The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like "be", demonstratives like "this/that", possessive adjectives like "my/your", and the present continuous tense.
2) How to form yes/no questions and wh-questions.
3) The use of prepositions of place like "at, on, in" and the ability verb "can".
Art is a creative expression that stimulates the senses or imagination according to Felicity Hampel. Picasso believed that every child is an artist but growing up can stop that creativity. Aristotle defined art as anything requiring a maker and not being able to create itself.
This presentation simplifies the rules of the present tense. It makes it accessible through using examples from students’ environment and pinpointing songs they might have heard.
This's a brief summary about the use of "some" and "any" when making regular questions, simply to ask for information, or when making requests, offers, or statements to accept offers or give information. The theme of the presentation is food, that is all the examples illustrating the rule are related to food items. The content matches the content of the textbook headway.
The document provides tips for job searching, including starting the process early while still in school through internships or social media. It lists several job search websites and recommends traditional methods like employment agencies, newspapers, and networking. Additionally, it advises using social media actively by sharing meaningful content and interacting professionally to expand one's network and opportunities. Beware of oversharing personal details online. An effective job search is not linear and requires utilizing various resources.
Vocabulary needed to describe some of the problems in our environment. The teacher can use the slide to elicit vocabulary and a learner as a guessing game.
The possessive form in Arabic: examples of a singular feminine and a masculine word with all 13 pronouns. The suffixes are written in green and the vowels are fully marked.
The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like "be", demonstratives like "this/that", possessive adjectives like "my/your", and the present continuous tense.
2) How to form yes/no questions and wh-questions.
3) The use of prepositions of place like "at, on, in" and the ability verb "can".
Art is a creative expression that stimulates the senses or imagination according to Felicity Hampel. Picasso believed that every child is an artist but growing up can stop that creativity. Aristotle defined art as anything requiring a maker and not being able to create itself.
This presentation simplifies the rules of the present tense. It makes it accessible through using examples from students’ environment and pinpointing songs they might have heard.
This's a brief summary about the use of "some" and "any" when making regular questions, simply to ask for information, or when making requests, offers, or statements to accept offers or give information. The theme of the presentation is food, that is all the examples illustrating the rule are related to food items. The content matches the content of the textbook headway.
The document provides tips for job searching, including starting the process early while still in school through internships or social media. It lists several job search websites and recommends traditional methods like employment agencies, newspapers, and networking. Additionally, it advises using social media actively by sharing meaningful content and interacting professionally to expand one's network and opportunities. Beware of oversharing personal details online. An effective job search is not linear and requires utilizing various resources.
Vocabulary needed to describe some of the problems in our environment. The teacher can use the slide to elicit vocabulary and a learner as a guessing game.
The possessive form in Arabic: examples of a singular feminine and a masculine word with all 13 pronouns. The suffixes are written in green and the vowels are fully marked.
This document lists common mistakes made by Tunisian learners of English, including mistakes with vocabulary like "actually" vs. "currently", "take" vs. "pass" an exam, and "ameliorate" vs. "improve". It also discusses grammatical mistakes such as using "about" instead of the object in phrases like "discuss about", incorrect prepositions after words like "depends" and "interested", and issues with verbs like "agree" and "must". Finally, it provides examples of pronunciation challenges like differentiating "this" from "these" and pronouncing words like "hotel", "walk", and "half".
This document provides phrases to introduce oneself and one's family in Arabic. It includes translations for phrases such as "Hello", "My name is", "I am married", "I have three children (two daughters and a son)", and "I have a dog named Lucca".
This presentation provides guidance on proper paragraph layout for academic writing. It explains that paragraphs should be indented with the tab button and contain a set of related sentences ending with a period. Paragraph blocks are separated by pressing enter and not within paragraphs. Proper punctuation like periods, commas, colons and semicolons should be used within each paragraph.
Using demonstratives to point to items in one's environment. The presentation covers demonstrative for singular masculine and singular feminine. The words used are book, notebook, schoolbag, boy, girl, man, woman, house, room, kitchen, and car.
The document discusses the vowel marking system in Arabic. It notes that in Arabic, vowels are marked by symbols placed above or below letters, rather than with separate letters as in English. It then provides details on the main vowel markings - fat7a, dhamma, and kassra - and their doubled forms. It also discusses terminology used to describe the ending state of words based on the vowel marking. Finally, it emphasizes the importance of practice for learners to properly master the grammar rules and vowel marking system in Arabic.
The Arabic phrase "Athlajta sadree" literally translates to "you cooled my heart". In Arab cultures, receiving good news is likened to cooling off, as the climate is usually hot, and cooling is seen as a pleasant feeling. The phrase is used figuratively to express that pleasing or good news makes one happy, similar to how cooling off one's heart or chest feels. An example is given of a student telling their professor they received a full mark on an exam, and the professor responding that the news "cooled their heart".
This document provides examples of verb conjugation in the present simple and present continuous tenses for the verbs "drive", "study", "shop", and "go". For each verb, the present simple lists the first person singular through third person plural conjugations, while the present continuous provides the same conjugations using "be" plus the present participle form of the verb.
The document contains questions and answers about personal details, possessions, locations, schedules, living situations, occupations, and opinions. It introduces common interrogatives and demonstratives in English used to ask about and describe people, objects, places, times, activities, characteristics, and preferences. Responses provide short positive, negative or descriptive answers to the questions.
Dar Barca provides materials to advance in the learning of Arabic as a foreign language as well as quality Tunisian literature in digital format.
Visit Dar Barca at http://www.darbarca.com/
This document lists common mistakes made by Tunisian learners of English, including mistakes with vocabulary like "actually" vs. "currently", "take" vs. "pass" an exam, and "ameliorate" vs. "improve". It also discusses grammatical mistakes such as using "about" instead of the object in phrases like "discuss about", incorrect prepositions after words like "depends" and "interested", and issues with verbs like "agree" and "must". Finally, it provides examples of pronunciation challenges like differentiating "this" from "these" and pronouncing words like "hotel", "walk", and "half".
This document provides phrases to introduce oneself and one's family in Arabic. It includes translations for phrases such as "Hello", "My name is", "I am married", "I have three children (two daughters and a son)", and "I have a dog named Lucca".
This presentation provides guidance on proper paragraph layout for academic writing. It explains that paragraphs should be indented with the tab button and contain a set of related sentences ending with a period. Paragraph blocks are separated by pressing enter and not within paragraphs. Proper punctuation like periods, commas, colons and semicolons should be used within each paragraph.
Using demonstratives to point to items in one's environment. The presentation covers demonstrative for singular masculine and singular feminine. The words used are book, notebook, schoolbag, boy, girl, man, woman, house, room, kitchen, and car.
The document discusses the vowel marking system in Arabic. It notes that in Arabic, vowels are marked by symbols placed above or below letters, rather than with separate letters as in English. It then provides details on the main vowel markings - fat7a, dhamma, and kassra - and their doubled forms. It also discusses terminology used to describe the ending state of words based on the vowel marking. Finally, it emphasizes the importance of practice for learners to properly master the grammar rules and vowel marking system in Arabic.
The Arabic phrase "Athlajta sadree" literally translates to "you cooled my heart". In Arab cultures, receiving good news is likened to cooling off, as the climate is usually hot, and cooling is seen as a pleasant feeling. The phrase is used figuratively to express that pleasing or good news makes one happy, similar to how cooling off one's heart or chest feels. An example is given of a student telling their professor they received a full mark on an exam, and the professor responding that the news "cooled their heart".
This document provides examples of verb conjugation in the present simple and present continuous tenses for the verbs "drive", "study", "shop", and "go". For each verb, the present simple lists the first person singular through third person plural conjugations, while the present continuous provides the same conjugations using "be" plus the present participle form of the verb.
The document contains questions and answers about personal details, possessions, locations, schedules, living situations, occupations, and opinions. It introduces common interrogatives and demonstratives in English used to ask about and describe people, objects, places, times, activities, characteristics, and preferences. Responses provide short positive, negative or descriptive answers to the questions.
Dar Barca provides materials to advance in the learning of Arabic as a foreign language as well as quality Tunisian literature in digital format.
Visit Dar Barca at http://www.darbarca.com/