answers to those questions. Vocabulary and grammar points are explained throughout, with examples and matching/fill-in-the-blank activities for students to complete.
Worksheet 5 ability- can , could , be able to ms4 levelMr Bounab Samir
This document contains exercises about ability using modal verbs like can, could, be able to. The exercises include reordering sentences, adding punctuation, completing sentences, matching meanings, filling in modal verbs, and matching questions to answers. The document provides practice with ability in present, past and future tenses.
File3 2nd am-health-+file five 1st am adapted -atf & aef.1Mr Bounab Samir
This file is adpated with File five " food" of the MS one level since the slimming of the syllabus June 2008 , so teachers have to teach it before dealing with " healthy food and ideal meal"
Interchange 1. Unit 2: How do you spend your day?Brittany Reed
Here is a 4 sentence biography about a family member without including their name:
He was born in Mexico City in 1980. He moved to the United States when he was 10 years old. Now he works as a mechanic and owns his own auto repair shop. In his free time he likes to play soccer with his friends.
This document provides guidance on writing narrative paragraphs. It defines a narrative paragraph as one that tells a story or event in chronological order. It discusses including central ideas, characters, plots, descriptions, and settings. The document recommends organizing paragraphs with a background, summary of the story/event, and conclusion. It provides examples of narrative paragraphs and activities for the reader to practice writing their own.
Present Perfect Simple And Present Perfect Continuousanarosaleda
This document summarizes the present perfect simple and present perfect continuous tenses in English. It provides examples of how to form the positive, negative, and question forms of each tense. It also discusses the differences between the present perfect and past simple tenses, and between the present perfect simple and present perfect continuous tenses. Key uses of each tense are outlined, including time expressions that are commonly used with each form.
Salam
MS1 level : Test 1 (2nd Term) 2016 2017
The test aims to test :
a) Ask and tell the time
b) Making questions about time
c) sounds : /e/ & /i:/
Good Luck
By : Mr Samir Bounab ( teacher trainer at MONE)
the links
The document describes a typical daily routine:
1) He wakes up at 8:00, has a shower at 7:10, and has breakfast.
2) He goes to school at 8:30, has lessons, and has lunch at 12:00.
3) He goes back home at 4:30, does homework at 5:15, and plays with friends at 5:45.
4) He goes to bed at 10:00.
My daily routine begins with waking up at 7am for my husband but 9am for me. After showering and having breakfast, I get ready for work which includes makeup, getting dressed, and checking emails. I leave for work at 8:30am and arrive by 8:45am, working from 9am to 3pm. During work I have meetings and a coffee break at 11:30am with coworkers. After work I go home for lunch and a nap, then swim, have dinner with family, and relax before bed around midnight.
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.
This document describes a student's daily routine and activities on Saturdays. It discusses what the student does each morning like eating breakfast, watching TV, and going to school. The afternoon is spent rock climbing, which the student enjoys but finds difficult. In the evenings, the student usually goes out with friends to movies or a coffee shop near their house to have fun.
Salam,
MS1 level ; Sequence 3 - Me & My daily activities ( Part 1)
The Sequence is planned with PPU speaking lessons and PIASP teaching grammar and pronunciation items
Good luck
By Mr Samir Bounab ( teacher trainer at MONE)
the links
Oral presentation 2 (my day, my week, my weekend and my favourite day)elisenda12
Elisenda talks about her daily routine, including drinking something at 8:25, having classes from 8 to 1:30 where she studies various subjects with her favorite being [SUBJECT], and sometimes eating at 1:30. After school she goes home and does homework and activities, finishing her day around 10:30. On weekends she does various afternoon activities and on Sundays sleeps in, spends time with family, and finishes her day relaxing at home.
This document describes how the narrator's typical daily routine is different on this particular Tuesday. Instead of their usual schedule of getting up at 9am, having milk and biscuits for breakfast, going to school on foot, and watching Friends in the evening, they are getting up earlier, having different foods for meals, taking the bus to school, going to the park after school instead of home, and watching a game show instead of the news. They are also going to bed earlier than usual.
My day, my week, my weekend and my favorite daynujaen
The document describes the daily routine and activities of Núria Jaén during a typical school week. It outlines her schedule for waking up, going to school, having meals, doing homework, and attending extracurricular classes. Her favorite day is Friday because it marks the start of the weekend when she has more free time. She enjoys going to catechism, dance, choir, and drama classes after school and on weekends.
This document provides information about modal verbs in English and examples of their uses to express different meanings such as advice, permission, obligation, absence of obligation, ability, possibility, and prohibition. It defines modal verbs as special verbs that do not take an "s" in the third person singular and are followed by an infinitive without "to." The document then gives examples of modal verbs used to express different meanings in sentences and questions. It provides a chart with modal verbs and their uses to express various meanings like advice, permission, obligation, etc. There are also exercises asking to complete sentences using the appropriate modal verbs.
The "Basic English Grammar For ESL Learners" is intended for the student who is not very familiar with the English language but is desirous of improving his written and spoken expression of the language with ease and speed.
Interchange 1. Unit 1: Please Call Me BethBrittany Reed
This document contains an English lesson on introductions, conjugating the verb "to be", and asking and answering questions about names, locations, and other personal details. It includes exercises to practice introducing oneself and others, asking yes/no questions using "to be", and providing short answers to those questions. Vocabulary and grammar points are explained throughout, with examples and matching/fill-in-the-blank activities for students to complete.
Worksheet 5 ability- can , could , be able to ms4 levelMr Bounab Samir
This document contains exercises about ability using modal verbs like can, could, be able to. The exercises include reordering sentences, adding punctuation, completing sentences, matching meanings, filling in modal verbs, and matching questions to answers. The document provides practice with ability in present, past and future tenses.
File3 2nd am-health-+file five 1st am adapted -atf & aef.1Mr Bounab Samir
This file is adpated with File five " food" of the MS one level since the slimming of the syllabus June 2008 , so teachers have to teach it before dealing with " healthy food and ideal meal"
Interchange 1. Unit 2: How do you spend your day?Brittany Reed
Here is a 4 sentence biography about a family member without including their name:
He was born in Mexico City in 1980. He moved to the United States when he was 10 years old. Now he works as a mechanic and owns his own auto repair shop. In his free time he likes to play soccer with his friends.
This document provides guidance on writing narrative paragraphs. It defines a narrative paragraph as one that tells a story or event in chronological order. It discusses including central ideas, characters, plots, descriptions, and settings. The document recommends organizing paragraphs with a background, summary of the story/event, and conclusion. It provides examples of narrative paragraphs and activities for the reader to practice writing their own.
Present Perfect Simple And Present Perfect Continuousanarosaleda
This document summarizes the present perfect simple and present perfect continuous tenses in English. It provides examples of how to form the positive, negative, and question forms of each tense. It also discusses the differences between the present perfect and past simple tenses, and between the present perfect simple and present perfect continuous tenses. Key uses of each tense are outlined, including time expressions that are commonly used with each form.
Salam
MS1 level : Test 1 (2nd Term) 2016 2017
The test aims to test :
a) Ask and tell the time
b) Making questions about time
c) sounds : /e/ & /i:/
Good Luck
By : Mr Samir Bounab ( teacher trainer at MONE)
the links
The document describes a typical daily routine:
1) He wakes up at 8:00, has a shower at 7:10, and has breakfast.
2) He goes to school at 8:30, has lessons, and has lunch at 12:00.
3) He goes back home at 4:30, does homework at 5:15, and plays with friends at 5:45.
4) He goes to bed at 10:00.
My daily routine begins with waking up at 7am for my husband but 9am for me. After showering and having breakfast, I get ready for work which includes makeup, getting dressed, and checking emails. I leave for work at 8:30am and arrive by 8:45am, working from 9am to 3pm. During work I have meetings and a coffee break at 11:30am with coworkers. After work I go home for lunch and a nap, then swim, have dinner with family, and relax before bed around midnight.
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.
This document describes a student's daily routine and activities on Saturdays. It discusses what the student does each morning like eating breakfast, watching TV, and going to school. The afternoon is spent rock climbing, which the student enjoys but finds difficult. In the evenings, the student usually goes out with friends to movies or a coffee shop near their house to have fun.
Salam,
MS1 level ; Sequence 3 - Me & My daily activities ( Part 1)
The Sequence is planned with PPU speaking lessons and PIASP teaching grammar and pronunciation items
Good luck
By Mr Samir Bounab ( teacher trainer at MONE)
the links