This document provides instructions for creating worksheets to practice and sequence the lyrics of the Beatles song "With A Little Help From My Friends". It includes cutting the lyrics into strips and having students reorder them by playing the song. Several worksheet examples are given with the lyrics separated and in the wrong order for students to practice listening, reading, and writing skills by putting them in the correct sequence.
8 the american english long vowel sounds _eɪ, i, ɑɪ, oʊ, yu_ — pronuncian_ ...carlosdrosario
1) The podcast discusses the American English long vowel sounds /eɪ, i, ɑɪ, oʊ, yu/.
2) It provides example words for each long vowel sound: cake for /eɪ/, keep for /i/, bike for /ɑɪ/, home for /oʊ/, and cute for /yu/.
3) The host emphasizes memorizing these example words to practice the long vowel sounds.
The document provides an agenda for a synthetic phonics workshop with 4 items:
1) Introduce the first phase sounds of synthetic phonics for years 1 and 2.
2) Help participants feel more confident using Total Physical Response in the classroom.
3) Practice pronunciation of phonemes.
4) Introduce activities for presenting and practicing phonemes.
This document provides an overview of the Cebuano language, including its alphabet, pronunciation, and common greetings. It begins by covering the Cebuano alphabet and pronunciation of vowels, consonants, diphthongs, and other sounds. It then discusses reading and writing Cebuano words according to a three-step rule. The next sections cover common greetings like "Good morning" and asking "How are you?". It expands on greetings by providing ways to ask about someone's name, how they are doing, and questions about where they are going or coming from. The document aims to teach basic pronunciation and conversational skills in Cebuano.
A Powerpoint workshop on 'Reading Strategies & Phonics at Home' designed specifically for Hong Kong primary parents.
*Creating a Positive Home Reading Culture.
*The Importance of Phonics.
*‘Decoding’ New Words.
*Ideas and Resources.
*Conclusion.
*Questions & Answers.
Bikol is a syllable-timed language where each syllable takes approximately the same amount of time to pronounce. Bikol syllables can be composed of a vowel, a combination of a vowel and consonant, a combination of a consonant, vowel and consonant, or a combination of a consonant and vowel. Bikol words can grow quite long through suffixing. Stress in Bikol is phonemic and contrastive, with differing meanings depending on which syllable is stressed. When a word is suffixed, the stress shifts one syllable to the right.
This workshop introduces a set of six haptic (movement + touch)-based techniques for presenting and correcting English L2 pronunciation, applicable for intermediate English language learners and above. Guided by research on kinesthetic approaches to L2 pronunciation instruction, the presenters train participants to use the instructional techniques in their classrooms.
8 the american english long vowel sounds _eɪ, i, ɑɪ, oʊ, yu_ — pronuncian_ ...carlosdrosario
1) The podcast discusses the American English long vowel sounds /eɪ, i, ɑɪ, oʊ, yu/.
2) It provides example words for each long vowel sound: cake for /eɪ/, keep for /i/, bike for /ɑɪ/, home for /oʊ/, and cute for /yu/.
3) The host emphasizes memorizing these example words to practice the long vowel sounds.
The document provides an agenda for a synthetic phonics workshop with 4 items:
1) Introduce the first phase sounds of synthetic phonics for years 1 and 2.
2) Help participants feel more confident using Total Physical Response in the classroom.
3) Practice pronunciation of phonemes.
4) Introduce activities for presenting and practicing phonemes.
This document provides an overview of the Cebuano language, including its alphabet, pronunciation, and common greetings. It begins by covering the Cebuano alphabet and pronunciation of vowels, consonants, diphthongs, and other sounds. It then discusses reading and writing Cebuano words according to a three-step rule. The next sections cover common greetings like "Good morning" and asking "How are you?". It expands on greetings by providing ways to ask about someone's name, how they are doing, and questions about where they are going or coming from. The document aims to teach basic pronunciation and conversational skills in Cebuano.
A Powerpoint workshop on 'Reading Strategies & Phonics at Home' designed specifically for Hong Kong primary parents.
*Creating a Positive Home Reading Culture.
*The Importance of Phonics.
*‘Decoding’ New Words.
*Ideas and Resources.
*Conclusion.
*Questions & Answers.
Bikol is a syllable-timed language where each syllable takes approximately the same amount of time to pronounce. Bikol syllables can be composed of a vowel, a combination of a vowel and consonant, a combination of a consonant, vowel and consonant, or a combination of a consonant and vowel. Bikol words can grow quite long through suffixing. Stress in Bikol is phonemic and contrastive, with differing meanings depending on which syllable is stressed. When a word is suffixed, the stress shifts one syllable to the right.
This workshop introduces a set of six haptic (movement + touch)-based techniques for presenting and correcting English L2 pronunciation, applicable for intermediate English language learners and above. Guided by research on kinesthetic approaches to L2 pronunciation instruction, the presenters train participants to use the instructional techniques in their classrooms.
Using Music to Lower the Affective Filter While Energizing Adult ELLsManhattan College
Music can be an effective, engaging, and fun teaching and learning tool. Varying types of music in the classroom will introduce many new concepts and ideas to Adult ELLs. Using music lyrics to teach vocabulary, varying words forms, "slang," verb tenses, personal pronouns, etc., introduces learners to another way to learn English at home, on the subway, running errands, etc. It can also be a great classroom management tool. Use a song to introduce a new topic or to relax learners so that they quiet the mind to concentrate on the task-at-hand.
Pronunciation is the bridge between you and a native English speaker. It is the first thing that anyone notices about you, when you start to speak. It connects you. Without clear pronunciation, messages can get lost or confused. The listener might even start to feel frustrated because they don't understand what is being said.
Blending Listening, Pronunciation, Spelling, Phonics and Word Attack Skills i...Marsha J. Chan
The purpose of this presentation is to present high-interest low-stress games and activities to help adult learners develop pronunciation, spelling, phonics, word attack and memory skills in interesting and fun ways.
1. The document provides an overview of the key components of teaching children to read, including phonological awareness, phonics, vocabulary, fluency, and comprehension.
2. It emphasizes the importance of explicitly teaching sounds, symbols, and syllables to help children understand the alphabetic code.
3. Research shows that teaching children vowel patterns and structural analysis helps improve their reading fluency and comprehension compared to chance.
Phonics is a method of teaching children to read by learning the sounds associated with letters and letter combinations. It involves blending sounds together to read words and segmenting words into sounds to spell them. The document outlines the six phases of phonics instruction used in the UK, describing the letter-sound correspondences and reading/spelling skills taught in each phase from nursery through Year 2. Suggestions are provided for how parents can support phonics learning at home through reading, writing, word games, and using educational websites.
This document provides an overview of easy ways to teach pronunciation to students. It discusses teaching the basic units of pronunciation like phonemes, stress, rhythm and intonation. It recommends using the International Phonetic Alphabet to teach pronunciation and provides examples of common vowel and consonant problems for Spanish speakers. A variety of activities are suggested, such as minimal pair drills, tongue twisters, dictation exercises and using authentic materials like rhymes, limericks and jazz chants. The document also covers word stress, rhythm, connected speech and intonation patterns.
This document compares and contrasts the English and Spanish languages. It discusses differences in their alphabets, sounds, punctuation, nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. It also provides an example analysis of errors made by an English language learner whose first language is Spanish, noting common issues with verb tense, phonetic sounds, and possible reasons for the errors based on differences between the two languages. Suggestions are made for ESL teachers to methodically teach English, starting simply and gradually increasing difficulty.
Basic Spanish | Lesson 11 | Talking about familyCultureAlley
Culturealley.com/spanish : Learn Spanish for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more! This lesson will cover family relations, some delightful conversations around introducing your family, brothers and sisters and talking about them. It will also cover possessive adjectives. To study at your own pace, take quizzes and more lessons go to www.culturealley.com. See you at the Alley!
This document provides information about a phonics workshop held at Sea Mills Primary School. It discusses:
- The aims of teaching phonics and how it helps children learn to read and spell words.
- The progression of phonics teaching through the six phases of the Letters and Sounds program from nursery to year 2.
- Key concepts and strategies taught in each phase such as blending, segmenting, graphemes, and phonemes.
- Tips and activities parents can do at home to support their child's phonics learning.
This document discusses phonics instruction and activities for teaching phonics. It begins by explaining what phonics is and why it is important to teach. It then outlines the scope and sequence of phonics, including single consonants, short vowels, blends, digraphs, long vowels, and more. Different approaches to phonics instruction are described such as direct, integrated, and embedded. The rest of the document provides examples of hands-on games and activities that can be used to teach various phonics concepts in a fun way, including alphabet sets, sound discrimination games, word games, and online songs and games.
The document provides information comparing the English and Tagalog languages. It discusses some key differences between the two languages, such as Tagalog having fewer consonant sounds than English, verbs being regular tense rather than having different forms, and sentences following a VSO rather than SVO structure. It also presents examples of errors made by a Filipino student named Rica in learning English, and provides instructional implications and strategies for addressing challenges like past tense formation and differences in word stress between the two languages.
English Words: The Building Blocks of English Grammar (B1)Masih Sadat
Nowadays, in modern society technology affecting how people interaction
Nowadays, in modern society technology effective how people..people.. inter..inter..interactive.
Does this sound like you? Great ideas and words, but don’t know what word form fits. Is it affect, effective, or effective...hmm... interaction, interactive, or interact...
You’ve studied conditionals, complex sentences, clauses, you might even be writing long essays and reports… but word form errors keep creeping up.
Should it be a noun, adjective, adverb or verb?
Let’s face it, you haven’t really studied parts of speech. This is probably why after so many years you’re still struggling.
Hello, I’m Masih, the founder of English Testmasters, a dynamic Canadian online school specializing in English test prep and language courses. Whether you want a 7 on IELTS, or simply to write like a Native speaker, I can help.
When you enrol in my course you’ll get 24/7 access to
• 3 hours of pre-recorded lectures (with edited captions)
• Over 100 PowerPoint slides including simplified rules and
easy examples
• 8 comprehensive error correction assignments targeting
the most frequently made student mistakes
• 13 multiple-choice and fill-in-the-blank quizzes
In addition, I offer 7-days a week real-time instructor support where I can answer your questions live through email or video chat.
So, what are you waiting for? Let’s get started and click on the link below.
https://www.udemy.com/course/the-english-word/
This document summarizes a phonics and reading workshop that covered several topics:
- Key phonics concepts like CVC words and segmenting/blending sounds
- How phonics instruction starts in Foundation Stage 2 with Jolly Phonics songs and progresses through the year groups
- Teaching the three main sets of letters and sounds - Set 1 covers single consonant sounds, Set 2 focuses on vowel sounds, and Set 3 introduces alternative vowel sounds
- Tips for reading at home like developing a love of reading, letting children choose books, and exposing them to different genres to show text carries meaning
The document discusses various methods for learning and remembering Spanish vocabulary, including mnemonic devices, acronyms, acrostics, rhymes and songs, word associations, visual clues, and flashcards. Mnemonic devices, acronyms, acrostics, rhymes and songs can help with memorization. Word associations use logical or illogical connections between English and Spanish words. Visual clues include drawings, diagrams, and charts. Flashcards are portable and allow frequent short review sessions of vocabulary, grammar rules, and questions. Consistent short study sessions are recommended for effective memorization.
This document provides guidance for parents on supporting their child's phonics development at home. It explains the Read Write Inc phonics program used in Years 1 and 2, including the sets of sounds taught (Set 1, 2, and 3) and "green words". Suggested home activities include practicing sound cards and reading green words. It also outlines the Year 1 phonics screening check that evaluates phonics skills.
This document provides information about teaching phonics to children. It discusses teaching individual phonemes and graphemes, as well as more advanced phonics concepts like digraphs, trigraphs, blending, segmenting, and tricky words. The document emphasizes using a multisensory approach and consistent vocabulary at home and school. It also provides tips for parents to help children practice phonics skills and engage in shared reading activities.
The document compares key differences between Spanish and English language structures that would cause errors for a Spanish-speaking English language learner. It provides examples of errors made by Luigi, a 27-year-old student from the Dominican Republic studying in English. Luigi's errors demonstrate issues with subject-verb agreement, tense, articles, prepositions and word order that stem from applying rules of Spanish syntax to English. The summary identifies that the learner's "interlanguage" leads to these differences being sources of error.
Ix determiners part 2_master file by manjeetavtardhillon
1. The document provides lesson material on the usage of determiners for English class 9. It discusses the correct usage of determiners like some, any, much, many, few, little, each, every, either and neither.
2. The material includes examples of determiners used in sentences, exercises for students to identify the right determiner, and a summary of the key points about different determiners.
3. It aims to help students understand and appreciate the need to learn about determiners and choose the correct determiner based on context like affirmative/negative sentences and singular/plural nouns.
Correct intonation and stress are key to speaking English fluently. Intonation refers to the rhythm and melody of speech, while stress refers to emphasizing certain syllables in words. The document provides exercises for students to practice distinguishing words using minimal pairs that differ in just one phoneme, as well as exercises practicing sentence stress. It explains that in English, content words like nouns and verbs are usually stressed, while function words like articles and prepositions are usually not stressed. Understanding stress patterns is important for both pronunciation and comprehension in English.
This document provides guidance for teaching pronunciation to English language learners. It discusses the parts of the body used to make sounds, and recommends teaching phonetics gradually by introducing it when errors are noticed or in textbook lessons. Teaching techniques include exaggerating mouth movements, drilling sounds, and relating them to images. The document emphasizes making phonetics fun and explains concepts like vowel/consonant sounds, voiced/unvoiced sounds, stress patterns, and syllables. It also addresses when to pronounce 'ed' as /t/, /d/ or /Id/ depending on the preceding sound. Real examples are provided to demonstrate pronunciation rules.
Using Music to Lower the Affective Filter While Energizing Adult ELLsManhattan College
Music can be an effective, engaging, and fun teaching and learning tool. Varying types of music in the classroom will introduce many new concepts and ideas to Adult ELLs. Using music lyrics to teach vocabulary, varying words forms, "slang," verb tenses, personal pronouns, etc., introduces learners to another way to learn English at home, on the subway, running errands, etc. It can also be a great classroom management tool. Use a song to introduce a new topic or to relax learners so that they quiet the mind to concentrate on the task-at-hand.
Pronunciation is the bridge between you and a native English speaker. It is the first thing that anyone notices about you, when you start to speak. It connects you. Without clear pronunciation, messages can get lost or confused. The listener might even start to feel frustrated because they don't understand what is being said.
Blending Listening, Pronunciation, Spelling, Phonics and Word Attack Skills i...Marsha J. Chan
The purpose of this presentation is to present high-interest low-stress games and activities to help adult learners develop pronunciation, spelling, phonics, word attack and memory skills in interesting and fun ways.
1. The document provides an overview of the key components of teaching children to read, including phonological awareness, phonics, vocabulary, fluency, and comprehension.
2. It emphasizes the importance of explicitly teaching sounds, symbols, and syllables to help children understand the alphabetic code.
3. Research shows that teaching children vowel patterns and structural analysis helps improve their reading fluency and comprehension compared to chance.
Phonics is a method of teaching children to read by learning the sounds associated with letters and letter combinations. It involves blending sounds together to read words and segmenting words into sounds to spell them. The document outlines the six phases of phonics instruction used in the UK, describing the letter-sound correspondences and reading/spelling skills taught in each phase from nursery through Year 2. Suggestions are provided for how parents can support phonics learning at home through reading, writing, word games, and using educational websites.
This document provides an overview of easy ways to teach pronunciation to students. It discusses teaching the basic units of pronunciation like phonemes, stress, rhythm and intonation. It recommends using the International Phonetic Alphabet to teach pronunciation and provides examples of common vowel and consonant problems for Spanish speakers. A variety of activities are suggested, such as minimal pair drills, tongue twisters, dictation exercises and using authentic materials like rhymes, limericks and jazz chants. The document also covers word stress, rhythm, connected speech and intonation patterns.
This document compares and contrasts the English and Spanish languages. It discusses differences in their alphabets, sounds, punctuation, nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. It also provides an example analysis of errors made by an English language learner whose first language is Spanish, noting common issues with verb tense, phonetic sounds, and possible reasons for the errors based on differences between the two languages. Suggestions are made for ESL teachers to methodically teach English, starting simply and gradually increasing difficulty.
Basic Spanish | Lesson 11 | Talking about familyCultureAlley
Culturealley.com/spanish : Learn Spanish for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more! This lesson will cover family relations, some delightful conversations around introducing your family, brothers and sisters and talking about them. It will also cover possessive adjectives. To study at your own pace, take quizzes and more lessons go to www.culturealley.com. See you at the Alley!
This document provides information about a phonics workshop held at Sea Mills Primary School. It discusses:
- The aims of teaching phonics and how it helps children learn to read and spell words.
- The progression of phonics teaching through the six phases of the Letters and Sounds program from nursery to year 2.
- Key concepts and strategies taught in each phase such as blending, segmenting, graphemes, and phonemes.
- Tips and activities parents can do at home to support their child's phonics learning.
This document discusses phonics instruction and activities for teaching phonics. It begins by explaining what phonics is and why it is important to teach. It then outlines the scope and sequence of phonics, including single consonants, short vowels, blends, digraphs, long vowels, and more. Different approaches to phonics instruction are described such as direct, integrated, and embedded. The rest of the document provides examples of hands-on games and activities that can be used to teach various phonics concepts in a fun way, including alphabet sets, sound discrimination games, word games, and online songs and games.
The document provides information comparing the English and Tagalog languages. It discusses some key differences between the two languages, such as Tagalog having fewer consonant sounds than English, verbs being regular tense rather than having different forms, and sentences following a VSO rather than SVO structure. It also presents examples of errors made by a Filipino student named Rica in learning English, and provides instructional implications and strategies for addressing challenges like past tense formation and differences in word stress between the two languages.
English Words: The Building Blocks of English Grammar (B1)Masih Sadat
Nowadays, in modern society technology affecting how people interaction
Nowadays, in modern society technology effective how people..people.. inter..inter..interactive.
Does this sound like you? Great ideas and words, but don’t know what word form fits. Is it affect, effective, or effective...hmm... interaction, interactive, or interact...
You’ve studied conditionals, complex sentences, clauses, you might even be writing long essays and reports… but word form errors keep creeping up.
Should it be a noun, adjective, adverb or verb?
Let’s face it, you haven’t really studied parts of speech. This is probably why after so many years you’re still struggling.
Hello, I’m Masih, the founder of English Testmasters, a dynamic Canadian online school specializing in English test prep and language courses. Whether you want a 7 on IELTS, or simply to write like a Native speaker, I can help.
When you enrol in my course you’ll get 24/7 access to
• 3 hours of pre-recorded lectures (with edited captions)
• Over 100 PowerPoint slides including simplified rules and
easy examples
• 8 comprehensive error correction assignments targeting
the most frequently made student mistakes
• 13 multiple-choice and fill-in-the-blank quizzes
In addition, I offer 7-days a week real-time instructor support where I can answer your questions live through email or video chat.
So, what are you waiting for? Let’s get started and click on the link below.
https://www.udemy.com/course/the-english-word/
This document summarizes a phonics and reading workshop that covered several topics:
- Key phonics concepts like CVC words and segmenting/blending sounds
- How phonics instruction starts in Foundation Stage 2 with Jolly Phonics songs and progresses through the year groups
- Teaching the three main sets of letters and sounds - Set 1 covers single consonant sounds, Set 2 focuses on vowel sounds, and Set 3 introduces alternative vowel sounds
- Tips for reading at home like developing a love of reading, letting children choose books, and exposing them to different genres to show text carries meaning
The document discusses various methods for learning and remembering Spanish vocabulary, including mnemonic devices, acronyms, acrostics, rhymes and songs, word associations, visual clues, and flashcards. Mnemonic devices, acronyms, acrostics, rhymes and songs can help with memorization. Word associations use logical or illogical connections between English and Spanish words. Visual clues include drawings, diagrams, and charts. Flashcards are portable and allow frequent short review sessions of vocabulary, grammar rules, and questions. Consistent short study sessions are recommended for effective memorization.
This document provides guidance for parents on supporting their child's phonics development at home. It explains the Read Write Inc phonics program used in Years 1 and 2, including the sets of sounds taught (Set 1, 2, and 3) and "green words". Suggested home activities include practicing sound cards and reading green words. It also outlines the Year 1 phonics screening check that evaluates phonics skills.
This document provides information about teaching phonics to children. It discusses teaching individual phonemes and graphemes, as well as more advanced phonics concepts like digraphs, trigraphs, blending, segmenting, and tricky words. The document emphasizes using a multisensory approach and consistent vocabulary at home and school. It also provides tips for parents to help children practice phonics skills and engage in shared reading activities.
The document compares key differences between Spanish and English language structures that would cause errors for a Spanish-speaking English language learner. It provides examples of errors made by Luigi, a 27-year-old student from the Dominican Republic studying in English. Luigi's errors demonstrate issues with subject-verb agreement, tense, articles, prepositions and word order that stem from applying rules of Spanish syntax to English. The summary identifies that the learner's "interlanguage" leads to these differences being sources of error.
Ix determiners part 2_master file by manjeetavtardhillon
1. The document provides lesson material on the usage of determiners for English class 9. It discusses the correct usage of determiners like some, any, much, many, few, little, each, every, either and neither.
2. The material includes examples of determiners used in sentences, exercises for students to identify the right determiner, and a summary of the key points about different determiners.
3. It aims to help students understand and appreciate the need to learn about determiners and choose the correct determiner based on context like affirmative/negative sentences and singular/plural nouns.
Correct intonation and stress are key to speaking English fluently. Intonation refers to the rhythm and melody of speech, while stress refers to emphasizing certain syllables in words. The document provides exercises for students to practice distinguishing words using minimal pairs that differ in just one phoneme, as well as exercises practicing sentence stress. It explains that in English, content words like nouns and verbs are usually stressed, while function words like articles and prepositions are usually not stressed. Understanding stress patterns is important for both pronunciation and comprehension in English.
This document provides guidance for teaching pronunciation to English language learners. It discusses the parts of the body used to make sounds, and recommends teaching phonetics gradually by introducing it when errors are noticed or in textbook lessons. Teaching techniques include exaggerating mouth movements, drilling sounds, and relating them to images. The document emphasizes making phonetics fun and explains concepts like vowel/consonant sounds, voiced/unvoiced sounds, stress patterns, and syllables. It also addresses when to pronounce 'ed' as /t/, /d/ or /Id/ depending on the preceding sound. Real examples are provided to demonstrate pronunciation rules.
A Detailed Introduction: American Accent Training with Language~Loops Lang Looper
Language~Loops is a Speech Training Method entirely based on the Sound~Patterns and Speech~Rhythms of Real Everyday American English.
Learn the American Accent with The R.a.p. Method
Rhythmic~Accent~Practice
•Listen to the Rhythm.
•Mimic the pronunciation.
•Repeat with the speaker.
Using songs is a powerful tool for learning and retaining a foreign language. Songs expose students to native pronunciation and vocabulary in context. They also aid memory by setting language to a familiar melody. Playing classical music in the background while students work can create a focused environment and may positively impact language acquisition.
Using songs is an effective way to teach English as it appeals to humans' natural fondness for music. Songs expose students to authentic language and make learning fun. They can be used to improve vocabulary, grammar, and accents. The teacher should select songs with clearly articulated lyrics that students can relate to, avoiding slang or obscure cultural references. Effective classroom activities using songs include fill-in-the-blank exercises, identifying mistakes in lyrics, and rearranging verses.
The document discusses strategies for improving English listening comprehension through phonetic exercises. It explains that Spanish speakers often have difficulty understanding connected speech in English due to differences in pronunciation between isolated sounds and everyday speech. Some key terms related to phonetics and pronunciation are defined, such as phonetic alphabet, connected speech, linking, elision, content words, and function words. A variety of exercises are proposed to help students practice sounds, minimal pairs, homophones, tongue twisters, and songs.
Teaching English Using Nursery Rhymes and SongsRiza Cornista
This document discusses using nursery rhymes and songs to teach English to young learners. It provides several benefits:
- Rhymes and songs help with pronunciation, literacy skills, vocabulary, and cognitive development through their repetitive nature.
- They introduce cultural elements and basic story structures. Common themes in nursery rhymes include time, weather, cooking, counting, gardening, and animals.
- The document outlines different ways to teach rhymes and songs, such as illustrating the story, translating text, writing partial text for students to complete, and dictating text for correction. Paying close attention to rhythmic patterns is important.
What we call Action Songs ( songs with movements for miming and role-playing the words and the language structures), have been used in the foreign language classroom to help in a lot of different aspects
How to Teach Pronunciation: Getting StartedJudy Thompson
We asked hundreds of ESL/EFL teachers, "If I could wave a magic wand and fix one thing to help you teach Pronunciation - what would it be?" The number one answer was - How do I start? I created a webinar to answer this great question (link to recording of the webinar http://bit.ly/1SW62M7) and these are the slides from that webinar.
Guenter u11a1 language comparison data analysis poster & presentationlag5038
There are three key differences between English and Spanish: spelling, noun forms, and verb tenses. Spanish has a more phonetic spelling system and consistent rules for noun gender and verb conjugation, while English has more irregular spelling and fewer inflections. These differences can cause errors for Spanish-speaking English language learners, such as omitting subject pronouns, using incorrect tenses, or creating new verb forms. Teachers can help address these errors through instructional tools that explain the differences between the languages.
Strategies for Developing Speaking Skills in Englishtrinorei22
This document provides strategies for developing speaking skills. It discusses motivation, confidence, and practice as key factors. Specific strategies covered include improving pronunciation with repetition, minimal pairs, and tongue twisters; expanding vocabulary through movies, podcasts, and patterned responses; and improving fluency, comprehension, and grammar through self-recording, speaking aloud, and listening feedback. The overall message is not to be afraid of making mistakes while practicing these skills.
The document discusses using songs to teach English and provides examples of activities teachers can do. It begins by outlining the benefits of using songs, such as helping students learn vocabulary, pronunciation, grammar, and culture. Several activities are described, including using songs to teach specific vocabulary like animals or parts of the body, practicing sounds and pronunciation, extracting grammatical structures, and learning about different cultures. The document also provides websites where teachers can find English learning songs classified by topic, ability to download song sheets and listen to audio, and descriptions of the songs.
Mary Neve, an English teacher at Tomah High School in Wisconsin, has provided musical worksheets for her students to learn parts of speech. The worksheets use lyrics from songs by John Michael Montgomery, Pink Floyd, and The Beatles. Students fill in missing lyrics and answer questions to identify adjectives, pronouns, adverbs, and prepositions. Mary finds the worksheets helpful for engaging students and wants to share them with other English teachers.
Help your students decode Mandarin Chinese pinyin and tackle the tougher sounds with explicit instructions. In this session a native Chinese speaker and college professor, along with an experienced American Chinese teacher will guide you to help your students to overcome the challenges of Mandarin Chinese pronunciation.
9 the american english short vowel sounds æ, ɛ, ɪ, ɑ, ʌ_ — pronuncian_ amer...carlosdrosario
This podcast episode discusses the five short vowel sounds in American English - /æ, ɛ, ɪ, ɑ, ʌ/. It provides key words to illustrate each vowel: cat for /æ/, bed for /ɛ/, sit for /ɪ/, top for /ɑ/, and sun for /ʌ/. The host explains how to pronounce each vowel sound and gives example words to practice distinguishing the sounds. Listeners are encouraged to memorize the key words and complete additional practice exercises on the podcast website to improve their ability to hear and produce the short vowel sounds.
The online English course consists of 70 hours of online study, 12 hours of teacher blogging and chatting, and 15 hours of presence-based classes to develop speaking skills. The course is divided into 3 modules covering grammar, topics, reviews, writing, and module tests. Students are advised to practice their English regularly, focus on all aspects of the language like grammar, pronunciation, vocabulary and skills, and stay motivated to improve their English abilities.
Balanced Word Instruction - Supporting Students with CCN to Crack the Alphabe...Jane Farrall
This document provides information on supporting students with complex communication needs to develop early reading skills. It discusses assessment and teaching of emergent readers and conventional readers. For emergent readers, it focuses on teaching the alphabet and phonological awareness through activities like letter of the week, alphabet books/songs, word sorts, and incidental teaching. For conventional readers, it discusses assessing and teaching word identification and developmental spelling through activities like word walls, word sorts, and making words. The overall goal is to help students learn to crack the alphabetic code through a balanced literacy approach.
Similar to Beatles 1 create your own worksheets for with a little help from my friends- (20)
This document contains a list of links to various ESL warm up activities and games that can be used in the classroom. The activities include pictionary, storytelling prompts, guessing games like Guess Who with homemade materials, sentence completion exercises, fill-in-the-blank comics, phrasal verb practice, reading and listening comprehension activities, job vocabulary, question prompts for intermediate students, a grammar-based version of Go Fish called "Go Fish Grammar", and a word bingo game.
The document lists several movies and stories and some key themes or plot points for each including: Jack and the Beanstalk - a boy, a trade, and climbing; Bambi - death, an animal, and youth; Shawshank Redemption - a murder, punishment, and trust; Pinocchio - realness, lies, and a father; The Outsiders - youths, starting over, and a murder; The Great Gatsby - illegal business and a woman; The Fresh Prince of Bel-Air - trouble, relocation, and a lifestyle change; Forrest Gump - a slow man with many jobs and a woman; A Clockwork Orange - youth, prison, and rehabilitation;
Gary jules mad world (from the donny darko album)Brian Gunn
This document provides teaching materials and exercises for the song "Mad World" by Gary Jules based on its use of language and themes. It includes a listening sequencing exercise that involves cutting the song lyrics into strips and reordering them. It also has two contrasting language exercises where students identify negative words and phrases in the lyrics and replace them with positive alternatives. Suggested answers are provided. The materials are designed for English language learners at various proficiency levels from pre-intermediate to upper-intermediate.
Esl headlines to articles (headlines needed)Brian Gunn
A four-year-old boy named Robert Tufts is currently serving as the mayor of Dorset, Minnesota after his name was randomly drawn from a hat last year. As mayor of the small town of under 30 people, Robert's main duties are attending daycare and being friendly to others in town. Any resident can pay $1 to enter the annual drawing to become mayor for a term lasting from August to the following August, with another random drawing to determine the next mayor.
The document asks a series of questions to gather personal information such as name, location, contact details, and relationships. It also asks about times of day, days of the week, months, and common verbs in Spanish such as gustar, decir, ser, estar, ir, venir, tener, escribir, jugar, leer, hablar, trabajar.
Esl headlines to articles (headlines needed)Brian Gunn
A four-year-old boy named Robert Tufts is currently serving as the mayor of Dorset, Minnesota after his name was randomly drawn from a hat last year. As mayor of the small town of under 30 people, Robert's main duties are attending daycare and being friendly to others in town. Any resident can pay $1 to enter the annual drawing to become mayor for a term lasting from August to the following August, with another random drawing to occur later this summer.
This daily class topic sheet provides information for an English language class, including the start date, dates of future classes, topics to be covered each day, homework assigned, and contact information for the language school including address, phone number, and website URL.
Estelle Dupont was 100 years old in 2000 and living in an old people's home in Paris. She was born in France near Bordeaux, where her father was a rich businessman. As a child, she lived in a large chateau near Bordeaux that had 20 bedrooms and beautiful gardens, though she was unhappy because she was an only child and her mother died when she was 8 and her father died when she was 10. Today she says life is better.
This document provides 50 potential discussion topics that could be debated, with sources listed for some topics to help inform the debates. The topics cover a wide range of current social and political issues and include questions around climate change, the death penalty, election processes, standardized testing, torture, paternity leave, lotteries, taxation, curfews, cheating, technology dependency, internet safety, animal research, smoking bans, cell phones, surveillance cameras, test scores, waste production, child behavior, marketing to children, government involvement in diets, teen pregnancy prevention, actor/athlete compensation, CEO compensation, video games, creationism in schools, beauty pageants, official language, biofuels, teen independence, military recruitment,
Possible writing-prompts-for-literary-analysis-mskBrian Gunn
The document provides 5 writing prompts for a literary analysis essay on a summer reading novel. The prompts include: 1) Analyzing how a character struggles but fails to learn a lesson in time; 2) Exploring how an object takes on symbolic meaning; 3) Examining how the setting relates to plot, characters, or builds suspense; 4) Stating and explaining how the novel's theme is developed; and 5) Discussing the author's use of figurative language and its impact. Students are to choose one prompt and write a five paragraph essay responding to the chosen prompt.
Sara Angulo will have her introductory English class on August 17th from 2-3 pm, and her regular classes will be on Mondays and Wednesdays from 6:30-8:45 pm. She is currently at a basic II level and her goal is to pass a test in December. The instructor should obtain basic information from Sara during the intro class since her previous instructor passed away after only one class with her.
This document outlines an English language course consisting of 24 hours of instruction divided into topics. The course covers basic grammar, vocabulary, tasks and exams. It begins with introductions and common words and progresses to more advanced topics like articles, quantifiers, transportation and ability. Grammar topics include subjects, state auxiliaries, possessives, gerunds, articles, quantifiers and past tense. Vocabulary builds from jobs, countries and family to foods, kitchen items, films and magazines. Tasks involve answering questions, comparing items, purchasing tickets and describing life stages. Exams assess mastery of grammar and vocabulary from the Basic 1 level.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Beatles 1 create your own worksheets for with a little help from my friends-
1. 12/11/13
Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"
Musical English Lessons International, England
Established since 1993
ter (International Author, Teacher & ESL/EFL Materials Specialist) <>()<> This website contains 'something' for everyone <>()<> Established since
French <> Ital i an <> Portu gu ese <> Span i sh <> Germ an <> Ch i n ese <> Japan ese <> Korean <> A rabi c <> Tu rki sh <> Pol i sh <> Macedonian
WHAT'S NEW?
WITH A LITTLE HELP FROM MY FRIENDS
BROKEN LINKS
(Click on the eyes)
sung by The Beatles
Emergency list of
page URLS on this
website
More free teaching ideas from Bibi Baxter
SITEMAP
THE CONTENTS OF THIS PAGE
SITEMAP
General instructions for making exercises easier, or more difficult
A-P
Originals by Bibi
Sequencing Practice
Essays
Jigsaw Lyrics
Narratives
Jumbled Lyrics
Photo
Published
articles
Spelling Practice
Total Cloze
Digraphs, Trigraphs, etc.
Rhyming
Verse
Grammar & Vocabulary Practice
Beatles
Random Cloze
ESL ideas
Infinitives (with/without TO)
Quiz
Modal & Auxiliary Verbs
Albums
Nouns
The Holy Bible
Prepositions & Particles
Prayers
Mixed Tenses
Vocabulary
Pronouns & Possessive Adjectives
Salvation or
Hell?
Definite/Indefinite Articles
Intonation Practice
Life Before &
After Death
Humorous
poems
Vocabulary Aids:
in alphabetical order
in numerical order
Christmas
Carols
Fun Songs
Poem
Recipes
Song by
Darkness
Traditions
Suggestions for Further Practice
Suggestions for Composition & Discussion
General Ideas
Milling Exercise: Reported Speech
Milling Exercise: 2nd Conditional
Copyright Details
RELATED PAGES
musicalenglishlessons.com/beatles/pedagogic/withalittlehelpfrommyfriends.htm
R-Z
Recipes
Sayings
philosophies
proverbs
tonguetwisters
Songs for Group
Singing
Schoolchildren
Toddlers
Speaking Practice
Intonation &
Stress
Pronunciation
UNDER
CONSTRUCTION
Spellings
This website contains
mostly British-English
spellings. Most
American software
does not
recognise/recognize
all British-English
spellings
Sport
Table Tennis
Vocabulary
Study Tips
exams
listening
reading
speaking
writing
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Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"
Classical Literature
Memory Aids & ESL
Practice for:
Technology
Beatles' albums index
More pedagogic ideas for lyrics, poetry, etc. (listed by language points)
CCMS
More pedagogic ideas for lyrics (listed by song & singer)
RF-MW
D.H.Lawrence
Information is given below on how to make this song suitable for students of varying levels; however,
please click here for additional advice
combined
Shakespeare
Create your own worksheets
Dickens
Traditional Songs
And I Love Her to describe a current boyfriend/girlfriend or an old flame.
etc.
Do You Want To Know A Secret to practise reported speech, confiding & betraying
Imagine by John Lennon (+ further practice ideas)
Contributors
I Saw Her Standing There to practise: questions, vocabulary, creative writing
Paperback Writer to practise: Letter-writing, dictation & Formal v Informal English
Fiction
She's Leaving Home to practise: Intonation
Non-fiction
Sergeant Pepper's Lonely Hearts Club Band to practise: Intonation
Things we said today to practise: listening for words, true/false, reported speech
Poetry
Create your own
forums to discuss
subjects on this
website and to
practise your
English
Functional English
ESL/EFL Grammar
rules
practice
Jokes
for fun ESL/EFL
practice
SEQUENCING PRACTICE-1
Jigsaw Listening
Title:
With A Little Help From My Friends
Activity:
Jumbled Lyrics
Practice:
Sequencing - Jigsaw Lines
Skills:
Listening/Reading
Nursery
Rhymes
Comical & serious
travel reports &
rhymes
Video
Using commercial
videos to teach
Violence
ESL/EFL
Practice Ideas
INSTRUCTIONS
Reading
Practice
Cut up the lyrics into lines
If possible, laminate the strips, so they can be used regularly without damage
Students should work individually (if highly competent) or in pairs
Make this exercise easier by playing the song line by line, or even by half-lines, as many times as the
students require
Make it more difficult by playing groups of lines, or even continuously.
Repeat the song as many times as necessary for student to finish the sequencing
If necessary, regroup the pairs, so that students with good listening skills help those who are
struggling
Language Practice
SEQUENCING PRACTICE-2
Overview of
ESL/EFL/special
needs pedagogic
ideas on this
website
Word Order
Language Tailoring
for different
occasions & to avoid
offending your
listener
Coach Songs
Travel
Practice
For Budding Authors
& Poets
Feedback Forums
Chants
With A Little Help From My Friends to practise: Intonation, Spelling, Sequencing & Grammar
Prayers
ESL/EFL/English
Practice for Songs
Christmas
Carols
Subjects for
Debate
Vocabulary
Lists
Vocabulary
A varied range of lists
& practice
Worksheets
(ESL/EFL) for Pop
Songs
A wide range of
ESL/EFL exercises
for commercial
songs. Many are
ideal for use with
students with learning
difficulties
Writing
Title:
With A Little Help From My Friends
Medical
Activity:
Jumbled Lyrics
CV examples
Pedagogic
Suggestions
Practice:
Sequencing - Word Order
monologue
Skills:
Listening/Reading/Writing
letter-writing
Create your
own
worksheets
Verse – 1
Additional
instructions
musicalenglishlessons.com/beatles/pedagogic/withalittlehelpfrommyfriends.htm
creative writing
Young Children
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Poetry
ESL practice
I/if/of/out/sang/think/tune/what/would/you/,
................................................................................................................................................................
Classical
and/me/on/out/stand/up/walk/would/you/?
Humorous
Publishing
Opportunities
A forum for budding
authors & poets to
add their work
nursery
rhymes
bedtime story
alphabet
practice
................................................................................................................................................................
’ll/a/and/ears/I/lend/me/sing/song/you/your
................................................................................................................................................................
’ll/and/I/key/not/of/oh/out/sing/to/try/.
................................................................................................................................................................
<>()<>
Chorus-1
a/by/friends/from/get/help/I/little/mm/my/with/. .
................................................................................................................................................................
a/friends/from/get/help/high/I/little/mm/my/with/. .
................................................................................................................................................................
’m/a/friends/from/going/help/I/little/my/to/try/with/.
................................................................................................................................................................
<>()<>
Verse–2
away/do/do/I/is/love/my/what/when/,
................................................................................................................................................................
alone/be/does/it/to/worry/you/?
................................................................................................................................................................
by/day/do/end/feel/how/I/of/the/the/,
................................................................................................................................................................
’re/are/because/no/on/own/sad/you/you/your/. .
................................................................................................................................................................
<>()<>
Repeat Chorus-1
<>()<>
musicalenglishlessons.com/beatles/pedagogic/withalittlehelpfrommyfriends.htm
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Chorus-2
anybody/do/I/love/need/need/somebody/to/you/?.
................................................................................................................................................................
anybody/be/could/I/it/love/somebody/to/want/?.
................................................................................................................................................................
<>()<>
Verse- 3
a/at/believe/first/in/love/sight/would/you/?
................................................................................................................................................................
’m/all/certain/happens/I/it/that/the/time/yes/.
................................................................................................................................................................
do/light/out/see/the/turn/what/when/you/you/?
................................................................................................................................................................
’s/but/can’t/I/I/it/know/mine/oh/tell/you/. .
................................................................................................................................................................
<>()<>
Repeat Chorus-1
<>()<>
Chorus-3
anybody/do/I/just/love/need/need/somebody/to/you/?.
................................................................................................................................................................
anybody/be/could/I/it/love/somebody/to/want/?.
................................................................................................................................................................
<>()<>
Repeat Chorus-1
<>()<>
a/by/friends/from/get/help/I/little/my/with/yes
................................................................................................................................................................
a/friends/from/help/little/my/with
................................................................................................................................................................
musicalenglishlessons.com/beatles/pedagogic/withalittlehelpfrommyfriends.htm
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<>()<>
SPELLING PRACTICE-1
Digraphs, Trigraphs, etc.
Title:
With A Little Help From My Friends
Activity:
Gapped
Practice:
Spelling - Digraphs, Trigraphs, etc.
Skills:
Listening/Reading/Writing
INSTRUCTIONS
Construct a gapped worksheet as follows:
Omit the spellings to be practised
Use the underscore key to indicate the number of letters which are missing
Provide the following aids, if appropriate
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - OPTIONAL VOCABULARY AID-1
ai / au / ay / ea / ee / er / ey / ie / igh / ir / oe / oh / ou / ow / ur
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - OPTIONAL VOCABULARY AID-2
ai / au / ay (x2) / ea / ee (x6) / er / ey / ie (x6) / igh (x3) / ir / oe / oh / ou (x21) /
ow (x3) / ur
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - SPELLING PRACTICE-2
Total Cloze
Title:
With A Little Help From My Friends
Activity:
Gapped
Practice:
Spelling - Total Cloze
Skills:
Listening/Reading/Writing
INSTRUCTIONS
Construct a gapped worksheet as follows:
Show the first letter of each word only
Use the underscore key to indicate the number of letters per word (eg: t_ _ n_ _ _ _ _ o_ l_ _ _ _
_ _ p_ _ w_ _ _ )
Play the song for students to check their answers
Provide the full lyrics as an answer key for students to check their spellings, either:
as they are sung
in alphabetical order
in numerical order
musicalenglishlessons.com/beatles/pedagogic/withalittlehelpfrommyfriends.htm
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Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"
LISTENING EXERCISES TO PRACTICE GRAMMAR
Use the following answer key lists to create your worksheets
LANGUAGE PRACTICE: RANDOM CLOZE
Title:
With A Little Help From My Friends
Activity:
Gapped
Practice:
Grammar - Random Cloze
Skills:
Listening/Reading/Writing
INSTRUCTIONS
Construct a gapped worksheet as follows:
Omit the language points to be practised
Leave a line in the gap
Provide the following aids, if appropriate
Competent students should be instructed to complete as many gaps as possible before listening
to check their answers
Weak students should listen in order to complete the gaps.
Allow students to compare their version with their peers
Play the song as many times as is necessary at a speed to suit the students' level
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1
(Some words are used more than once)
a / and / anybody / be / because / but / by / could / does / feel / friends / from / get / help / high / I / if / in / it /
key / lend / mine / my / not / own / sight / somebody / song / the / to / try / tune / want / what / when / you
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2 (the most help)
Verse – 1: and / I / if / key / lend / not / song / tune
Chorus-1: by / friends / from / high / my / try
Verse – 2: be / because / does / feel / the / when / own
Chorus-2: could / I / want
Verse- 3: but / I / in / it / mine / sight / what / you / you
Chorus-3: anybody / be / somebody / to
Final Lines: a / get / help / my
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1-if / 2-tune / 3-and / 4-Lend / 5-I / 6-song / 7-not / 8-key / 9-by / 10-from / 11-high / 12-my / 13-try / 14-friends /
15-when / 16-Does / 17-be / 18-feel / 19-the / 20-because / 21-own / 22-I / 23-Could / 24-want / 25-you / 26-in /
27-sight / 28-it / 29-What / 30-you / 31-I / 32-but / 33-mine / 34-anybody / 35-to / 36-be / 37-somebody / 38-get
/ 39-help / 40-a / 41-my
LANGUAGE PRACTICE: INFINITIVES (WITH/WITHOUT TO)
Title:
With A Little Help From My Friends
Activity:
Gapped
Practice:
Grammar - Infinitives (with/without TO)
musicalenglishlessons.com/beatles/pedagogic/withalittlehelpfrommyfriends.htm
6/19
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Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"
Skills:
Listening/Reading/Writing
INSTRUCTIONS
Construct a gapped worksheet as follows:
Omit the language points to be practised
Leave a line in the gap
Provide the following aids, if appropriate
Competent students should be instructed to complete as many gaps as possible before listening
to check their answers
Weak students should listen in order to complete the gaps.
Allow students to compare their version with their peers
Play the song as many times as is necessary at a speed to suit the students' level
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1 (least help)
THE MISSING INFINITIVES
(add TO if necessary)
be / believe / do / feel / love / need / see / sing / stand up /
tell / think / try / walk out / worry
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2 (Most Help)
THE MISSING INFINITIVES
(add TO if necessary)
1-think / 2-stand up / 3-walk out / 4-sing / 5-try / 6-to sing / 7-to try / 8-do
9-worry / 10-to be / 11-feel / 12-need / 13-to love / 14-be / 15-to love
16-believe / 17-see / 18-tell / 19-need / 20-to love. / 21-be / 22-to love
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - THE ANSWER KEY
1-think / 2-stand up / 3-walk out / 4-sing / 5-try / 6-to sing / 7-to try / 8-do
9-worry / 10-to be / 11-feel / 12-need / 13-to love / 14-be / 15-to love
16-believe / 17-see / 18-tell / 19-need / 20-to love / 21-be / 22-to love
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - LANGUAGE PRACTICE: MODAL & AUXILIARY VERBS
Title:
With A Little Help From My Friends
Activity:
Gapped
Practice:
Grammar - Modal Verbs & Auxiliary Verbs
Skills:
Listening/Reading/Writing
INSTRUCTIONS
Construct a gapped worksheet as follows:
Omit the language points to be practised
musicalenglishlessons.com/beatles/pedagogic/withalittlehelpfrommyfriends.htm
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Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"
Leave a line in the gap
Provide the following aids, if appropriate
Competent students should be instructed to complete as many gaps as possible before listening
to check their answers
Weak students should listen in order to complete the gaps.
Allow students to compare their version with their peers
Play the song as many times as is necessary at a speed to suit the students' level
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1
(Some contractions will be required )
am / cannot / could / do / does / will / would
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2
(Some contractions will be required )
am / cannot / could (x2) / do (x4) / does / will (x2) / would (x3)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1-would / 2-Would / 3-’ll / 4-’ll / 5-’m / 6-do / 7-Does / 8-do / 9-Do / 10-Could / 11-Would /
12-do / 13-can’t / 14-Do / 15-Could
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - LANGUAGE PRACTICE: NOUNS
Title:
With A Little Help From My Friends
Activity:
Gapped
Practice:
Grammar - Nouns
Skills:
Listening/Reading/Writing
INSTRUCTIONS
Construct a gapped worksheet as follows:
Omit the language points to be practised
Leave a line in the gap
Provide the following aids, if appropriate
Competent students should be instructed to complete as many gaps as possible before listening
to check their answers
Weak students should listen in order to complete the gaps.
Allow students to compare their version with their peers
Play the song as many times as is necessary at a speed to suit the students' level
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1
The missing nouns
(Some nouns are used more than once)
day / ears / end / friends / help / key / light / love / sight / song / time./ tune
musicalenglishlessons.com/beatles/pedagogic/withalittlehelpfrommyfriends.htm
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Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2 (the most help)
The missing nouns
day / ears / end / friends (x5) / help (x5) / key / light / love (x2) / sight / song / time / tune
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1-think / 2-stand up / 3-walk out / 4-sing / 5-try / 6-to sing / 7-to try / 8-do / 9-worry / 10-to be / 11-feel / 12-need
/ 13-to love / 14-be / 15-to love / 16-believe / 17-see / 18-tell / 19-need / 20-to love / 21-be / 22-to love
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Note: Do you believe in (a) love at first sight?
LOVE is not usually preceded by ‘a’ in this phrase
LANGUAGE PRACTICE: PREPOSITIONS & PARTICLES
Title:
With A Little Help From My Friends
Activity:
Gapped
Practice:
Grammar - Prepositions & Particles
Skills:
Listening/Reading/Writing
INSTRUCTIONS
Construct a gapped worksheet as follows:
Omit the language points to be practised
Leave a line in the gap
Provide the following aids, if appropriate
Competent students should be instructed to complete as many gaps as possible before listening
to check their answers
Weak students should listen in order to complete the gaps.
Allow students to compare their version with their peers
Play the song as many times as is necessary at a speed to suit the students' level
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1 (least help)
THE MISSING PREPOSITIONS & PARTICLES
at / away / by / from / in / of / of / on / out / to / up / with
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2 (most help)
THE MISSING PREPOSITIONS & PARTICLES
at / away / by (x3) / from (x5) / in / of (x3) / of (x2) / on (x2) /
out (x4) / to (x7) / up / with (x3)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - THE ANSWER KEY
1-out / 2-of / 3-up / 4-out / 5-on / 6-to / 7-out / 8-of / 9-by / 10-with / 11-from / 12-with / 13-from / 14-to / 15-with
/ 16-from / 17-away / 18-to / 19-by / 20-of / 21-on / 22-to / 23-to / 24-in / 25-at / 26-out / 27-to / 28-to / 29-by /
30-from / 31-from
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#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - LANGUAGE PRACTICE: MIXED TENSES
Title:
With A Little Help From My Friends
Activity:
Gapped
Practice:
Grammar - Mixed Tenses (See Vocabulary Aid-1 for details)
Skills:
Listening/Reading/Writing
INSTRUCTIONS
Construct a gapped worksheet as follows:
Omit the language points to be practised
Leave a line in the gap
Provide the following aids, if appropriate
Competent students should be instructed to complete as many gaps as possible before listening
to check their answers
Weak students should listen in order to complete the gaps.
Allow students to compare their version with their peers
Play the song as many times as is necessary at a speed to suit the students' level
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1 (Least Help)
THE TENSES TO USE
imperative / simple past / simple future
simple present (affirmative & interrogative) / present continuous
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2 (Most Help)
THE MISSING VERBS PER NUMBERED GAP
(1) sing (2) lend (3) sing (4) try (5)get (6) get (7) go (8) do (9) be (10) worry (11) feel (12)
be (13) be (14) need (15) need (16) want (17) be (18) happen (19) see (20) turn out (21) know
(22) be (23) need (24) need (25) want (26) get
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-3
THE MISSING VERBS (INFINITIVES)
be / do / feel / get / go / happen / know / lend / need / see / sing / try / turn out / want / worry
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-4
THE MISSING VERBS (CONJUGATED BUT NOT CONTRACTED)
am / am going / are (x2) / do I do / do I feel / do you need (x2) / do you see / does it worry / get (x3) /
happens / is (x2) / know / lend / need (x2) / sang / turn out / want (x2) / will sing / will try
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THE ANSWER KEY
(1) sang (2) Lend (3)’ll sing (4)’ll try (5)get (6) get (7)’m going (8) do I do (9) is
(10) Does it worry (11) do I feel (12) Are (13)’re
(15) need
(14) Do you need
(16) want (17)’m (18) happens (19) do you see (20) turn out
(21) know (22)’s
(23) Do you need (24) need (25) want (26) get
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - LANGUAGE PRACTICE: PRONOUNS & POSSESSIVE ADJECTIVES
Title:
With A Little Help From My Friends
Activity:
Gapped
Practice:
Grammar - Pronouns & Possessive Adjectives
Skills:
Listening/Reading/Writing
INSTRUCTIONS
Construct a gapped worksheet as follows:
Omit the language points to be practised
Leave a line in the gap
Provide the following aids, if appropriate
Competent students should be instructed to complete as many gaps as possible before listening
to check their answers
Weak students should listen in order to complete the gaps.
Allow students to compare their version with their peers
Play the song as many times as is necessary at a speed to suit the students' level
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1 (the least help)
anybody / I / it / me / mine / my / somebody / you / your
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2
anybody (x4) / I (x16) / it (x5) / me (x2) / mine / my (x6) /
somebody (x4) / you (x11) / your (x2)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-3
Possessive Adjectives
my (x6) / your (x2)
Pronouns
anybody (x4) / I (x16) / it (x5) / me x2) / mine / somebody (x4) / you (x11)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-4 (the most help)
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Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"
Verse-1:
I / me / you / you
Chorus-1:
my / I
Verse-2:
I / it / my / you / your
Chorus-2:
anybody / I / it / somebody / you
Verse-3:
I / it / mine / you
Chorus-3:
anybody / I / it / somebody / you
Final Lines:
my / I
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - THE ANSWER KEY
1-you / 2-I / 3-you / 4-me / 5-me / 6-your / 7-I / 8-you / 9-I / 10-I / 11-my / 12-I / 13-my / 14-I / 15my / 16-I / 17-my / 18-it / 19-you / 20-I / 21-you / 22-you /
23-your / 24-you / 25-anybody / 26-I / 27-somebody / 28-it / 29-anybody / 30-I 31-somebody / 32you / 33-I / 34-it / 35-you / 36-you / 37-I / 38-you / 39-I /
40-it / 41-mine / 42-you / 43-anybody / 44-I / 45-somebody / 46-it / 47-anybody 48-I / 49somebody / 50-I / 51-my / 52-my
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - LANGUAGE PRACTICE: DEFINITE/INDEFINITE ARTICLES (the/a/an/no article)
Activity:
Gapped
Practice:
Grammar - Definite/Indefinite Articles (the/a/an/no article)
Skills:
Listening/Reading/Writing
INSTRUCTIONS
Construct a gapped worksheet as follows:
Omit the language points to be practised
Leave a line in the gap
Provide the following aids, if appropriate
Competent students should be instructed to complete as many gaps as possible before listening
to check their answers
Weak students should listen in order to complete the gaps.
Allow students to compare their version with their peers
Play the song as many times as is necessary at a speed to suit the students' level
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - THE ANSWER KEY
1-none / 2-a / 3-none / 4-a / 5-a / 6-a / 7-the / 8-the / 9-none / 10-none
11-Error: Normally there would be NO article in this sentence before love
12-the / 13-the / 14-none / 15-none / 16-none / 17-a / 18-a
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - FULL LYRIC VOCABULARY AIDS
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Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - FULL LYRIC VOCABULARY AID-1
A LIST OF THE LYRICS IN ALPHABETICAL ORDER
all / alone / am / and / anybody / are / at / away / be / because / believe / but / by / can’t / certain / could / day /
do / does / ears / end / feel / first / friends / from / get / going / happens / help / high / how / if / in / is / it / just /
key / know / lend / light / little / love / me / mine / my / need / no / not / of / on / out / own / sad / sang / see /
sight / sing / somebody / song / stand / tell / that / the / think / time / to / try / tune / turn / up / walk / want /
what / when / will / with / worry / would / yes / you / your
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - FULL LYRIC VOCABULARY AID-2
A LIST OF THE LYRICS IN NUMERICAL ORDER
2-LETTER WORDS: am / at / be / by / do / if / in / is / it / me / my / no / of / on / to / up
3-LETTER WORDS: all / and / are / but / day / end / get / how / key / not / out / own / sad / see / the /
try / yes / you
4-LETTER WORDS: away / does / ears / feel / from / help / high / just / know / lend / love / mine / need
/ sang / sing / song / tell / that / time / tune / turn / walk / want / when / what / will / with / your
5-LETTER WORDS: alone / could / first / going / light / sight / stand / think / worry/would
6-LETTER WORDS: because / cannot / little
7-LETTER WORDS: anybody / believe / certain / friends / happens
8-LETTER WORDS: somebody
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - STRESS & INTONATION
Title:
With A Little Help From My Friends
Level:
Intermediate +
Skills:
Listening, reading, writing
Activity: Gapped Text
Language Practice: Stress & Intonation
INSTRUCTIONS:
Add Information to make it easier
Remove information to make it more difficult
For this song, upper intermediate students should listen and write the words with no help or discussion.
They should then check what they have written with classmates.
Once the lyrics are completed, encourage students to sing along with the song, in order to practise the
stress and intonation.
Ask them to accompany the final 'long' notes, by singing the missing words. This will help them to
recognise words with 'long vowel sounds' which are so important in our language. Follow this exercise
with practice of long v short vowels.
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Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"
With A Little Help From My Friends
Verse – 1
What
think
...............…
sang
.................
tune?
Would
...............…
stand
...............…
walk
.................
me?
Lend
.....................
...............…
...............…
ears
try
...............…
sing
...............…
...............…
sing
.................
song,
key
................. .
Oh...
Chorus-1
.....................
by
...............…
help
...............…
friends
................. .
Mm...
.....................
high
...............…
help
...............…
friends
................. .
Mm...
I’m
...............…
try
...............…
help
.................
friends.
Verse – 2
What
do
...............…
love
.................
way?
Does
...............…
wor
...............…
you
.................
lone?
How
.....................
...............…
...............…
feel
sad
...............…
you’re
...............…
...............…
end
own
.................
................. .
day?
No...
Repeat Chorus-1
Chorus-2
.....................
need
.....................
be
...............…
bod
.......? ........…
need
.................
bod ..............
love
...............…
bod
.......? ........…
want
.................
bod ..............
love
Verse- 3
Would
lieve
...............…
love
.................
sight?
Yes,
...............…
cer
...............…
hap
.................
time.
What
.....................
...............…
...............…
see
...............…
turn
.................
light?
...............…
mine
tell
...............…
know
................. .
Oh...
Repeat Chorus-1
Repeat Chorus-2
Repeat Chorus-1
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Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"
.....................
by
help
...............…
friends
................. .
Mm...
Yes,
...............…
by
...............…
help
.................
friends,
help
.....................
...............…
...............…
friends
(long musical notes complete this section. see instructions)
GENERAL SUGGESTIONS FOR FURTHER PRACTICE
Practice the functions and exponents, from the song, which are shown in the language notes.
Make a list of the rhyming words in the lyrics (see Language Notes), categorise them according to their
sounds, then find other words to rhyme with them (from the dictionary, newspapers or from memory,
etc.)
Comparison of phrasal verb constructions:
verb + object + particle
verb + particle + object
verb + particle + preposition
verb + particle (no object)
Phrasal Verbs v Verbs + Prepositional phrases
Countable v Uncountable nouns (help is an uncountable noun)
Introduce your students to the famous speech from Julius Caesar by William Shakespeare, as
follows:Friends, Romans, Countrymen, lend me your ears;
I come to bury Caesar, not to praise him.
The evil that men do, lives after them,
The good is oft interred with their bones;
So let it be with Caesar. The noble Brutas
Hath told you that Caesar was ambitious;
If it were so, it was a grievous fault;
And grievously hath Caesar answered it.
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More of this speech can be found at
http://www.musicalenglishlessons.org/classics/williamshakespeare/quotes.htm
SUGGESTIONS FOR COMPOSITION OR DISCUSSION
Discussion: What qualities should a friend have?
Discuss in which type of relationships, people ...
Feel completely at ease with each other
Tread carefully
Treat each other with kid gloves
Constantly seek approval
Live with constant disapproval
etc.
Describe either of the following, including the positive and negative aspects of their relationship with you.
Different types of friends
Different members of your family
Get students to create mini dialogues, making suggestions, but ending with ‘What would the neighbours
think if we did that?’ (How about painting the outside of the house bright orange?
or Why don’t we
sunbathe nude in the garden?)
FURTHER PRACTICE: MILLING EXERCISE-1
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Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"
ACTIVITY:
Milling (using question prompts)
PRACTICE:
Reported Speech
FUNCTIONS: Giving unprepared answers & Reporting the comments of others
INSTRUCTIONS:
Give one prompt per student
Instruct students to mill and ask their question
Encourage them (preferably) to remember the answers or to take notes
Have a feedback session to enable students to report their classmates’ comments
NOTES FOR FEEDBACK TIME
The sun rises and sets every day without fail
Carrots can help you see better in the dark (Vitamin A)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Do you sing out of tune?
(to sing out of tune = to sing off key, so the notes sound wrong and inharmonious)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Have you ever walked out on anyone? (When? Why?)
(to walk out on someone = to leave someone permanently (if married) or to leave somewhere early, leaving
the person you were with.
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Would you like me to sing you a song or tell you a joke?
(Before asking, have a song or joke prepared)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - How many chums have you got exactly?
(chums = friends)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - What do you do when you have a night off from your boyfriend/girlfriend?
(to have a day off from school or work)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Do you like being alone or does it make you feel down in the dumps?
(to feel down in the dumps = to feel sad)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Do you get much help from your friends?
(What type of help? Practical? Physical? Financial? Psychological? Encouragement?)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Have you ever fallen in love with anyone at first sight?
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Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"
(to fall in love at first sight = to feel very strongly about someone as soon as you meet them)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Can you tell me one thing which happens every day without fail?
(without fail = always)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Can you see in the dark?
What vegetable can help you see better in the dark?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - FURTHER PRACTICE: MILLING EXERCISE-2
ACTIVITY:
Milling & Matching (Suitable for testing purposes)
PRACTICE:
2nd Conditional V Simple Present Questions & Answers
SKILL:
Clear Pronunciation
INSTRUCTIONS: (For groups of 10 students)
Pre-teach all new vocabulary in this exercise
Give each student a question prompt (with a number) and a response prompt
Instruct students to mill, saying their question
The other students then say their response and decide (by themselves) whether the question and
response match or not.
Instruct students to KEEP the prompts and to sit down when they have matched up their prompts.
Check the questions and responses when everyone has finished.
If some have sat down too soon, some students will be unable to match their prompts.
DISTRIBUTION:
For 20 students, give one prompt each or divide students into two groups
For 1:1 students, use this exercise as a matching exercise
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1. What would you do if I left the room now?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I would call you back.
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2. What do you do when you don’t have enough money for your bills?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I borrow money from another account
(Idiom: I rob Peter to pay Paul)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3. What would you do if your favourite singer walked in right now?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I would stand and look in amazement.
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