Czech sentences for czenglish lesson
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Czenglish mistakes
The document compares Czech and English usage of prepositions, vocabulary, grammar structures, phrases, and pronunciation. It provides examples of how prepositions, vocabulary words, questions structures, phrases, and word pronunciations differ between Czech and English. The document is aimed at identifying areas of difference between the two languages.
Czenglish corrections
This document provides examples of common mistakes made by Czech speakers when speaking English, known as "Czenglish", and the correct forms. It addresses mistakes with verbs and prepositions, other prepositions, vocabulary, how/what questions, phrases, and pronunciation. Examples are given of incorrect forms like "I discussed about it with her" and the proper English equivalents like "I discussed it with her". The document aims to help Czech English learners avoid these common Czenglish mistakes.
PET Speaking Guide
The document provides guidance for the PET (Preliminary English Test) speaking exam, which consists of 4 parts:
Part 1 involves short introductory questions with the examiner, followed by a longer answer to a question about hobbies or interests.
Part 2 is a simulated situation where candidates discuss options based on a prompt from the examiner.
Part 3 involves each candidate describing a photograph individually within 1 minute.
Part 4 has candidates converse together on a topic related to the photographs, such as family activities versus time with friends. Strategies are provided for effective participation and keeping the discussion engaging.
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Czenglish mistakes
The document compares Czech and English usage of prepositions, vocabulary, grammar structures, phrases, and pronunciation. It provides examples of how prepositions, vocabulary words, questions structures, phrases, and word pronunciations differ between Czech and English. The document is aimed at identifying areas of difference between the two languages.
Czenglish corrections
This document provides examples of common mistakes made by Czech speakers when speaking English, known as "Czenglish", and the correct forms. It addresses mistakes with verbs and prepositions, other prepositions, vocabulary, how/what questions, phrases, and pronunciation. Examples are given of incorrect forms like "I discussed about it with her" and the proper English equivalents like "I discussed it with her". The document aims to help Czech English learners avoid these common Czenglish mistakes.
PET Speaking Guide
The document provides guidance for the PET (Preliminary English Test) speaking exam, which consists of 4 parts:
Part 1 involves short introductory questions with the examiner, followed by a longer answer to a question about hobbies or interests.
Part 2 is a simulated situation where candidates discuss options based on a prompt from the examiner.
Part 3 involves each candidate describing a photograph individually within 1 minute.
Part 4 has candidates converse together on a topic related to the photographs, such as family activities versus time with friends. Strategies are provided for effective participation and keeping the discussion engaging.
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Mounir Ait Belkacem is seeking a position that utilizes his 12 years of experience in tourism, communication, and administration. He has worked in reception, promotion, marketing, and administrative roles in Algeria and Qatar. His resume lists his educational background and qualifications, including IT skills, as well as details of his work history and responsibilities in various roles from 2005 to the present.
Tecnologia de la_informacion_y_la_comunicacion
Este documento presenta la planificación de un espacio formativo sobre Tecnología de la Información y la Comunicación para la carrera de Profesorado de Enseñanza Inicial. El curso tendrá una carga horaria semanal de 3 horas y abordará temas como los componentes de una computadora, sistemas operativos, procesamiento de texto, hojas de cálculo, presentaciones y tecnologías hipermediales. Se dictarán clases teóricas y prácticas en el laboratorio de informática y se utilizarán recursos digital
SSIP Presentation
A comprehensive introduction to Active Implementation, and a description of the Systems of Support that SPLASH - SPDG wishes to deploy.
Legislación laboral
El documento define el derecho laboral como un conjunto de leyes que regulan las relaciones entre empleadores y empleados, con el objetivo de establecer circunstancias laborales seguras. Explica principios fundamentales como la libertad de trabajo, obligatoriedad del trabajo, protección del trabajo e igualdad de derechos. También describe mecanismos de garantía de derechos laborales como el derecho de petición, la acción de tutela, la conciliación y la transacción.
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The document provides sample questions and answers for a PET speaking exam related to topics like home and family, hobbies, personal experiences, and interests. Some key details include:
- The student lives in Madrid in a flat near school with their parents, sister, niece, and nephew. They enjoy spending time with friends and playing sports like football.
- Their favorite city is Rome due to the abundant history, and they enjoy traveling to places around Europe on holidays.
- While they don't currently have a job, they like studying various subjects and staying active with hobbies like sports.
- Nature, animals, and visiting new places also interest the student. They look forward to upcoming trips to
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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This is why I put together a competency framework specifically dedicated to materials writing for language learning. In this session, we’ll look at what the framework is and how you can use it to produce better quality materials for your learners.
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http://sandymillin.wordpress.com/educast2024
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While I can’t give you Hermione Grainger’s Time Turner so you can travel back in time, I can give you tried and tested ways of getting those things done which demand your time and attention, or which you just never quite get round to, helping you to manage yourself and others and make the most of your time.
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Abstract
As teachers, we can feel a difference when we’re teaching from materials which seem to ‘flow’ perfectly compared to materials which don’t. However, when we create our own materials, it can be difficult to find that same flow. In this talk, I’ll show you techniques to make your materials flow, including through the use of scaffolding for productive tasks, and the exploitation of a single exercise in a range of different ways.
Bio
Sandy is a freelance ELT consultant, teacher trainer, and materials writer. She writes a blog at http://sandymillin.wordpress.com and tweets @sandymillin. She is currently researching the knowledge, skills and attitudes which are needed for effective materials writing, as part of her MA dissertation. Sandy has self-published three books. She has also written for various publishers, including contributing to workbooks for National Geographic’s Keynote series and being a co-author on The CELTA Course Trainee Book and Trainer’s Manual Second Edition. She is an IATEFL ambassador.
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– oftast redan innan de tänkt göra ett köp. Och därefter bibehåller den varumärkeskännedomen i bakhuvudet tills det närmar sig ett konkret köpbeslut
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Speaking Test
The document outlines the parts and structure of an English speaking test. It is divided into 3 main parts. Part 1 involves stating personal information like name, ID number. Part 2 has questions about background, education, free time activities, hobbies, and family. Part 3 involves describing pictures, jobs, activities and timetables, and asking follow up questions to their partner about the topics.
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A teenage boy is visiting his pen pal who lives in another country. His pen pal enjoys sports. The boy wants to bring a present for his sports-loving friend. Possible gift options are discussed, including which present would be the best choice.
Making the most of blogs (IH Brno Sugar and Spice conference, March 2017)
Blogs allow teachers to reflect on their lessons, share materials and ideas, and connect with other educators. A blog is a regular online record of thoughts, opinions, or experiences for others to read. Teachers start blogs by choosing a hosting site like Wordpress, designing the blog, and writing their first post. Topics can include interests, lesson materials and reflections, questions, and summaries of events. Blogs help teachers avoid FOMO and join the conversation in education. Self-promotion on social media can help drive readers to a new teacher blog.
Pet speaking questions with answers
The document provides sample questions and answers for a PET speaking exam related to topics like home and family, hobbies, personal experiences, and interests. Some key details include:
- The student lives in Madrid in a flat near school with their parents, sister, niece, and nephew. They enjoy spending time with friends and playing sports like football.
- Their favorite city is Rome due to the abundant history, and they enjoy traveling to places around Europe on holidays.
- While they don't currently have a job, they like studying various subjects and staying active with hobbies like sports.
- Nature, animals, and visiting new places also interest the student. They look forward to upcoming trips to
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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What do successful readers do?
As teachers, we’re often guilty of testing our students’ reading abilities through comprehension questions, without actually supporting them to become better readers. But where should we start? How can you move beyond a comprehension focus and help students to become the best readers of English that they can be? What might be stopping them from developing? In this webinar, I’ll aim to answer all of these questions, by looking at what good readers do and demonstrating how to support students to build those skills for themselves.
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2024.03.16 How to write better quality materials for your learners ELTABB San...
http://sandymillin.wordpress.com/eltabb2024
If you’re anything like me, you’ve produced a lot of materials for your learners, whether that’s a worksheet, a PowerPoint presentation, or a video. You’ve also had very little training in materials writing, and have learnt what you know by trial and error, with the occasional bit of feedback from learners, other teachers or maybe even an editor.
This is why I put together a competency framework specifically dedicated to materials writing for language learning. In this session, we’ll look at what the framework is and how you can use it to produce better quality materials for your learners.
2024.02.09 Introducing a competency framework for language learning materials...
http://sandymillin.wordpress.com/educast2024
A competency framework sets out the knowledge, skills and abilities needed to do a job successfully. Frameworks exist for ELT teachers, trainers and managers, but not for materials writing. Inspired by Denise Santos’ IATEFL 2022 talk, I created one for my MA dissertation. I will share what it is, how I created it, and how you can use it.
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http://sandymillin.wordpress.com/girlguiding
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2024.01.13 Introducing a competency framework for language learning materials...
Originally presented at the IH Academic Managers and Trainers Conference (2024)
To find the full information about the talk, go to http://sandymillin.wordpress.com/ihamt2024
2024.01.05 Taking back time - how to do everything you want to Sandy Millin S...
https://sandymillin.wordpress.com/SHINERomania
While I can’t give you Hermione Grainger’s Time Turner so you can travel back in time, I can give you tried and tested ways of getting those things done which demand your time and attention, or which you just never quite get round to, helping you to manage yourself and others and make the most of your time.
2024.01.05 Taking back time - how to do everything you want to Sandy Millin S...
https://sandymillin.wordpress.com/SHINERomania
While I can’t give you Hermione Grainger’s Time Turner so you can travel back in time, I can give you tried and tested ways of getting those things done which demand your time and attention, or which you just never quite get round to, helping you to manage yourself and others and make the most of your time.
Use the ORGANISE acronym to help you learn how to better manage your time.
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The document discusses creating materials that have good "flow" for learners. It defines flow as having clear objectives, easy navigation, a clear beginning and end, logical continuity between activities, engagement, appropriate challenge, learner control, and set up for success. It provides tips for achieving each of these elements, such as using SMART objectives, consistent formatting, building on skills, and offering choices. The key is to choose one area to focus on at a time to avoid trying to change everything at once. Maintaining flow is important for keeping learners engaged and making sure materials are effective.
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Abstract
As teachers, we can feel a difference when we’re teaching from materials which seem to ‘flow’ perfectly compared to materials which don’t. However, when we create our own materials, it can be difficult to find that same flow. In this talk, I’ll show you techniques to make your materials flow, including through the use of scaffolding for productive tasks, and the exploitation of a single exercise in a range of different ways.
Bio
Sandy is a freelance ELT consultant, teacher trainer, and materials writer. She writes a blog at http://sandymillin.wordpress.com and tweets @sandymillin. She is currently researching the knowledge, skills and attitudes which are needed for effective materials writing, as part of her MA dissertation. Sandy has self-published three books. She has also written for various publishers, including contributing to workbooks for National Geographic’s Keynote series and being a co-author on The CELTA Course Trainee Book and Trainer’s Manual Second Edition. She is an IATEFL ambassador.
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http://sandymillin.wordpress.com/iatefl23
Recent years have seen a growth in both online teaching and technology use in language education, with an impact on the needs of trainee teachers. This talk will address what trainee teachers need to know, drawing on content from the new edition of 'The CELTA Course' trainee and trainer books, which I have co-authored with Peter Watkins and Scott Thornbury.
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2023.03.24 What do successful readers do - Sandy Millin for Everyone Academy....
http://sandymillin.wordpress.com/successfulreaders
On Friday 24th March 2023, I did a workshop for Everyone Academy. This was the blurb:
What do good readers do?
As teachers, we’re often guilty of testing our students’ reading abilities through comprehension questions, without actually supporting them to become better readers. But where should we start? How can you move beyond a comprehension focus and help students to become the best readers of English that they can be? What might be stopping them from developing? In this webinar, I’ll aim to answer all of these questions, by looking at what good readers do and demonstrating how to support students to build those skills for themselves.
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http://sandymillin.wordpress.com/parkapril2022
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http://sandymillin.wordpress.com/ihbucharest21
Bridging the gap between classroom and real-world listening
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2023.07.13 Creating materials that flow (BrazTESOL MaWSIG PCE).pptx
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2023.04.18 How to present at an international conference Sandy Millin.pptx
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2021.06.04 Stepping into the real world - transitioning listening Sandy Milli...
Czech sentences for czenglish lesson
- 1. Czech Translations Group 1 Czech English Jezdím do práce autem. V roce 1995 jsem si vzal svou ženu Telefonoval jsem mu. Rád poslouchám hudbu. Každý pátek se vídám s přáteli. Koupil jsem svému kamarádovi dárek. Čekal jsem na ni před kinem. Diskutovala jsem s ní. Přijel(a) do hotelu v 6 večer. Group 2 Czech English Rád(a) se dívám na filmy v televizi. Slyšel(a) jsem tu zprávu v rádiu. Každý víkend jezdím na svoji chatu Studoval(a) jsem francouzštinu na univerzitě. Byla jsem lyžovat na horách. Ztratil jsem se na hoře. O víkendu jsem šel do kina Včera jsem byla na akci pro učitele. Group 3 Czech English Ta zpráva je aktuální Rád se procházím v přírodě Můj otec nosil hezké oblečení By Sandy Millin
- 2. Czech Translations Czech English Mám dobrou práci. Koupila jsem si tuhle kabelku v akci. Byla to velká akce organizovaná mojí firmou. Vzal jsem předpis do lékárny, abych dostal léky. Znám recept na hodně dobrý dort. Group 4 Czech English Jaký je? Jak to vypadá? Co znamená? Co tvoje rodina? Můžete mi říct, jak se dostanu do Brna. Způsob jak vyřešit tento problém je požádat o pomoc. Group 5 Czech English Docela to ujde. / Není to špatné A: Bude pršet? B: Myslím, že jo. Je to možné. / Muže být. Dnes mám hodně dobrou náladu. Mohu se zeptat? Je mi 30. Narozeniny slavím 1.března. By Sandy Millin