Can question tags
•
0 likes•68 views
This document provides instructions and content for an English language learning activity. It includes: 1. A task where students read about a character named Sarah and tick what she can do and cross what she can't do, then do the same about themselves. 2. A prompt to write what different superheroes can do. 3. A suggestion to brainstorm superpowers as a group. 4. An activity where students work in groups to design a new superhero using brainstormed superpowers. 5. A bingo-style activity where students complete a chart about what they can and can't do, calling out matches during gameplay. 6. Sample question tags and instructions for students
Report
Share
Report
Share
Download to read offline
Recommended
Task Ave. (Startup Weekend Toronto 2011)
This document summarizes the lessons learned from participating in Startup Weekend Toronto by the founders of Task Ave. Some key lessons included making sure to show up, being willing to change plans, solving a problem you are familiar with, talking to users and peers early, and getting organized. During the event, the founders kept their solution simple, iterated through discussions, helped each other, and ensured everyone contributed. Following the event, they continued working hard, maximized pre-launch press coverage, filled in any gaps, officially launched, and enjoyed the experience. Currently, the founders are sorting logistics, managing the founder team, and can be contacted via email or Twitter.
3 5 language 1a week 4 agora
This document summarizes a Spanish class where students:
1. Learned to count to 20 in Spanish and practiced counting together.
2. Learned the names of 5 shapes in Spanish and drew the shapes.
3. Learned the names of 5 colors in Spanish and described colored objects.
Class Rules
The document outlines classroom rules for students in a pre-intermediate English class. The rules include raising your hand before speaking, asking permission to stand up or leave your seat, speaking only English in class even with classmates, asking how to say words in English, and having limited opportunities to speak in Spanish with permission. Consequences are outlined for breaking the rules such as extra homework or receiving a report.
Just Words day 8 (unit 2)
This document outlines a vocabulary lesson plan taught by Maria Angala. The lesson focuses on teaching students to read, tap, and spell words containing blend sounds. Students copy vocabulary words with their meanings and use them in sentences. They practice reading lists of words containing blends. Through quick checks, the teacher measures if students can read, tap, and spell 5 blend words 80% of the time, which is the lesson objective. The lesson concludes with assigning homework practicing the blend words.
Lesson 1. range of opinions differentiated version
This document discusses learning how to give opinions in Spanish. It explains that being able to give more than one opinion is necessary to achieve a level 4 proficiency. Learners practice identifying phrases used to express opinions like "Me gusta" and "Prefiero", and rank common opinion phrases in order. They then assess their confidence level in giving Spanish opinions before and after the lesson.
Introducing a friend
Sumi introduces Greta to Pablo. Greta is from Germany and Pablo is from Argentinian. They exchange pleasantries like asking how each other is doing and stating that it is nice to meet the other. The document provides exercises to practice listening skills when introducing a friend, including filling in names and phrases in conversations.
May 8
This document summarizes a Spanish language class for children that covered greetings, feelings, counting to 15, and shapes/colors. The class goals were to have students ask how someone is doing, tell how they are feeling, and count to 15. Students practiced greetings, feelings words like "estoy bien/mal", and counting aloud with the teacher. They also played a word search game and role played conversations. The next class will focus on counting to 20 and identifying shapes and colors.
10ill 9cl engl_tema55
The document provides guidance on having conversations in English, including how to politely ask and respond to questions, check for understanding, delay or avoid answering, interrupt or terminate a conversation, and generally communicate in a respectful manner. It offers sample phrases for asking for more details or clarification, acknowledging someone's point, or showing involvement through responses like "yes," "I see," and "exactly."
Recommended
Task Ave. (Startup Weekend Toronto 2011)
This document summarizes the lessons learned from participating in Startup Weekend Toronto by the founders of Task Ave. Some key lessons included making sure to show up, being willing to change plans, solving a problem you are familiar with, talking to users and peers early, and getting organized. During the event, the founders kept their solution simple, iterated through discussions, helped each other, and ensured everyone contributed. Following the event, they continued working hard, maximized pre-launch press coverage, filled in any gaps, officially launched, and enjoyed the experience. Currently, the founders are sorting logistics, managing the founder team, and can be contacted via email or Twitter.
3 5 language 1a week 4 agora
This document summarizes a Spanish class where students:
1. Learned to count to 20 in Spanish and practiced counting together.
2. Learned the names of 5 shapes in Spanish and drew the shapes.
3. Learned the names of 5 colors in Spanish and described colored objects.
Class Rules
The document outlines classroom rules for students in a pre-intermediate English class. The rules include raising your hand before speaking, asking permission to stand up or leave your seat, speaking only English in class even with classmates, asking how to say words in English, and having limited opportunities to speak in Spanish with permission. Consequences are outlined for breaking the rules such as extra homework or receiving a report.
Just Words day 8 (unit 2)
This document outlines a vocabulary lesson plan taught by Maria Angala. The lesson focuses on teaching students to read, tap, and spell words containing blend sounds. Students copy vocabulary words with their meanings and use them in sentences. They practice reading lists of words containing blends. Through quick checks, the teacher measures if students can read, tap, and spell 5 blend words 80% of the time, which is the lesson objective. The lesson concludes with assigning homework practicing the blend words.
Lesson 1. range of opinions differentiated version
This document discusses learning how to give opinions in Spanish. It explains that being able to give more than one opinion is necessary to achieve a level 4 proficiency. Learners practice identifying phrases used to express opinions like "Me gusta" and "Prefiero", and rank common opinion phrases in order. They then assess their confidence level in giving Spanish opinions before and after the lesson.
Introducing a friend
Sumi introduces Greta to Pablo. Greta is from Germany and Pablo is from Argentinian. They exchange pleasantries like asking how each other is doing and stating that it is nice to meet the other. The document provides exercises to practice listening skills when introducing a friend, including filling in names and phrases in conversations.
May 8
This document summarizes a Spanish language class for children that covered greetings, feelings, counting to 15, and shapes/colors. The class goals were to have students ask how someone is doing, tell how they are feeling, and count to 15. Students practiced greetings, feelings words like "estoy bien/mal", and counting aloud with the teacher. They also played a word search game and role played conversations. The next class will focus on counting to 20 and identifying shapes and colors.
10ill 9cl engl_tema55
The document provides guidance on having conversations in English, including how to politely ask and respond to questions, check for understanding, delay or avoid answering, interrupt or terminate a conversation, and generally communicate in a respectful manner. It offers sample phrases for asking for more details or clarification, acknowledging someone's point, or showing involvement through responses like "yes," "I see," and "exactly."
Actividad introducing a friends
Sumi introduces Greta and Pablo to each other. Greta is from Germany and Pablo is from Argentina. They exchange pleasantries like asking how each other is doing and where the other person is from. The document provides exercises for learners to practice their listening skills by filling in names and phrases from a sample conversation between Greta, Pablo and Sumi where they introduce themselves to each other.
Learning to take risks
1. Everyone develops a sense of self or ego as they grow up and learn about their strengths, weaknesses, and interests.
2. For those with weak to moderate language egos, listening without speaking avoids risks of mistakes, but they should make opportunities to speak English and be confident despite imperfections, seeing mistakes as learning opportunities rather than failures.
3. Those with strong language egos should seek out chances to use English outside class, view corrections as helpful for improving, and take calculated risks to challenge themselves.
Intruducing a friend
Sumi introduces Greta to Pablo. Pablo is from Argentina and Greta is from Germany. Pablo asks Greta where she is from after greeting her and saying he is fine. Greta responds that she is from Germany and asks where Pablo is from. Pablo says he is from Argentina and that it is nice to meet Greta. Greta says it is nice to meet Pablo as well.
How to keep the conversation going
This document provides tips for keeping a conversation going through different parts of a dialog. It suggests using greetings appropriate to the situation in the opening. For the body, it recommends asking open-ended questions, listening actively, avoiding controversial topics, and using fillers if needing time to respond. When closing, the document advises giving hints about needing to stop talking or commenting on the discussion before interrupting if urgently needed to leave.
One on one checkpoint attempt 2
This lesson plan aims to teach telephone conversation vocabulary and skills to a pre-intermediate English student over 45 minutes. The plan includes warm-up questions, presenting target phrases through flashcards, listening to phone call recordings together and discussing unfamiliar aspects, written practice responding to call dialogues, a flashcard quiz in the student's native language, a mock phone call between the teacher and student, and a review of the recorded call focusing on mistakes. The goal is to make the student more comfortable speaking without visual cues through repetition and explanations of idioms.
Writing Stories
According to the OxfordDictionaries.com, a story is “an account of imaginary or real people and events told for entertainment”.
Introducing a friend
Sumi introduces Greta and Pablo. Pablo is from Argentina. Greta is from Germany. When first meeting someone, it is most common to say "Hi, I'm [name]" and "Nice to meet you."
A good nights_sleep_-_exercises
This document provides an interview transcript and exercises to practice listening skills. The interview is with a doctor about tips for getting a good night's sleep. Some key points from the transcript include:
- The guest is a teacher providing advice on sleep
- Some people can sleep with TV on, but it's generally not recommended
- Thinking too much before bed and playing video games before bed can negatively impact sleep
- It's good to turn off mobile devices when going to sleep
- Playing loud music while studying can disturb sleep
The exercises that follow test comprehension of vocabulary used in the transcript and filling in gaps to complete sentences related to the sleep tips.
Public speaking is my fear
Public speaking can cause fear due to common excuses and questions that arise, such as lacking a good topic or time to practice. On the day of an event, those fears are amplified as the time approaches, with physical symptoms like feeling dehydrated or the possibility of having a stroke. However, during the speech the speaker was able to get past initially being stuck on the first line by imagining only speaking to familiar people, sticking to the topic, and delivering the full speech. In the end, the speaker felt they survived the ordeal and now has more confidence and experience with public speaking, despite the fear still lingering deep down.
Interviewing 101
This document provides guidance on conducting effective interviews for storytelling purposes. It outlines best practices for preparing, conducting, and following up on interviews. Key steps include preparing questions in advance, dressing appropriately, introducing yourself to interviewees, asking open-ended questions, taking thorough notes, getting spelling for names, and thanking interviewees after. The document also includes scenarios to illustrate both proper and improper interview techniques.
Rules, or no?
The document discusses the meanings of "must" and "have to" when used with infinitives. It states that "must" and "have to" both indicate obligation and mean the same thing. It then provides examples showing how "mustn't" and "don't have to" indicate prohibition or that something is not necessary. Finally, it suggests using "Must I..." or "Do I have to..." to ask about obligation.
August 28 (EE)
This document outlines instructions for a test that students are to take. It informs them that they will have 3 minutes to complete the test, which will be graded. It also states there is to be no talking during the test unless instructed, and once finished students should turn their paper over and wait quietly until given further directions. It notes the first students to finish will receive an extra prize.
Shrinking and linking
ELT MOOC by Jason R. Levine on WiziQ.
This is a pronunciation lesson by Fluency MC aka Jason.R.Levine about Shrinking and linking.
This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
Teds Eport
This document appears to be a collection of notes and reflections from a student. It includes goals and achievements related to spelling, speaking, writing, and various school subjects. Self-assessments are provided on editing work, using punctuation correctly, and meeting success criteria for different topics.
Arguing
The document discusses using debates to engage students in arguing and discussing topics. It recommends considering the age group and finding engaging topics for debates, such as banning mobile phones for teenagers or making alcohol illegal for young adults. Students should prepare arguments for both sides of the topic using mind maps. They can then practice debating in pairs or groups before doing a full class debate. The document provides lists of simple and complex phrases for agreeing, disagreeing, and giving reasons that students can use in their debates.
File 1 listen and consider 4MS
This document outlines 10 steps for a lesson on tag questions in English. It involves students interpreting pictures, describing food, reading dialogues, identifying question types, and learning about tag question grammar including form, tense agreement, subject matching, and intonation indicating certainty or seeking information. Exercises include marking intonation, identifying question types, completing explanations of tag questions, and answering grammar questions. The lesson aims to reinforce students' understanding of tag questions through various interactive activities.
Trinityhelp
The document provides tips for students taking the Trinity exam to help reduce nervousness. It advises students to remember that they have practiced extensively so they are prepared. It also recommends not moving your body during the exam as it can negatively impact scores, and to tell the examiner if you are feeling very nervous as they can offer assistance. Students are warned against memorizing answers as examiners may ask harder follow up questions that could increase stress. Finally, it encourages students to think of the exam like a normal conversation about their topic which should not be too difficult.
How to learn english using media
This document provides tips for learning English using media. It discusses improving speaking skills through pronunciation practice and learning phrases, improving listening comprehension by focusing on the speaker, and improving reading and writing skills through learning grammar, context clues, and how to structure paragraphs and essays. Tips include practicing speaking for 30 minutes daily, learning the International Phonetic Alphabet, and recording yourself to evaluate pronunciation. Overall, the document offers a variety of strategies for enhancing English skills across different areas using media resources.
Listening And Confidentiality Presentation
This document discusses listening skills and confidentiality. It begins with examples of how messages can get distorted when relayed from person to person. Next, it provides exercises for partners to practice active listening skills like paraphrasing, clarifying, and summarizing what the other person said. These skills are meant to ensure the listener understands the message and can help move the conversation forward productively. Finally, the document notes the importance of confidentiality when listening to others and has participants sign an agreement before breaking into groups to do case study exercises.
Study tips -_exercises
This document provides listening practice exercises about studying tips. It includes:
1. A matching exercise to match opposite adjectives like good and bad, lucky and unlucky.
2. Multiple choice questions about a conversation between Ben and Katy about their studying habits, with questions about how well Ben does, where he studies, and how long his breaks are.
3. An exercise to group study strategies and habits into "Good ideas" and "Bad ideas" categories.
4. A gap fill exercise to complete sentences about getting good marks, doing good things, studying somewhere quiet, and taking breaks to move your body.
Report Writing Skills for Teachers
For many teachers, report-writing is the most stressful task with which they are confronted - requiring many hours of input, revisions and consideration. But this does not have to be the case. There are tools, techniques and tricks out there, used by professional report writers (inside and outside of education) to make the job quicker and more satisfying for writer and reader. These include lessons on remaining objective, while coming across as a real live human being; maintaining the appropriate style and tone; writing so that parents can easily read, scan and assimilate content; referring to each child in a fresh way, without copying and pasting; and, of course, aligning with global best practices in educational report writing. These slides form part of a presentation in which Tiffany Markman guides teachers through these issues, to leave them with a greater sense of how to tackle this important part of the educator's job.
More Related Content
What's hot
Actividad introducing a friends
Sumi introduces Greta and Pablo to each other. Greta is from Germany and Pablo is from Argentina. They exchange pleasantries like asking how each other is doing and where the other person is from. The document provides exercises for learners to practice their listening skills by filling in names and phrases from a sample conversation between Greta, Pablo and Sumi where they introduce themselves to each other.
Learning to take risks
1. Everyone develops a sense of self or ego as they grow up and learn about their strengths, weaknesses, and interests.
2. For those with weak to moderate language egos, listening without speaking avoids risks of mistakes, but they should make opportunities to speak English and be confident despite imperfections, seeing mistakes as learning opportunities rather than failures.
3. Those with strong language egos should seek out chances to use English outside class, view corrections as helpful for improving, and take calculated risks to challenge themselves.
Intruducing a friend
Sumi introduces Greta to Pablo. Pablo is from Argentina and Greta is from Germany. Pablo asks Greta where she is from after greeting her and saying he is fine. Greta responds that she is from Germany and asks where Pablo is from. Pablo says he is from Argentina and that it is nice to meet Greta. Greta says it is nice to meet Pablo as well.
How to keep the conversation going
This document provides tips for keeping a conversation going through different parts of a dialog. It suggests using greetings appropriate to the situation in the opening. For the body, it recommends asking open-ended questions, listening actively, avoiding controversial topics, and using fillers if needing time to respond. When closing, the document advises giving hints about needing to stop talking or commenting on the discussion before interrupting if urgently needed to leave.
One on one checkpoint attempt 2
This lesson plan aims to teach telephone conversation vocabulary and skills to a pre-intermediate English student over 45 minutes. The plan includes warm-up questions, presenting target phrases through flashcards, listening to phone call recordings together and discussing unfamiliar aspects, written practice responding to call dialogues, a flashcard quiz in the student's native language, a mock phone call between the teacher and student, and a review of the recorded call focusing on mistakes. The goal is to make the student more comfortable speaking without visual cues through repetition and explanations of idioms.
Writing Stories
According to the OxfordDictionaries.com, a story is “an account of imaginary or real people and events told for entertainment”.
Introducing a friend
Sumi introduces Greta and Pablo. Pablo is from Argentina. Greta is from Germany. When first meeting someone, it is most common to say "Hi, I'm [name]" and "Nice to meet you."
A good nights_sleep_-_exercises
This document provides an interview transcript and exercises to practice listening skills. The interview is with a doctor about tips for getting a good night's sleep. Some key points from the transcript include:
- The guest is a teacher providing advice on sleep
- Some people can sleep with TV on, but it's generally not recommended
- Thinking too much before bed and playing video games before bed can negatively impact sleep
- It's good to turn off mobile devices when going to sleep
- Playing loud music while studying can disturb sleep
The exercises that follow test comprehension of vocabulary used in the transcript and filling in gaps to complete sentences related to the sleep tips.
Public speaking is my fear
Public speaking can cause fear due to common excuses and questions that arise, such as lacking a good topic or time to practice. On the day of an event, those fears are amplified as the time approaches, with physical symptoms like feeling dehydrated or the possibility of having a stroke. However, during the speech the speaker was able to get past initially being stuck on the first line by imagining only speaking to familiar people, sticking to the topic, and delivering the full speech. In the end, the speaker felt they survived the ordeal and now has more confidence and experience with public speaking, despite the fear still lingering deep down.
Interviewing 101
This document provides guidance on conducting effective interviews for storytelling purposes. It outlines best practices for preparing, conducting, and following up on interviews. Key steps include preparing questions in advance, dressing appropriately, introducing yourself to interviewees, asking open-ended questions, taking thorough notes, getting spelling for names, and thanking interviewees after. The document also includes scenarios to illustrate both proper and improper interview techniques.
Rules, or no?
The document discusses the meanings of "must" and "have to" when used with infinitives. It states that "must" and "have to" both indicate obligation and mean the same thing. It then provides examples showing how "mustn't" and "don't have to" indicate prohibition or that something is not necessary. Finally, it suggests using "Must I..." or "Do I have to..." to ask about obligation.
August 28 (EE)
This document outlines instructions for a test that students are to take. It informs them that they will have 3 minutes to complete the test, which will be graded. It also states there is to be no talking during the test unless instructed, and once finished students should turn their paper over and wait quietly until given further directions. It notes the first students to finish will receive an extra prize.
Shrinking and linking
ELT MOOC by Jason R. Levine on WiziQ.
This is a pronunciation lesson by Fluency MC aka Jason.R.Levine about Shrinking and linking.
This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
Teds Eport
This document appears to be a collection of notes and reflections from a student. It includes goals and achievements related to spelling, speaking, writing, and various school subjects. Self-assessments are provided on editing work, using punctuation correctly, and meeting success criteria for different topics.
Arguing
The document discusses using debates to engage students in arguing and discussing topics. It recommends considering the age group and finding engaging topics for debates, such as banning mobile phones for teenagers or making alcohol illegal for young adults. Students should prepare arguments for both sides of the topic using mind maps. They can then practice debating in pairs or groups before doing a full class debate. The document provides lists of simple and complex phrases for agreeing, disagreeing, and giving reasons that students can use in their debates.
File 1 listen and consider 4MS
This document outlines 10 steps for a lesson on tag questions in English. It involves students interpreting pictures, describing food, reading dialogues, identifying question types, and learning about tag question grammar including form, tense agreement, subject matching, and intonation indicating certainty or seeking information. Exercises include marking intonation, identifying question types, completing explanations of tag questions, and answering grammar questions. The lesson aims to reinforce students' understanding of tag questions through various interactive activities.
Trinityhelp
The document provides tips for students taking the Trinity exam to help reduce nervousness. It advises students to remember that they have practiced extensively so they are prepared. It also recommends not moving your body during the exam as it can negatively impact scores, and to tell the examiner if you are feeling very nervous as they can offer assistance. Students are warned against memorizing answers as examiners may ask harder follow up questions that could increase stress. Finally, it encourages students to think of the exam like a normal conversation about their topic which should not be too difficult.
How to learn english using media
This document provides tips for learning English using media. It discusses improving speaking skills through pronunciation practice and learning phrases, improving listening comprehension by focusing on the speaker, and improving reading and writing skills through learning grammar, context clues, and how to structure paragraphs and essays. Tips include practicing speaking for 30 minutes daily, learning the International Phonetic Alphabet, and recording yourself to evaluate pronunciation. Overall, the document offers a variety of strategies for enhancing English skills across different areas using media resources.
Listening And Confidentiality Presentation
This document discusses listening skills and confidentiality. It begins with examples of how messages can get distorted when relayed from person to person. Next, it provides exercises for partners to practice active listening skills like paraphrasing, clarifying, and summarizing what the other person said. These skills are meant to ensure the listener understands the message and can help move the conversation forward productively. Finally, the document notes the importance of confidentiality when listening to others and has participants sign an agreement before breaking into groups to do case study exercises.
Study tips -_exercises
This document provides listening practice exercises about studying tips. It includes:
1. A matching exercise to match opposite adjectives like good and bad, lucky and unlucky.
2. Multiple choice questions about a conversation between Ben and Katy about their studying habits, with questions about how well Ben does, where he studies, and how long his breaks are.
3. An exercise to group study strategies and habits into "Good ideas" and "Bad ideas" categories.
4. A gap fill exercise to complete sentences about getting good marks, doing good things, studying somewhere quiet, and taking breaks to move your body.
What's hot (20)
Similar to Can question tags
Report Writing Skills for Teachers
For many teachers, report-writing is the most stressful task with which they are confronted - requiring many hours of input, revisions and consideration. But this does not have to be the case. There are tools, techniques and tricks out there, used by professional report writers (inside and outside of education) to make the job quicker and more satisfying for writer and reader. These include lessons on remaining objective, while coming across as a real live human being; maintaining the appropriate style and tone; writing so that parents can easily read, scan and assimilate content; referring to each child in a fresh way, without copying and pasting; and, of course, aligning with global best practices in educational report writing. These slides form part of a presentation in which Tiffany Markman guides teachers through these issues, to leave them with a greater sense of how to tackle this important part of the educator's job.
Modal Verbs
Modal verbs are special verbs that indicate modality such as ability, possibility, permission, and obligation. There are several common modal verbs in English including can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs are used with an infinitive verb without "to" and do not have tenses or forms like the -ing form. They provide additional meaning about the action of the main verb. Examples are given of how different modal verbs are used and their meanings.
MODAL VERBS-IX.pdf
Modal verbs are special verbs that indicate modality such as ability, permission, obligation, and possibility. They behave irregularly and are used with other verbs. The main modal verbs are can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs do not have all verb tenses and forms. They are used to express abilities, permissions, possibilities, necessities, suggestions, obligations, and polite requests. Examples are provided for how each modal verb is commonly used.
Central states giving kids a can do attitude
The document summarizes an elementary school Spanish teacher's action research project on building students' confidence in speaking Spanish through the use of "I can" statements. The teacher surveyed 120 3rd grade students on what they believed they could do in Spanish related to classroom units. She then interviewed 30 students to compare what they said they could do versus what they could actually demonstrate. Over half of students reported being able to complete tasks without help, but the interviews showed they overestimated their abilities or underestimated in some areas. The teacher analyzed the results to look for patterns between students' beliefs and actual skills.
Punctuation
This document discusses the importance of punctuation in communication and provides examples and activities to teach about punctuation. It begins with questions about communication without punctuation. Later, students take on roles as "punctuation police" to complete missions that involve matching sentences to cartoons, punctuating sentences correctly, and explaining jokes based on punctuation. The document ends with individual tasks like adding punctuation to sentences and a project where students can create games or stories about punctuation.
Estrategia Didáctica
This document provides a grammar summary and exercises on various English grammar topics such as verbs, adjectives, nouns, prepositions, and verb tenses. It covers abilities and actions using can/can't, adverbs of manner and degree, comparative and superlative adjectives, countable and uncountable nouns, prepositions of place, verb tenses including simple past, future with going to, and present progressive. Exercises are included for students to practice each grammar concept.
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.
USE OF CAN AND CAN'T.pdf
This document is an English lesson about using "can" and "can't" to express ability. It provides examples of affirmative, negative, and interrogative sentences. Students are asked to write sentences using can/can't with given verbs. They are also asked to answer questions using can/can't and look at a picture to write sentences about what figures in it can and can't do. The lesson concludes with ordering sentences and answering questions using can/can't to express ability.
English 6-dlp-3-using-the-correct-intonation
The document is a lesson about using proper intonation in speech. It discusses the two main types of final intonation patterns - falling and rising. Falling intonation is used for statements and questions not answered with yes/no, while rising intonation is used for yes/no questions. The lesson provides examples and exercises for learners to practice identifying and using these intonation patterns when reading sentences and dialogues aloud. It aims to help improve learners' skills in expressing emotions and understanding through their voice and intonation.
English 6-dlp-3-using-the-correct-intonation
The document is a lesson about using proper intonation in speech. It discusses the two main types of final intonation patterns - falling and rising. Falling intonation is used for statements and questions not answered with yes/no, while rising intonation is used for yes/no questions. The lesson provides examples and exercises for learners to practice identifying and using these intonation patterns when reading dialogs and sentences aloud. It aims to help improve learners' skills in expressing emotions and understanding through their voice and intonation.
solutionspre-intermediatelevel1sbandwb-170701164633.pdf
This document provides an overview of a unit that includes vocabulary, grammar, speaking, and writing activities related to describing personality. The vocabulary section introduces personality adjectives and negative prefixes. The grammar section covers the present simple and continuous tenses and verbs not used in the continuous form. Speaking activities include talking about personality and likes/dislikes. The writing involves creating a personal profile.
English T5 W3
This document provides guidance for a home learning English lesson, including instructions for spelling practice, writing tasks using descriptive techniques like appositives, and a guided reading session. Students are asked to practice their spellings on Spelling Shed, write sentences using appositives, and make predictions about what will happen next in their guided reading story. The lesson encourages developing writing skills through editing, adding description, and practicing using techniques like dialogue within quotation marks.
TPEI | Level 1 | Units 1 and 2 SB and WB
This document provides a summary of a unit that includes vocabulary about personality adjectives and grammar about the present simple and continuous tenses. It also covers speaking about personality and writing a personal profile. The unit contains exercises to describe film and TV characters, complete sentences using present tense verbs, and identify examples of the present simple and continuous in a dialogue.
6 can can't
This document provides information and exercises about abilities and inabilities expressed using can and can't. It discusses when to use can and can't in affirmative and negative sentences. It also covers interrogative forms using can and short yes/no answers. There are two exercises - the first completes sentences with can and can't and the second writes questions using the modal can with subjects and verbs provided in brackets.
Student Led Conference - Dong Jins
1. This document outlines Dong-Jin Kim's student-led conference presentation. It includes details about his strongest learning style (kinesthetic), areas of strength and next steps in writing, spelling, reading, math, science, social studies, and technology.
2. Dong-Jin identifies academic, social, and personal goals for the next quarter. He performs a self-assessment of skills like preparation, timeliness, independence, and cooperation.
3. The teacher comment indicates that Dong-Jin does his best when he understands tasks but struggles with language difficulties. He is advised to organize himself better and start homework earlier.
My typical day
1. The document outlines the typical day of a student, which includes homework checking, practicing grammar and vocabulary, playing games, and learning household chores.
2. The student's day focuses on developing speaking, reading, writing, and listening skills while also cultivating positive attitudes.
3. The final sections provide examples of household chores both inside and outside the home.
Module 1 informal interaction with people
This document provides an overview of the modules used in an English curriculum. It describes the various sections contained within each module, including the module number and title, introduction, learning objectives, instructions for working through the activities, pre-assessments, and post-assessments. The activities are designed to develop language skills like listening, speaking, reading, vocabulary, grammar, literature, and writing. Each activity is introduced by an icon identifying the language skill. The document explains that completing the modules and assessments is intended to help students achieve the learning objectives and communicate better in English.
MODALS DR N S PATEL.pptx
The document discusses modal verbs in English. It defines modal verbs as special verbs that indicate modality and lists some common modal verbs like can, may, must. It explains how modal verbs are used without conjugation and followed by the base form of other verbs. The document provides examples of different modal verbs and how they express ideas like ability, permission, possibility, obligation and advice. It discusses the forms of modal verbs and how many cannot be used in all tenses. Finally, it includes exercises for readers to practice using modal verbs.
Similar to Can question tags (20)
solutionspre-intermediatelevel1sbandwb-170701164633.pdf
solutionspre-intermediatelevel1sbandwb-170701164633.pdf
More from Francisco Martínez
Body parts wordsearch
The document contains a scrambled list of body parts and articles of clothing. Key terms such as ankle, head, dress, legs, eyebrows, nose, face, shoes, hat, skirt, jeans, tongue, neck, chest, shirt, ears, shoulders, eyes, teeth, fingers, arms, jacket, earring, lips, eyelashes, raincoat, fingernails, shorts, t-shirt, and socks are mixed together without any organization.
Simple past (1)
Ms. Green was late for work because she waited for the delivery of a new brown chair. However, the delivery man brought the wrong green chair. The store manager laughed when he found Ms. Green's order because another customer, Mr. Brown, had ordered a green chair and received Ms. Green's brown chair by mistake. That evening, Ms. Green offered to help Mr. Brown with his chair issue since the store was now closed.
Comparatives and supperlatives (1)
1. The document provides instructions for a series of grammar exercises involving comparative and superlative adjectives.
2. Students are asked to complete sentences using the comparative or superlative form of short adjectives like "big", "small", "hot". They are also asked to compare objects in pictures and answer questions comparing different categories.
3. The instructions explain the rules for forming the comparative and superlative of short adjectives with one or two syllables, adjectives ending in "y", and some irregular adjectives like "good", "bad".
Present continuous
This document contains an English language exercise on using the present continuous tense. It includes:
1) Matching verbs to pictures to learn new vocabulary
2) Reviewing the rules for forming affirmative, negative, and interrogative sentences in the present continuous
3) Writing 20 sentences using the present continuous tense and words provided in parentheses
4) A prompt to watch a video and write sentences describing what people are doing
The goal is to practice using and understanding the present continuous tense through matching, reviewing rules, sentence writing, and describing actions in a video.
Simple present evaluation advanced
This document contains a simple present tense evaluation with fill-in-the-blank and sentence correction exercises. For the fill-in-the-blank, the correct verb form must be written in based on the subject. For the sentence correction, it must be determined if the sentence is correct or incorrect and any errors must be fixed. The document also instructs to write out the routines of two characters on the following page.
Simple present workseet
This document provides an exercise on simple present tense verbs in English. It contains a chart to fill in with the correct verb forms, multiple choice questions to choose the right verb, and sentences to complete with the simple present verbs in brackets. The topics covered include daily routines, habits, locations and lack of actions. The goal is to practice conjugating verbs in the simple present tense and choosing the appropriate form based on the subject.
Mario´s day Past simple verb To Be: Was/ were
1. The document contains a story about Mario, Luigi, Peach, Daisy, and Bowser playing games at the castle.
2. In the story, Bowser arrives at the castle angrily but then becomes friends with Mario and they play games together for the rest of the day.
3. The document also includes exercises on using was/were in affirmative, negative, and question forms.
Ordinal Numbers
This document contains a worksheet in Spanish with questions about a calendar. The calendar lists various events for each day of the month, including Berta's birthday on the first, the start and end dates of winter camp, a selfie contest during winter camp, and a trip to La Serena from the 19th to the 21st. The worksheet asks the student to provide the dates for these events by reading the calendar, and to write the answers in Spanish. It also asks when pay day is, which is marked as the 31st.
English Dates
The document contains a crossword puzzle with clues about days, dates, holidays and times. The clues include references to days of the week, months that have 30 or 31 days, common times for meals, and holidays like Halloween, Christmas and New Year's Eve. The document asks the reader to provide the dates for several holidays and events.
Simple past verb to be, Dates, Time expressions
The document provides vocabulary words and practice with verb conjugations and dates in Spanish. It reviews using the past tense of "to be" and matches pictures of times of day, days, and periods of time with their Spanish words. It also has an activity to write dates based on provided celebrations. The document appears to be study materials or practice for a Spanish test focusing on basic verb conjugations, vocabulary, and dates.
Present perfect exercises
1. The document contains a worksheet with exercises on verb tenses and forms in English, including the present perfect.
2. The exercises include putting verbs in the correct present perfect form, writing sentences using verbs in the present perfect negative and interrogative forms, translating a word to English, and putting verbs in parentheses into the correct present perfect form to complete sentences.
3. The document provides practice with verb conjugations and sentence structures using the present perfect tense in English.
Listening introduction to "going to" "Hollaback girl" by Gwen Stefani Song a...
1. The document is from an English class and provides a song lyrics worksheet activity on the Gwen Stefani song "Hollaback Girl".
2. Students listen to the song and fill in blanks in the lyrics with given phrases. They also answer comprehension questions about the song's theme and Gwen Stefani's attitude.
3. The questions reveal the song is about Gwen Stefani fighting with someone and expressing anger towards them, likely due to things they said about her.
Song activity "Hollaback girl pre teaching"
The document provides a word of the day definition for "gonna" as a contraction of "going to". It then lists several English phrases and their definitions, including "lead the pack", "pom-poms", "getting everybody fired up", "hollaback girl", "bleachers", and "sock it to you". Finally, it gives an example sentence using the phrase "sock it to you".
Reported speech excercises
The document provides examples of reported speech exercises. It includes reporting sample sentences and a short news article about a Japanese girl who was charged with decapitating her friend. The summary is:
The document contains exercises for reported speech, including reporting sample sentences and news articles. It provides an example of reporting what a Japanese girl told police after being charged with decapitating her friend. There is also a short news story about teenagers in Albuquerque accused of beating two homeless men to death that is reported. The exercises are meant to practice changing direct to reported speech.
Guia ejercitación adjectives.
This document provides exercises to practice personality traits and their opposites. It includes grouping adjectives into positive and negative categories, using the adjectives to describe characters, matching prefixes to adjectives to form their opposites, describing a picture using an opposite adjective, and matching concepts to categories.
Simple present class activity game
The document provides a grammar exercise about using the simple present tense. It presents sentences about a girl named Miku and her daily routine, asking the reader to select the correct verb form to complete each sentence. The sentences describe that Miku loves her life, lives with her family, and gets up every day at 6am for breakfast with her family before taking the bus to school with her brothers. Her parents think school is important for her future, and Miku also performs in a TV show once a week as a pop star singer.
Introducción al Svoca
El documento explica la sigla S-V-O-C-A, la cual representa las partes fundamentales de una oración: sujeto, verbo, objeto, complemento y adverbio. Describe cada una de estas partes y sus funciones, incluyendo ejemplos. También diferencia entre sujetos, verbos, objetos y complementos directos e indirectos. El propósito es comprender esta estructura básica para analizar y redactar oraciones de manera precisa.
Misspelling
This document discusses misspelling, also known as disortografía in Spanish. It defines misspelling as a language disorder that prevents correct writing. The document outlines several potential causes of misspelling, including intellectual deficits, poor spatial or auditory perception, and inability to articulate phonemes. It distinguishes misspelling from dysgraphia and disgraphia. There are two main types of misspelling: natural and arbitrary. The document also describes seven subtypes of misspelling and provides examples.
More from Francisco Martínez (20)
Listening introduction to "going to" "Hollaback girl" by Gwen Stefani Song a...
Listening introduction to "going to" "Hollaback girl" by Gwen Stefani Song a...
Recently uploaded
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneEducational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Recently uploaded (20)
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Can question tags
- 1. Francisco Martínez Programa Inglés B-Learning 1. Read about Sarah and tick in the box what she can and cross what she can’t do. Then complete it about you. Sarah Me dance play the guitar play the piano read music ride a horse sing swim 2. Look at the superheroes below and write what they can do. 3. Let’s brainstorm some superpowers. 4. In groups design a new superhero using the superpowers brainstormed. 5. Let’s play bingo. Complete the chart with things you can and can’t do. Then when the teacher mentions an ability you can/can’t do say I can… or I can’t… Once you have completed a line you win! swim draw sing skate surf speak Italian fix things cook paint play music sew jump the rope bake a cake teach math run very fast yell loud juggle stay awake eat a lot of chocolate CAN’T CAN CAN CAN’T 1. Question tags are used to ask for confirmation; they usually are in the opposite form of the original sentence. She is collecting stickers, isn’t she? 1) We often watch TV in the afternoon, ____________? 2) You can clean your bike, ________________? 3) John and Max don't like math, _____________? 4) Peter played handball yesterday, _______________? 5) They are going home from school,_______________? My favorite superhero With great power come great responsibilities Hi! I’m Sara. What can I do? I can read music and I can play the piano, but I can’t play the guitar. I can’t sing but I can dance. I can’t swim or ride a horse. Can is a modal verb, after modal verbs you always write a verb in infinitive. I can dance Correct I can dancing Incorrect 2. Question tags