B1m1一新
•Download as PPT, PDF•
0 likes•417 views
Li Kang had a positive first day at his new senior high school. He found the teachers to be very enthusiastic and the classrooms impressive. He was introduced to many new subjects and noticed there were three times as many girls as boys. While some students felt embarrassed at first, Li Kang thinks the school will be fun and is looking forward to his time there.
Report
Share
Report
Share
Recommended
Lesson plan about modals
This lesson plan focuses on teaching modals to 7th grade students. It includes objectives of appreciating a song about modals, analyzing a comic strip using modals, and composing sentences with modals. Activities include viewing a music video, a vocabulary activity matching words by meaning, analyzing a comic strip, answering questions about modal uses, and completing exercises practicing modal uses. The plan aims to help students understand and apply modals.
G9 english lesson exemplar 3rd quarter
This document provides a lesson plan for analyzing the poem "The Telephone" and radio play "Sorry, Wrong Number". The lesson involves students:
1) Watching a video about the history of the telephone and discussing its importance.
2) Analyzing the poem "The Telephone" in groups to understand its message.
3) Role playing emergency situations and considering how to respond.
4) Listening to the song "Reach Out" and interpreting its meaning.
The lesson aims to have students connect literature to the real world and analyze how technology impacts communication. It assesses students' ability to provide critical feedback and reactions.
Modal verbs presentation
Modal verbs are used to express meanings like ability, permission, possibility, obligation, recommendation and more. The main modal verbs are can, could, may, might, must, shall, should, will, would and ought to. Modals do not change form and are followed by an infinitive verb without "to." They can have single meanings like will for the future, or double meanings depending on context like may for permission or possibility. Modals are also used in the past with "have" to talk about past ability, obligation and more.
Pp modals
This document outlines the objectives and activities for a lesson on modals. The objectives are to understand modals through a song, analyze a comic strip, expand vocabulary, and compose sentences using modals. Activities include discussing a music video, a word matching activity, analyzing a comic strip, learning about different modal uses and functions, and practicing modal sentences. Key points are made about modal verbs like may, can, must, should and their uses for permission, necessity, advisability and prohibition. Sample sentences are provided to illustrate different modal uses.
English 6-dlp-1-distinguishing-changes-in-meanings-of-sentences-cau
This document is an English language learning module that discusses distinguishing changes in meaning caused by stressing different words in sentences. It provides examples of sentences where shifting the stressed word changes the intended meaning. The module contains exercises for learners to practice identifying these meaning changes based on stress. It encourages learners to pay attention to emphasis in interviews and dialogs as stress can influence the expressed meaning. The goal is to help learners understand and effectively use stress in English communication.
Idiomatic Expressions
This document discusses idioms and provides exercises for students to practice understanding and using idioms. It defines an idiom as a phrase where the words together have a meaning different from the individual word definitions. Students are given examples of idioms involving colors, animals, and other categories. They are assigned group activities like drawing, acting out, or writing stories using idioms. The final assignment is for students to list 5 idioms in Hiligaynon with their English equivalents.
Verb be
This document provides information about using the verb "be" to express greetings, personal details, and questions. It discusses forms of the verb be including affirmative statements, contractions, negatives, and yes/no questions. Key information questions use who, what, where, and how old. Possessive adjectives like my, your, his, her, our, their are also covered.
How to teach the phonemic chart - teacher training workshop
A presentation designed to be used in conjunction with handouts, to prepare ESL teachers to use the IPA in their classroom.
Recommended
Lesson plan about modals
This lesson plan focuses on teaching modals to 7th grade students. It includes objectives of appreciating a song about modals, analyzing a comic strip using modals, and composing sentences with modals. Activities include viewing a music video, a vocabulary activity matching words by meaning, analyzing a comic strip, answering questions about modal uses, and completing exercises practicing modal uses. The plan aims to help students understand and apply modals.
G9 english lesson exemplar 3rd quarter
This document provides a lesson plan for analyzing the poem "The Telephone" and radio play "Sorry, Wrong Number". The lesson involves students:
1) Watching a video about the history of the telephone and discussing its importance.
2) Analyzing the poem "The Telephone" in groups to understand its message.
3) Role playing emergency situations and considering how to respond.
4) Listening to the song "Reach Out" and interpreting its meaning.
The lesson aims to have students connect literature to the real world and analyze how technology impacts communication. It assesses students' ability to provide critical feedback and reactions.
Modal verbs presentation
Modal verbs are used to express meanings like ability, permission, possibility, obligation, recommendation and more. The main modal verbs are can, could, may, might, must, shall, should, will, would and ought to. Modals do not change form and are followed by an infinitive verb without "to." They can have single meanings like will for the future, or double meanings depending on context like may for permission or possibility. Modals are also used in the past with "have" to talk about past ability, obligation and more.
Pp modals
This document outlines the objectives and activities for a lesson on modals. The objectives are to understand modals through a song, analyze a comic strip, expand vocabulary, and compose sentences using modals. Activities include discussing a music video, a word matching activity, analyzing a comic strip, learning about different modal uses and functions, and practicing modal sentences. Key points are made about modal verbs like may, can, must, should and their uses for permission, necessity, advisability and prohibition. Sample sentences are provided to illustrate different modal uses.
English 6-dlp-1-distinguishing-changes-in-meanings-of-sentences-cau
This document is an English language learning module that discusses distinguishing changes in meaning caused by stressing different words in sentences. It provides examples of sentences where shifting the stressed word changes the intended meaning. The module contains exercises for learners to practice identifying these meaning changes based on stress. It encourages learners to pay attention to emphasis in interviews and dialogs as stress can influence the expressed meaning. The goal is to help learners understand and effectively use stress in English communication.
Idiomatic Expressions
This document discusses idioms and provides exercises for students to practice understanding and using idioms. It defines an idiom as a phrase where the words together have a meaning different from the individual word definitions. Students are given examples of idioms involving colors, animals, and other categories. They are assigned group activities like drawing, acting out, or writing stories using idioms. The final assignment is for students to list 5 idioms in Hiligaynon with their English equivalents.
Verb be
This document provides information about using the verb "be" to express greetings, personal details, and questions. It discusses forms of the verb be including affirmative statements, contractions, negatives, and yes/no questions. Key information questions use who, what, where, and how old. Possessive adjectives like my, your, his, her, our, their are also covered.
How to teach the phonemic chart - teacher training workshop
A presentation designed to be used in conjunction with handouts, to prepare ESL teachers to use the IPA in their classroom.
Context clues and affixes & roots
This document provides guidance and activities for a classroom lesson. It begins with objectives around inferring word meanings using context clues, affixes, and roots. It then outlines expectations for class discussion and participation. Students will work in groups on timed activities to practice identifying word meanings from context and analyzing roots and affixes. Assessment activities evaluate the students' ability to infer word meanings from context clues and morphological analysis. The document emphasizes making inferences about word meanings as an important skill.
Year7 Af L
The document provides an overview of a student's progress in Spanish language skills over the course of Year 7. It includes self-assessments of the student's listening, speaking, reading and writing abilities at different levels, with the goals of focusing on certain skills in the autumn, spring and summer terms. The document also explains how a "tick grid" is used to plan and assess speaking and writing work by identifying language elements to include and tracking successful versus unsuccessful attempts.
Module 2 2007
This document provides information and instructions for candidates taking the Teaching Knowledge Test 002 Module 2 exam. The exam tests lesson planning and use of resources for language teaching. It contains 80 multiple choice questions to be completed in 1 hour and 20 minutes. Candidates are instructed to write their identifying information on the answer sheet and question paper. They should answer all questions by marking their responses on the separate answer sheet using a pencil. The test assesses areas such as matching aims to rubrics, lesson plan components, integrated skills lesson stages, and grammar focuses. It also contains questions on matching assessment items and testing methods to syllabus areas.
Worksheet in modals
1) Modals are helping verbs such as can, will, must, ought to, may, might, would, could, should and shall. They are used with another verb and cannot work alone.
2) Different modals express different meanings such as ability, possibility, necessity, lack of necessity, prohibition, and advisability. For example, may, can and could express permission or possibility, must, have to and have got to express necessity, and should and ought to express advisability.
3) The document provides examples of sentences using different modals like may I, could I, must not, don't have to, and shouldn't to demonstrate their meanings and uses. It also includes an agreement
2007m1
This document is a past examination paper for the Teaching Knowledge Test, Module 1. It contains 80 multiple choice questions testing knowledge of language and background to language learning and teaching. The questions cover topics such as parts of speech, phonology, grammar, vocabulary and classroom activities. Learners have 1 hour and 20 minutes to complete the test.
Semi-detailed lesson plan
The document outlines a lesson plan for teaching literature to 7th grade students. It includes objectives, subject matter, procedures, evaluation, and assignment. The objectives are for students to understand vocabulary, interpret story events, cooperate in groups, and identify conflicts and resolutions. The procedures involve motivating students with a word game, presenting the story of Aliguyon, having student groups perform live picture frames of the story based on rubrics, and completing comprehension questions and an activity identifying sentences and rearranging words.
Semi rhea
This lesson plan aims to teach English IV students about idiomatic expressions. It will define what an idiom is and have students construct sentences using example idioms. Students will be grouped and asked questions to test their understanding of idiom meanings. For evaluation, students will determine the meanings of underlined idiomatic expressions in sentences and identify the correct answer. As an assignment, students must write a 5-10 sentence composition describing a memorable experience or place visited using sensory details.
Personalitty adjectives lesson plan
A lesson plan based on the three phases of the teaching and learning process. (Herrera, , S. & Holmes, M. 2011 )
Test book
This document provides information about a test booklet for the New Headway Elementary English course. It contains 14 unit tests that review each unit in the student book, with two versions (A and B) of each test. It also includes optional listening exercises using recordings from the student book and an answer key. The tests are designed to help teachers accurately assess student progress in developing language skills and were modeled after common English exams. They include a variety of exercise types to evaluate different competencies.
New headway -_elementary_teachers_39_book_2
This unit introduces students to the verb "to be" in all persons and questions using question words. It also introduces possessive adjectives like "my", "your", "his", and "her". Vocabulary includes names of countries, everyday objects, and numbers 1-20. Everyday English focuses on exchanging names, telephone numbers, and saying hello and goodbye. Exercises provide practice with the target grammar and vocabulary through pairwork and role-plays.
Listen In - Starter Unit
This document provides an overview of the contents and tasks for the starter unit of the Listen In book 1 audio program. It introduces classroom language, describes 6 listening tasks that focus on different objectives like getting the gist or main ideas, and provides sample dialogs and transcripts to support the tasks.
Module 3 2007
The document is a past examination paper for a Teaching Knowledge Test. It contains 80 multiple choice questions testing various aspects of classroom language, teaching techniques, and classroom management. The test is designed to evaluate candidates' understanding of managing the teaching and learning process. Candidates have 1 hour and 20 minutes to complete the test.
DepEd k12 English 7 fourth quarter module 4
This folktale teaches about the importance of honesty between friends. A crow and sparrow make a bet to see who can eat the most peppers, but the crow cheats by hiding peppers under the mat without the sparrow seeing. When the crow claims victory and says he will eat the sparrow according to their bet, the sparrow insists the crow first wash his beak since crows eat nasty things. This leads the crow on a futile quest to get water, make a pot, and dig clay, exposing the crow's dishonest nature at each attempt. Ultimately, the greedy crow is burned to ashes when fire is placed on his back, while the honest sparrow lives to a ripe old age.
Handbook
This document provides a lesson plan for teaching the simple present tense of the verb "to be" and discussing different cultures. The lesson plan aims to teach students about different countries and cultural standards while practicing the verb "to be". Students will be assigned different countries and asked questions to role play as people from those countries. They will discuss cultural similarities and differences between assigned countries and their own cultures. The lesson incorporates group work, reading, and a presentation to teach students about various locations, customs, and people while providing practice using the simple present of "to be".
How to-learn-arabic-from-english
The document provides guidance on learning Arabic, beginning with learning the alphabet and vowels. It recommends memorizing common words and phrases, then learning basic grammar rules. Audio files are not included due to bandwidth limitations but may be added later. Additional resources on the site can help with vocabulary and pronunciation. The overall approach is to start with foundational skills and build knowledge over time through creative study of topics that interest each learner.
Power point 97 2003 show
The document is a lesson on forming yes/no questions in English. It provides examples of yes/no questions using the verbs "to be" and auxiliary verbs like "do" and "did" in simple present and past tenses. It explains that for the verb "to be", the question begins with the verb followed by the subject, while for other verbs an auxiliary verb like "do" or "did" comes first followed by the subject and main verb in base form. Students are asked to study examples and identify the rules for forming these types of yes/no questions in English.
Acevedo a gower_m_high_flyer_upper_intermediate_teacher_s_bo
This document contains information about the High Flyer English language textbook. It includes:
- An introduction outlining the components of the High Flyer course, including the Students' Book, Workbook, Tests, Teacher's Book, and audio cassettes.
- An explanation of the strands or elements that run through the course, including grammar, vocabulary, reading, listening, speaking, writing, pronunciation, and project work.
- Guidance for teachers on techniques for teaching and learning with High Flyer, such as elicitation, dealing with the grammar boxes, and dealing with the skills boxes.
- An acknowledgements page thanking copyright holders.
Idioms challenge 2 teacher's notes
This document provides instructions for an English lesson on idioms. It includes:
1) Three worksheets (A, B, C) for students to practice identifying meanings of idioms and filling in blanks with appropriate idioms.
2) Suggestions for teachers to check answers as a class and provide examples of idioms.
3) An optional game for students to play in teams to further practice idioms, similar to a British TV game show.
4) Links to additional online resources about idioms for students to explore further.
Y11 term1 all_slides
This document provides guidance for students on preparing for Paper 1 of an exam. It discusses fact-finding questions, focusing on identifying both explicit and implicit details from a text. It also reviews punctuation, sentence forms, and the different question types that may appear on Paper 1, including questions about the writer's use of language, structure, and the student's personal judgement. Students are advised on techniques for planning and writing creative responses. The document aims to equip students with strategies for successfully answering a range of question types on the exam.
IDIOMS CHALLENGE ANSWER KEY
This document provides instructions for an English lesson that focuses on teaching idiomatic expressions to upper-intermediate and advanced English language learners. The lesson includes worksheets with exercises for students to practice identifying the meanings of idioms and using idioms in context. It also suggests a follow-up game for students to play in teams where they must determine the real idiom or definition among options. Additional websites with idiom resources are also listed.
DLL_ENGLISH 6_Q3_W7.docxlessonplaninenglish
The document outlines the daily lesson log for an English class, including objectives, content, learning resources, and procedures for the week. The objectives are to demonstrate understanding of verbal elements in oral communication, decoding words, researching to write texts, and understanding stress in English. The content will focus on presenting differing viewpoints, inferring meaning from context clues and prefixes, organizing information from sources, and observing accuracy in dialogs. Learning resources include textbooks, guides, materials from a learning portal, and worksheets. The procedures describe reviewing lessons, establishing purposes, examples, discussions, practice, and developing mastery of new skills and concepts.
DLL_ENGLISH 6_Q3_W7.....................
The document provides a daily lesson log for an English class in Grade 6 that took place from March 11-15, 2024. It includes the objectives, content, learning resources, procedures, and activities for the lessons during that week. The lessons focused on comprehending verbal elements in oral communication, decoding words, organizing information from sources, and observing accuracy in dialogs. Learning activities included presenting a story, identifying meanings of words, listening to announcements, reading selections, and discussing new concepts like prefixes.
More Related Content
What's hot
Context clues and affixes & roots
This document provides guidance and activities for a classroom lesson. It begins with objectives around inferring word meanings using context clues, affixes, and roots. It then outlines expectations for class discussion and participation. Students will work in groups on timed activities to practice identifying word meanings from context and analyzing roots and affixes. Assessment activities evaluate the students' ability to infer word meanings from context clues and morphological analysis. The document emphasizes making inferences about word meanings as an important skill.
Year7 Af L
The document provides an overview of a student's progress in Spanish language skills over the course of Year 7. It includes self-assessments of the student's listening, speaking, reading and writing abilities at different levels, with the goals of focusing on certain skills in the autumn, spring and summer terms. The document also explains how a "tick grid" is used to plan and assess speaking and writing work by identifying language elements to include and tracking successful versus unsuccessful attempts.
Module 2 2007
This document provides information and instructions for candidates taking the Teaching Knowledge Test 002 Module 2 exam. The exam tests lesson planning and use of resources for language teaching. It contains 80 multiple choice questions to be completed in 1 hour and 20 minutes. Candidates are instructed to write their identifying information on the answer sheet and question paper. They should answer all questions by marking their responses on the separate answer sheet using a pencil. The test assesses areas such as matching aims to rubrics, lesson plan components, integrated skills lesson stages, and grammar focuses. It also contains questions on matching assessment items and testing methods to syllabus areas.
Worksheet in modals
1) Modals are helping verbs such as can, will, must, ought to, may, might, would, could, should and shall. They are used with another verb and cannot work alone.
2) Different modals express different meanings such as ability, possibility, necessity, lack of necessity, prohibition, and advisability. For example, may, can and could express permission or possibility, must, have to and have got to express necessity, and should and ought to express advisability.
3) The document provides examples of sentences using different modals like may I, could I, must not, don't have to, and shouldn't to demonstrate their meanings and uses. It also includes an agreement
2007m1
This document is a past examination paper for the Teaching Knowledge Test, Module 1. It contains 80 multiple choice questions testing knowledge of language and background to language learning and teaching. The questions cover topics such as parts of speech, phonology, grammar, vocabulary and classroom activities. Learners have 1 hour and 20 minutes to complete the test.
Semi-detailed lesson plan
The document outlines a lesson plan for teaching literature to 7th grade students. It includes objectives, subject matter, procedures, evaluation, and assignment. The objectives are for students to understand vocabulary, interpret story events, cooperate in groups, and identify conflicts and resolutions. The procedures involve motivating students with a word game, presenting the story of Aliguyon, having student groups perform live picture frames of the story based on rubrics, and completing comprehension questions and an activity identifying sentences and rearranging words.
Semi rhea
This lesson plan aims to teach English IV students about idiomatic expressions. It will define what an idiom is and have students construct sentences using example idioms. Students will be grouped and asked questions to test their understanding of idiom meanings. For evaluation, students will determine the meanings of underlined idiomatic expressions in sentences and identify the correct answer. As an assignment, students must write a 5-10 sentence composition describing a memorable experience or place visited using sensory details.
Personalitty adjectives lesson plan
A lesson plan based on the three phases of the teaching and learning process. (Herrera, , S. & Holmes, M. 2011 )
Test book
This document provides information about a test booklet for the New Headway Elementary English course. It contains 14 unit tests that review each unit in the student book, with two versions (A and B) of each test. It also includes optional listening exercises using recordings from the student book and an answer key. The tests are designed to help teachers accurately assess student progress in developing language skills and were modeled after common English exams. They include a variety of exercise types to evaluate different competencies.
New headway -_elementary_teachers_39_book_2
This unit introduces students to the verb "to be" in all persons and questions using question words. It also introduces possessive adjectives like "my", "your", "his", and "her". Vocabulary includes names of countries, everyday objects, and numbers 1-20. Everyday English focuses on exchanging names, telephone numbers, and saying hello and goodbye. Exercises provide practice with the target grammar and vocabulary through pairwork and role-plays.
Listen In - Starter Unit
This document provides an overview of the contents and tasks for the starter unit of the Listen In book 1 audio program. It introduces classroom language, describes 6 listening tasks that focus on different objectives like getting the gist or main ideas, and provides sample dialogs and transcripts to support the tasks.
Module 3 2007
The document is a past examination paper for a Teaching Knowledge Test. It contains 80 multiple choice questions testing various aspects of classroom language, teaching techniques, and classroom management. The test is designed to evaluate candidates' understanding of managing the teaching and learning process. Candidates have 1 hour and 20 minutes to complete the test.
DepEd k12 English 7 fourth quarter module 4
This folktale teaches about the importance of honesty between friends. A crow and sparrow make a bet to see who can eat the most peppers, but the crow cheats by hiding peppers under the mat without the sparrow seeing. When the crow claims victory and says he will eat the sparrow according to their bet, the sparrow insists the crow first wash his beak since crows eat nasty things. This leads the crow on a futile quest to get water, make a pot, and dig clay, exposing the crow's dishonest nature at each attempt. Ultimately, the greedy crow is burned to ashes when fire is placed on his back, while the honest sparrow lives to a ripe old age.
Handbook
This document provides a lesson plan for teaching the simple present tense of the verb "to be" and discussing different cultures. The lesson plan aims to teach students about different countries and cultural standards while practicing the verb "to be". Students will be assigned different countries and asked questions to role play as people from those countries. They will discuss cultural similarities and differences between assigned countries and their own cultures. The lesson incorporates group work, reading, and a presentation to teach students about various locations, customs, and people while providing practice using the simple present of "to be".
How to-learn-arabic-from-english
The document provides guidance on learning Arabic, beginning with learning the alphabet and vowels. It recommends memorizing common words and phrases, then learning basic grammar rules. Audio files are not included due to bandwidth limitations but may be added later. Additional resources on the site can help with vocabulary and pronunciation. The overall approach is to start with foundational skills and build knowledge over time through creative study of topics that interest each learner.
Power point 97 2003 show
The document is a lesson on forming yes/no questions in English. It provides examples of yes/no questions using the verbs "to be" and auxiliary verbs like "do" and "did" in simple present and past tenses. It explains that for the verb "to be", the question begins with the verb followed by the subject, while for other verbs an auxiliary verb like "do" or "did" comes first followed by the subject and main verb in base form. Students are asked to study examples and identify the rules for forming these types of yes/no questions in English.
Acevedo a gower_m_high_flyer_upper_intermediate_teacher_s_bo
This document contains information about the High Flyer English language textbook. It includes:
- An introduction outlining the components of the High Flyer course, including the Students' Book, Workbook, Tests, Teacher's Book, and audio cassettes.
- An explanation of the strands or elements that run through the course, including grammar, vocabulary, reading, listening, speaking, writing, pronunciation, and project work.
- Guidance for teachers on techniques for teaching and learning with High Flyer, such as elicitation, dealing with the grammar boxes, and dealing with the skills boxes.
- An acknowledgements page thanking copyright holders.
Idioms challenge 2 teacher's notes
This document provides instructions for an English lesson on idioms. It includes:
1) Three worksheets (A, B, C) for students to practice identifying meanings of idioms and filling in blanks with appropriate idioms.
2) Suggestions for teachers to check answers as a class and provide examples of idioms.
3) An optional game for students to play in teams to further practice idioms, similar to a British TV game show.
4) Links to additional online resources about idioms for students to explore further.
Y11 term1 all_slides
This document provides guidance for students on preparing for Paper 1 of an exam. It discusses fact-finding questions, focusing on identifying both explicit and implicit details from a text. It also reviews punctuation, sentence forms, and the different question types that may appear on Paper 1, including questions about the writer's use of language, structure, and the student's personal judgement. Students are advised on techniques for planning and writing creative responses. The document aims to equip students with strategies for successfully answering a range of question types on the exam.
IDIOMS CHALLENGE ANSWER KEY
This document provides instructions for an English lesson that focuses on teaching idiomatic expressions to upper-intermediate and advanced English language learners. The lesson includes worksheets with exercises for students to practice identifying the meanings of idioms and using idioms in context. It also suggests a follow-up game for students to play in teams where they must determine the real idiom or definition among options. Additional websites with idiom resources are also listed.
What's hot (20)
Acevedo a gower_m_high_flyer_upper_intermediate_teacher_s_bo
Acevedo a gower_m_high_flyer_upper_intermediate_teacher_s_bo
Similar to B1m1一新
DLL_ENGLISH 6_Q3_W7.docxlessonplaninenglish
The document outlines the daily lesson log for an English class, including objectives, content, learning resources, and procedures for the week. The objectives are to demonstrate understanding of verbal elements in oral communication, decoding words, researching to write texts, and understanding stress in English. The content will focus on presenting differing viewpoints, inferring meaning from context clues and prefixes, organizing information from sources, and observing accuracy in dialogs. Learning resources include textbooks, guides, materials from a learning portal, and worksheets. The procedures describe reviewing lessons, establishing purposes, examples, discussions, practice, and developing mastery of new skills and concepts.
DLL_ENGLISH 6_Q3_W7.....................
The document provides a daily lesson log for an English class in Grade 6 that took place from March 11-15, 2024. It includes the objectives, content, learning resources, procedures, and activities for the lessons during that week. The lessons focused on comprehending verbal elements in oral communication, decoding words, organizing information from sources, and observing accuracy in dialogs. Learning activities included presenting a story, identifying meanings of words, listening to announcements, reading selections, and discussing new concepts like prefixes.
English v 1 st -4th grading period
This document outlines an English lesson plan for teaching intonation patterns in statements and yes/no questions. It includes preparatory activities like syllable drilling. The main activity has students reading a story and answering comprehension questions. They then practice reading statements and questions aloud, focusing on proper intonation. Students are evaluated by writing statements and questions with intonation marks. The assignment is to write more statements and questions using correct intonation.
Unit6likesanddislikes 110924052817-phpapp01
Here are the main verb patterns covered in the document:
- Verbs + -ing or to + infinitive (with a change of meaning)
- Verbs + -ing (no change in meaning)
- Verbs + to + infinitive (with no change in meaning)
The document discusses how like can be used as a verb followed by -ing or to + infinitive, and how the meaning may change depending on which is used. It also mentions other common verb patterns in English like verbs + -ing and verbs + to + infinitive.
3. ORT_G2A_L3_Australian_Adventure_1_20200121_200121131802.pptx
Oxford Reading Tree PPTs: Australian Adventure. Free Presentation in PowerPoint format for kindergarten and First Graders with Interactive Games & Activities to improve Phonics, Writing and reading skills.
Teacher textbook - Module 1
21 6450
A: Thank you.
Teacher – play the tape twice. Students write the phone numbers.
b) Practise asking and telling phone numbers in pairs. Use the numbers from exercise a).
Teacher – monitor and check pronunciation.
Language Focus: Numbers 11-20
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty
Practice saying the numbers aloud.
Unit 2: Personal information
English for Lao Government Officials Module 1 11
Unit 2: Personal Information
11 English for Lao Government Officials Module 1
Reading: Personal information form
Introductory tasks
a) Read the personal information
TPRS® Beginning Workshop 2012
teachforjune's Beginning TPRS® Workshop 2012.
We cover an introduction to TPRS®, the 3 steps of TPRS®, how to create a TPRS® lesson plan, what a typical week in a TPRS® classroom looks like, grading & assessment, and curriculum planning.
Giáo án tiếng anh 10 unit 12 reading
The document provides a lesson plan for a 10th grade English class on the topic of music. It includes details of the class, objectives to understand the roles and vocabulary of music, and a procedure consisting of warm-up activities, pre-reading vocabulary instruction and tasks, while-reading true/false and multiple choice exercises, and a post-reading discussion. The lesson plan aims to develop students' reading skills and enrich their music vocabulary through various group and pair activities over a 45 minute period.
Unidad 2 rlc
This document provides lessons on school classes and schedules in Spanish. It introduces vocabulary related to classes, times, and school subjects. It also covers conjugating regular verbs from -ar, -er, and -ir verbs in the present tense based on subject pronouns. Examples are provided to demonstrate conjugating verbs like estudiar (to study), escribir (to write), and leer (to read). Other topics covered include definite and indefinite articles, and a reminder to complete assignments by the quarter deadline.
The goals class for Sunday, Octuber 1st 2023.pptx
This document contains the goals and lesson plan for an English class that will take place on Sunday, October 8th, 2023. The lesson focuses on grammar, including a review of the simple present tense and completing exercises on verb forms. Students will also read a paragraph and fill in verbs in their correct form. The lesson then covers asking and answering questions, describing similarities and differences between classmates, and vocabulary related to describing people's appearance.
Short Presentation in Foreign Language (EN)
To learn languages with fun, to share your thoughts with people, we are going to throw this event periodically in a language exchange share house: Lang Boat Kanda. Please feel free to join us:)
Alternative ways of teaching grammar
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Alternative ways of teaching grammar
Ni 1 b2 topic 1
The document contains a questionnaire about an English language learning course. It includes questions about the student's experience learning English such as how long they have studied, what exams they have taken, if they have visited English-speaking countries, and how they practice English. It also asks about their goals for the course and preferences for focusing on skills like listening, speaking, reading or writing. Additional sections provide a reading passage about challenges children faced learning English in their classroom and discuss theories about acquiring versus learning a new language.
2. ORT_G2A_L2_The_Power_Cut_2_20200213_200214155635.pptx
Oxford Reading Tree PPTs: The Power Cut 2. Free Presentation in PowerPoint format for kindergarten with Interactive Games & Activities to improve Writing and reading skills.
TESL 603 Goals and Aims of MEG (Handout 1) (1).ppt
The document discusses grammar and its key concepts. It provides examples of sentences that illustrate grammatical categories like nouns and verbs, as well as grammatical functions like subject, object, and complement. It defines important grammatical terms like constituent, category, and metafunction. Examples are given of how context, meaning, grammar and sound patterns interact in language. The relationship between grammar and meaning is explored, showing how grammar creates meaning rather than just encoding it.
Language Learner Profile
This document provides an analysis of an English language learner based on an interview. It identifies some of the student's strengths, such as an acceptable level of fluency, but also weaknesses in grammar knowledge and vocabulary. The analysis examines three examples from the interview transcript that illustrate issues with using past tense verbs, sentence structure, and lack of vocabulary. It then provides recommendations to address these weaknesses, such as practicing past tense verbs through listening activities, focusing on sentence structure through self-monitoring, and expanding vocabulary through reading texts. The analysis also identifies pronunciation errors like omitting final sounds and issues differentiating similar sounds. It recommends techniques like minimal pair practice and increased pronunciation feedback and correction.
Tang & wu 2011 nclc presentation web
Dr. Frank Tang and Dr. Wu Wei-ling of New York University present a clinic on Teaching Chinese, analyzing teachers' lesson plans, at the National Chinese Language Conference in San Francisco, April 15, 2011.
F. Tang, W. Wu: Best Practices in Chinese Language Classrooms: A Teaching Cli...
F. Tang, W. Wu: Best Practices in Chinese Language Classrooms: A Teaching Cli...Center for Global Education at Asia Society
Through a range of media, participants in this session will explore teaching strategies for communication skills, grammar, vocabulary and cultural literacy in Chinese language classrooms. This teaching clinic will review these strategies and offer constructive criticism in those teaching areas that are effective and those that need improvement.TOPIC -1 PREPOSITION
The document discusses different types of prepositions and their usage. It defines prepositions as words that show the relationship between other words in a sentence. There are four main types of prepositions discussed: simple, compound, phrasal, and participle. Examples are provided for commonly used prepositions with verbs and nouns. Some confusing prepositions are also explained along with their differences. The document concludes with examples of preposition usage in sentences.
Participial Adjectives by Beth
The document discusses participial adjectives ending in -ed and -ing. It provides examples of word pairs where one adjective describes a feeling (-ed form) and the other describes something that would cause that feeling (-ing form). It explains that -ed adjectives describe how a person feels, while -ing adjectives describe personality, places, events, experiences. More examples of these types of adjective pairs are given to illustrate the difference.
Similar to B1m1一新 (20)
3. ORT_G2A_L3_Australian_Adventure_1_20200121_200121131802.pptx
3. ORT_G2A_L3_Australian_Adventure_1_20200121_200121131802.pptx
2. ORT_G2A_L2_The_Power_Cut_2_20200213_200214155635.pptx
2. ORT_G2A_L2_The_Power_Cut_2_20200213_200214155635.pptx
TESL 603 Goals and Aims of MEG (Handout 1) (1).ppt
TESL 603 Goals and Aims of MEG (Handout 1) (1).ppt
F. Tang, W. Wu: Best Practices in Chinese Language Classrooms: A Teaching Cli...
F. Tang, W. Wu: Best Practices in Chinese Language Classrooms: A Teaching Cli...
More from Gracie Lee
Language Study M3 B8
1. The document provides definitions and examples for the use of several English words and phrases including "owe", "taste", "requirement", "consequence", and "set fire to".
2. Examples are given for how to use these words in sentences, such as owing money or success to someone, having a tasty soup, requiring tasks to be done, facing consequences of mistakes, and phrases related to fires.
3. Various forms of these words are defined and examples show how to use them appropriately in different contexts.
Attributive Clause
The document discusses attributive clauses, also known as relative clauses, which modify nouns or pronouns in compound sentences. Relative clauses are introduced by relative pronouns or adverbs that serve as subjects, objects, or attributes in the clause. Common relative pronouns include who, whom, whose, which, that and relative adverbs include when and where.
Attribute
1. The document discusses attributes, which are components used to modify nouns or pronouns.
2. Attributes can be adjectives, pronouns, numerals, nouns, genitive nouns, prepositional phrases, infinitive phrases, -ing forms, -ed forms, or attributive clauses.
3. Attributes can be placed before or after the noun, depending on their type. Attributive clauses are placed after the noun.
B8 M2 Grammar
The document provides an analysis of grammar points and non-finite verbs (infinitives, -ing forms, and -ed participles) that will be covered in Module 2 on the Renaissance. It discusses the syntactic functions of non-finite verbs and provides examples of their use as attributes. It also analyzes typical exam questions related to non-finite verbs acting as attributes.
作文讲评
On April 29, 2007, over 100 million students in China participated in a national student sports program from 10-11am. The event saw 11 million students in Shandong province actively involved. The Ministry of Education encourages students to exercise for an hour daily for health, enabling them to work 50 years and enjoy life. The speaker believes senior high school students should also set aside an hour for daily exercise, despite their studies, as it helps build the body and clear the mind for more efficient work.
B8 M1单词补充2
This document provides definitions and examples for 7 English words:
1. Reply - to answer or respond
2. Board - a piece of wood/material used for covering or joining; a committee or group of directors; place of lodging and meals
3. Force - power; strength; a body of armed personnel
4. Fail - to not succeed; to be inadequate; to decline in health
5. Isolated - separated from others; alone; remote
6. Available - accessible, obtainable; able to be seen or contacted
7. Unique - one of a kind, unusual, singular
B8M2 The Renaissance
This passage provides a brief introduction to the Renaissance period in Europe between the 14th and 16th centuries. It discusses some of the key artistic works and figures of the time, including the Mona Lisa painting by Leonardo da Vinci. Leonardo is highlighted as an extraordinary Renaissance figure who made contributions not just as a painter but also as a skilled scientific inventor. The passage attributes the beginning of the Renaissance to three main factors: growing wealth in Europe, the rediscovery of ideas from ancient Greece and Rome, and a new philosophical sense of exploration.
The Violence of Nature导入
1. The document discusses different types of natural disasters including snow disasters, floods, hurricanes, tsunamis, tornadoes, and earthquakes.
2. It provides definitions and brief descriptions of each type of disaster, such as hurricanes being very strong tropical storms and tsunamis having vast waves that can wash away communities.
3. The document encourages discussion of experiences with natural disasters like thunderstorms, floods, hurricanes, and tornadoes and how to prepare for and mitigate the impacts of such events.
XINJIANG
This short document discusses travelling in the Xinjiang region of China. It mentions Gracie but provides no other details. The document ends abruptly by thanking the viewer for watching but without providing any meaningful information about travelling in Xinjiang.
More from Gracie Lee (11)
Recently uploaded
Presentation of the OECD Artificial Intelligence Review of Germany
Consult the full report at https://www.oecd.org/digital/oecd-artificial-intelligence-review-of-germany-609808d6-en.htm
Video Streaming: Then, Now, and in the Future
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Pushing the limits of ePRTC: 100ns holdover for 100 days
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
Driving Business Innovation: Latest Generative AI Advancements & Success Story
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Microsoft - Power Platform_G.Aspiotis.pdf
Revolutionizing Application Development
with AI-powered low-code, presentation by George Aspiotis, Sr. Partner Development Manager, Microsoft
Removing Uninteresting Bytes in Software Fuzzing
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!
As the digital landscape continually evolves, operating systems play a critical role in shaping user experiences and productivity. The launch of Nitrux Linux 3.5.0 marks a significant milestone, offering a robust alternative to traditional systems such as Windows 11. This article delves into the essence of Nitrux Linux 3.5.0, exploring its unique features, advantages, and how it stands as a compelling choice for both casual users and tech enthusiasts.
UiPath Test Automation using UiPath Test Suite series, part 5
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
Climate Impact of Software Testing at Nordic Testing Days
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024
Neha Bajwa, Vice President of Product Marketing, Neo4j
Join us as we explore breakthrough innovations enabled by interconnected data and AI. Discover firsthand how organizations use relationships in data to uncover contextual insights and solve our most pressing challenges – from optimizing supply chains, detecting fraud, and improving customer experiences to accelerating drug discoveries.
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
Infrastructure Challenges in Scaling RAG with Custom AI models
Building Retrieval-Augmented Generation (RAG) systems with open-source and custom AI models is a complex task. This talk explores the challenges in productionizing RAG systems, including retrieval performance, response synthesis, and evaluation. We’ll discuss how to leverage open-source models like text embeddings, language models, and custom fine-tuned models to enhance RAG performance. Additionally, we’ll cover how BentoML can help orchestrate and scale these AI components efficiently, ensuring seamless deployment and management of RAG systems in the cloud.
Programming Foundation Models with DSPy - Meetup Slides
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdf
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
Recently uploaded (20)
Presentation of the OECD Artificial Intelligence Review of Germany
Presentation of the OECD Artificial Intelligence Review of Germany
Pushing the limits of ePRTC: 100ns holdover for 100 days
Pushing the limits of ePRTC: 100ns holdover for 100 days
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
Driving Business Innovation: Latest Generative AI Advancements & Success Story
Driving Business Innovation: Latest Generative AI Advancements & Success Story
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!
UiPath Test Automation using UiPath Test Suite series, part 5
UiPath Test Automation using UiPath Test Suite series, part 5
Climate Impact of Software Testing at Nordic Testing Days
Climate Impact of Software Testing at Nordic Testing Days
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
Infrastructure Challenges in Scaling RAG with Custom AI models
Infrastructure Challenges in Scaling RAG with Custom AI models
Programming Foundation Models with DSPy - Meetup Slides
Programming Foundation Models with DSPy - Meetup Slides
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdf
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdf
B1m1一新
- 1. Module 1 My First Day at Senior High INTRODUCTION, READING AND VOCABULARY
- 2. Introduction Subjects biology chemistry English Japanese geography Russian history IT (Information Technology) Chinese mathematics physics PE (Physical Education)
- 6. Module 1 My First Day at Senior High INTRODUCTION, READING AND VOCABULARY
- 7. Talk about the activities in your Junior High
- 8. What can you see in your Senior High
- 18. 2. amaze/amazed/amazing (1) amazing/amazed adj. She has an amazing talent for music. at/by sth be amazed to do sth that-clause (2) amaze vt. The truth amazed us. P2
- 19. 3. nothing like: (1) be different from… 完全不同 It looks nothing like a horse. (2) There’s nothing like home. 比不上 The book is nothing like as difficult as I expected. 4. fun un. a lot of fun ; make fun of a. in a fun way; a fun party 注： a funny- looking man P3
- 21. 5. introduce…to… explain…to… (1) Let’s introduce ourselves to each other. (2) I’ll explain the language points to you. P3
- 22. 6. embarrassed — sb feel ashamed embarrassing — cause sb to feel ashamed (1) She was embarrassed by his loud laughter. (2) They all felt embarrassed when they knew that. embarrass vt. Making speech in public embarrasses me. embarrass sb with sth embarrass sb by doing P3
- 23. 7. instruction n. 指示；说明 give sb. instructions 给某人下指示 instruction book 说明书 instruct vt. 指导 instruct sb to do sth 指导某人做某事 P3
- 24. 8. attitude n. attitude to/toward sb/sth 对…的态度 (1) Describe your attitude to studying English/your work. (2) What’s your attitude to him? (3) He took a friendly/hostile （敌对的） attitude to us. (4) He sat in an easy attitude （姿势） . 他舒适地坐着。 P3
- 25. 9. behavio(u)r n. She was ashamed of her children's (bad) behaviour. behave vi. behave well/badly behave like a gentleman/lady behave oneself P3
- 26. 10. in other word s – that is to say 换言之；也就是说 (1) His hair grew gray, in other words , he is old. (2) We have passed NMET, that is to say , we’re college students now. National Matriculation English Test P3
- 27. 11. 英语表示倍数 ： (1) A + be + times + as + 原级 + as B . Our room is twice as large as theirs. (2) A + be + times + 比较级 + than B . Our room is twice larger than theirs. (3) A + be + times + the + n. + of B . Our room is twice the length/ width/ size of theirs. P3
- 28. 12. look forward to … 盼望 pay attention to … 注意 lead to … 导致 stick to … 坚持 (1) The lady is looking forward to seeing her lost son. (2) Please pay more attention to your pronunciation and handwriting. (3) Hard work leads to success. (4) We should stick to the truth and correct the mistakes. P3
- 29. 13. 1) impress v. 留下印象 What impressed you most in the past few days? impress… on 使…明白重要性；印上 He impressed on me importance of work. He impressed his name on the box. p4Ex
- 30. impress sb.with sth=impress sth on sb He impressed me with the importance of work. be impressed with/by/at sth 对…留下了…印象； I’ m impressed with his sense of humour. They were very impressed by his new house. Ex
- 31. ① What were your first impression of the Senior High School? ② His behavior gave her a bad impression . ③ The book left/made a deep/strong impression on him. 2) impression n. 印象 I have the impression that he doesn’t smoke. Ex
- 32. Thank You !