E - When I Grow Up
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This document contains a worksheet with questions and answers about personal preferences and choices. The worksheet asks 5 questions about activities like staying up late, eating everything wanted, shopping alone, going to the movies alone, and driving a car. For each question, the student must choose between answering "yes I want to" or "no I don't want to" and filling in the blank. The document provides instructions to visit an external website to check their work.
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Class 1
This document provides an introduction to learning how to introduce yourself and ask personal questions in English. It includes lessons on topics like countries and nationalities, verbs to be, questions words, yes/no and wh-questions, pronouns, sample dialogues, and homework on practicing self-introductions and asking others questions. The goal is to help students learn essential language and skills for having basic conversations in English.
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The document contains a reading comprehension exercise asking where a girl goes for different activities like swinging, eating, climbing, and resting. She visits maple trees to swing, apple trees to eat, oak trees to climb, and elm trees to rest. The final question asks what she likes, and the answer is that she likes trees.
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来 (lái) means "come" and refers to movement towards the speaker. 去 (qù) means "go" and refers to movement away from the speaker. These words are used to indicate direction when asking questions or giving information about traveling to or from different places. Some examples provided are asking someone when they came to China, when they are going to Japan, if they have been to the US, and whether someone is coming or going to school by a particular mode of transportation.
E - Maddy Loves to March
The document is a reading comprehension activity about a character named Maddy. It asks 5 questions about the details in the story. The main character is Maddy. She likes to march around. Outside, she sees a marching band. She joins the marching band. She is happy because she is marching in the band.
Questions grammar 2
This document discusses different types of questions in English grammar. It explains that yes/no questions use inversion, where the auxiliary verb comes before the subject. Subject questions do not use inversion. It also discusses the placement of prepositions at the end of questions and the use of declarative questions to express surprise or check understanding. Negative questions can use a contracted or long form with the negative placed before or after the subject.
Tag questions
1. The document discusses tag questions and provides rules and examples for forming tag questions in English. Tag questions are short questions formed by adding an auxiliary verb and a pronoun at the end of a statement.
2. The document explains that a negative tag is used with affirmative statements, and a positive tag is used with negative statements. Examples are provided like "Kate will be here soon, won't she?" and "They don't like us, do they?".
3. Exercises are included for the reader to practice forming tag questions with different verb tenses in statements. Answers are provided to check the responses.
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This document discusses tag questions, which are short questions added to statements to confirm or deny information. It explains that the tense and grammar structure of the tag must match the statement. Positive statements take negative tags, and negative statements take positive tags. The tense or modal verb from the statement is also repeated in the tag. Common structures for different tenses like simple present and past are provided. Finally, exceptions for statements containing negative words are covered, which take affirmative tags instead.
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The document discusses the modal verb "can" which is used to express ability. It can be followed by the simple form of the principal verb and is used in affirmative statements, negative statements, and questions. Examples are provided of sentence structures using "can" with subjects like "I", "you", "he", "she", "we", and "they". A list of sports and activities is also included to demonstrate vocabulary.
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Class 1
This document provides an introduction to learning how to introduce yourself and ask personal questions in English. It includes lessons on topics like countries and nationalities, verbs to be, questions words, yes/no and wh-questions, pronouns, sample dialogues, and homework on practicing self-introductions and asking others questions. The goal is to help students learn essential language and skills for having basic conversations in English.
E - Make a Tree Friend
The document contains a reading comprehension exercise asking where a girl goes for different activities like swinging, eating, climbing, and resting. She visits maple trees to swing, apple trees to eat, oak trees to climb, and elm trees to rest. The final question asks what she likes, and the answer is that she likes trees.
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来 (lái) means "come" and refers to movement towards the speaker. 去 (qù) means "go" and refers to movement away from the speaker. These words are used to indicate direction when asking questions or giving information about traveling to or from different places. Some examples provided are asking someone when they came to China, when they are going to Japan, if they have been to the US, and whether someone is coming or going to school by a particular mode of transportation.
E - Maddy Loves to March
The document is a reading comprehension activity about a character named Maddy. It asks 5 questions about the details in the story. The main character is Maddy. She likes to march around. Outside, she sees a marching band. She joins the marching band. She is happy because she is marching in the band.
Questions grammar 2
This document discusses different types of questions in English grammar. It explains that yes/no questions use inversion, where the auxiliary verb comes before the subject. Subject questions do not use inversion. It also discusses the placement of prepositions at the end of questions and the use of declarative questions to express surprise or check understanding. Negative questions can use a contracted or long form with the negative placed before or after the subject.
Tag questions
1. The document discusses tag questions and provides rules and examples for forming tag questions in English. Tag questions are short questions formed by adding an auxiliary verb and a pronoun at the end of a statement.
2. The document explains that a negative tag is used with affirmative statements, and a positive tag is used with negative statements. Examples are provided like "Kate will be here soon, won't she?" and "They don't like us, do they?".
3. Exercises are included for the reader to practice forming tag questions with different verb tenses in statements. Answers are provided to check the responses.
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This document discusses tag questions, which are short questions added to statements to confirm or deny information. It explains that the tense and grammar structure of the tag must match the statement. Positive statements take negative tags, and negative statements take positive tags. The tense or modal verb from the statement is also repeated in the tag. Common structures for different tenses like simple present and past are provided. Finally, exceptions for statements containing negative words are covered, which take affirmative tags instead.
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The document discusses the modal verb "can" which is used to express ability. It can be followed by the simple form of the principal verb and is used in affirmative statements, negative statements, and questions. Examples are provided of sentence structures using "can" with subjects like "I", "you", "he", "she", "we", and "they". A list of sports and activities is also included to demonstrate vocabulary.
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Question tags are short questions added to the end of sentences to reinforce or confirm what was said. The question tag uses the opposite auxiliary verb from the main clause. If there is no auxiliary verb, "do" is used. Pronouns in the question tag must match those in the main clause. Examples are provided of constructing question tags based on whether the main clause is positive or negative.
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The document discusses different types of questions in Spanish. It describes closed questions that require a "yes" or "no" answer and open questions that require more information. Open questions are formed using interrogative pronouns. Within open questions, there are object questions that require the use of an auxiliary verb "do" and subject questions where the interrogative pronoun serves as the subject of the sentence without an auxiliary verb. The document then explains the uses of specific interrogative words - who, where, when, what, why, how - in forming questions.
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The document discusses the use of the future tense structure "be going to" in English. It provides examples of how "be going to" indicates future actions that are planned or decided, signs that something will happen, or something that is about to occur. Questions are formed by changing the subject and verb order to "be" and "going to". The structure is sometimes shortened to "gonna" in informal speech. Exercises are provided to practice forming statements and questions using "be going to".
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Question tags are short questions added to the end of statements. They are used in speech to confirm something is true or encourage a reply. Question tags have the opposite polarity of the main statement - a positive statement takes a negative tag and vice versa. There are specific rules for forming question tags that depend on verbs, tenses, subjects, and word order between the main statement and tag. Question tags follow a standard format and set of rules to confirm information or elicit a response from the person being spoken to.
Changing statements to questions
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Tag question
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The document provides examples of using adjectives to describe various words like "reading", "horse", "beach", etc. It then discusses the grammatical structure "used to" which refers to past habitual actions. An example conversation is provided where one person "used to have long hair" and "used to play in a band". The document explains that "used to" refers to things that were true in the past but are not necessarily true now. It provides additional examples and exercises for practicing "used to".
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The document outlines the agenda and goals for an evening English language learning class. It includes six main goals: 1) Writing sentences about what they would do if they found $20, 2) Reviewing real conditionals through discussion and a video, 3) Going over homework and answering questions, 4) Writing a chain story in groups using real conditionals, 5) Learning questions with real conditionals, and 6) Practicing speaking and writing about future plans. The document provides details for activities and exercises to work on each goal.
When i grow up
As a child, they aspired to pursue a career in public service such as a police officer, firefighter, or nurse to help their community. They were also interested in careers in healthcare like doctor or dentist to care for people's wellbeing. A few other career options they considered included pilot, teacher, artist, chef, hairdresser, mail carrier, or cashier which showed they had diverse interests.
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The document discusses different types of questions in Spanish. It describes closed questions that require a "yes" or "no" answer and open questions that require more information. Open questions are formed using interrogative pronouns. Within open questions, there are object questions that require the use of an auxiliary verb "do" and subject questions where the interrogative pronoun serves as the subject of the sentence without an auxiliary verb. The document then explains the uses of specific interrogative words - who, where, when, what, why, how - in forming questions.
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The document discusses the use of the future tense structure "be going to" in English. It provides examples of how "be going to" indicates future actions that are planned or decided, signs that something will happen, or something that is about to occur. Questions are formed by changing the subject and verb order to "be" and "going to". The structure is sometimes shortened to "gonna" in informal speech. Exercises are provided to practice forming statements and questions using "be going to".
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The document discusses the use of "be going to" and "would like to" in making future plans and requests. "Be going to" is used to talk about planned actions and certain future events, taking the form of "to be" + "going to" + the infinitive verb. "Would like to" is used to politely express wants and make requests, following the structure of "would like" + "to" + the infinitive verb. Examples are provided for affirmative, negative, and question forms. Links to exercises on both structures are included.
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This document provides 5 strategies for describing pictures to someone: 1) Think of related words to help describe the picture, 2) Speak slowly and exactly, 3) Don't hesitate and describe what you see, 4) Explain unknown words using known words, and 5) Use the present and present continuous tenses when describing what is happening in the picture. It also provides an example of the present continuous tense and prompts the reader to practice describing "where" things are located in pictures.
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The document discusses frequency adverbs and how they are used to describe how often actions occur. It provides examples of common frequency adverbs like always, usually, often, sometimes, almost never, hardly ever, and never. It explains that frequency adverbs are placed before the main verb in the present simple and after verbs like "to be". The document also discusses using expressions like "how often" to ask about the frequency of actions.
Embedded questions
The document discusses how wh- questions can be embedded within statements. It provides examples of embedding wh- questions about time, location, definition, and actions using verbs like "know", "remember", and "hear". Both wh- questions using forms of "be" and those using other verbs can be embedded this way to ask for unknown information in an indirect manner. Yes/no questions can also be embedded in statements.
Question tag
Question tags are short questions added to the end of statements. They are used in speech to confirm if something is true or encourage a reply. A positive statement is followed by a negative question tag, and vice versa. When forming question tags, the auxiliary or modal verb from the statement is used along with the appropriate subject. There are some exceptions, such as for verbs like "be", imperatives, and expressions involving "have got", "there is/are", and demonstratives like "this/that". Common question tags are provided for statements using the present simple and past simple tenses.
Questions formation1
This document discusses question formation in English using the simple present tense. It covers yes/no questions and wh-questions using forms of the verb "to be" as well as other simple present verbs. Yes/no questions are formed by using the auxiliary verb before the subject, while wh-questions begin with wh- words like who, what, when, where, why and how followed by the auxiliary verb and subject.
Question tags
Question tags are short questions added to the end of statements. They are used in speech to confirm something is true or encourage a reply. Question tags have the opposite polarity of the main statement - a positive statement takes a negative tag and vice versa. There are specific rules for forming question tags that depend on verbs, tenses, subjects, and word order between the main statement and tag. Question tags follow a standard format and set of rules to confirm information or elicit a response from the person being spoken to.
Changing statements to questions
The document provides instructions for changing statements into questions by beginning them with "do", "does", or "did". It explains that questions with present tense verbs use "do" or "does" followed by the subject and base verb form, using "do" for plural subjects and "does" for singular subjects. Questions with past tense verbs use "did" followed by the subject and base verb form for both singular and plural subjects. For questions with forms of "to be", the subject and predicate are reversed. Examples are given to demonstrate transforming statements into questions.
Tag question
Tag questions are mini-questions placed at the end of statements to invite confirmation or agreement. They use an auxiliary verb like "have", "was", or "will" and follow a pattern where a positive tag follows a negative statement and vice versa. The voice inflection when saying the tag determines if it is a real question or an invitation to agree. Pronouns are always used in the tag to match the subject of the statement.
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This document discusses the use of the words "some" and "any" in English sentences. It provides examples of positive and negative sentences using these words and examples of questions formed with "some" and "any". It also discusses replacing "some" and "any" with related terms like "where/anywhere", "one/anyone", and "thing/anything".
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The document discusses WH-questions, which ask for specific information using interrogative words like who, what, when, where, why, and how. It provides examples of different types of WH-questions according to the interrogative word used. It also presents exercises asking the reader to identify the purpose or function of given WH-questions. The last part prompts the reader to construct WH-questions for Miss Universe contestants related to living cooperatively and responsibly in modern society.
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The document provides instruction on how to use the phrases "So do I" and "Neither do I" to express agreement or disagreement with statements. It explains that "So do I" is used to agree with affirmative statements, using the same auxiliary verb. "Neither do I" is used to disagree with negative statements, also using the same auxiliary verb. If there is no auxiliary verb, "do" is used, and if the verb is "have", then "have" should be used in the response. Examples are given to illustrate the proper usage. The document concludes with a posttest applying the lessons.
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The document provides examples and explanations of the verb "to be" in English. It discusses using "to be" to show status or characteristics, and provides the long and short forms of the verb for each subject. Examples are given of affirmative, negative, and interrogative sentences. Common uses with occupations, locations, objects, and groups are listed. An exercise section prompts the reader to fill in blanks to complete sentences using "to be". The document teaches the basic uses and forms of the verb "to be" in English.
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The document provides examples of using adjectives to describe various words like "reading", "horse", "beach", etc. It then discusses the grammatical structure "used to" which refers to past habitual actions. An example conversation is provided where one person "used to have long hair" and "used to play in a band". The document explains that "used to" refers to things that were true in the past but are not necessarily true now. It provides additional examples and exercises for practicing "used to".
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The document outlines the agenda and goals for an evening English language learning class. It includes six main goals: 1) Writing sentences about what they would do if they found $20, 2) Reviewing real conditionals through discussion and a video, 3) Going over homework and answering questions, 4) Writing a chain story in groups using real conditionals, 5) Learning questions with real conditionals, and 6) Practicing speaking and writing about future plans. The document provides details for activities and exercises to work on each goal.
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F - Some Birds Fly
The document is a reading comprehension worksheet about the leveled book "Some Birds Go" by Marcie Aboff. It contains 5 questions that assess understanding of key details in the story, such as what some birds do (migrate to other places), why they migrate (to survive), what survive means (to live), what birds need to survive (warm weather and food), and if the birds return (yes). The worksheet provides space for answers and directs students to a website to check their work.
H Blue Whales
1. The document is about blue whales and contains questions and answers about their characteristics.
2. Blue whales are the largest animal on the planet. They breathe through blowholes on their head and eat tiny animals and plants.
3. While called "blue" whales, they are actually grey in color; they can also sing very low and loud songs.
G - Fire Safety
This document contains a reading passage about fire safety and corresponding questions and answers. The passage teaches children what to do in the event of a house fire, including going outside and calling the fire department. It emphasizes having an escape plan and calling for help in an emergency. The questions test comprehension of the key safety messages in the passage.
F - SuperZero
The document contains a reading comprehension worksheet about the story "SuperZero". The worksheet asks 5 questions about details in the story. The questions are about what the teacher says, what Chris asks, why the kids like SuperZero, if SuperZero gives homework, and why Chris likes SuperZero. The worksheet is then filled out with the answers to the questions.
F - Tunnels
This document is a reading comprehension worksheet about tunnels. It asks 5 questions that are answered in the text: Tunnels are long, narrow covered passages; there are tunnels underground, underwater, and through mountains; tunnels are found everywhere. The worksheet is designed to teach students about where tunnels are located and what they are.
F - Stella Storyteller
The document is a reading comprehension worksheet about a story told by Stella. It asks 5 questions: 1) How many cookies were on the plate? (There were 7) 2) What did Stella say happened to the first cookie? (She said it took a nap) 3) Did the cookie really take a nap? (No) 4) What do you think happened to the cookies? (The student thinks Stella ate them) 5) Do you like to eat cookies? (The student answers yes or no)
F - Pinatas Are Fun
This document contains a reading passage about piñatas and questions to test comprehension. It explains that piñatas are made of paper and glue but can take different shapes, sometimes resembling animals. Piñatas typically contain treats inside that must be broken open with a stick in order to retrieve. The questions are answered in a separate section confirming piñatas are not all the same and can look like animals, with treats usually inside that require breaking open the piñata.
F - Our Class Flag
The document contains a reading comprehension activity about a class flag. There are 5 multiple choice questions about the details in the short story "Our Class Flag". The questions ask about the day of the week, what the class is doing at school, what they will make for a party, the number on the flag, and why that number was chosen. There is also information about the story's author, title, and guided questions to check the reader's answers.
F - Our Camping Trip
The document is a reading comprehension worksheet about a boy's family camping trip. It asks 5 questions that can be answered by referring to a short passage. The questions are: 1) Where does the family go? (camping), 2) What does the boy have? (a camera), 3) What does the boy do with his camera? (takes many pictures), 4) Does he take a picture of a bear? (Yes), 5) Who does the boy show his pictures to? (his grandma).
F - Giant Turnip
Grandpa planted a turnip that grew very large over the summer. When he tried to pull it out himself, the turnip did not come out of the ground. Grandpa then asked his wife, granddaughter, and some animals for help pulling out the giant turnip. Together they were finally able to remove the large turnip from the soil.
F - Food Chain
This document is a reading comprehension worksheet about the food chain. It asks 5 multiple choice questions that have students identify what grass needs to grow, what eats the grass, a plant-eating animal, what eats the plant-eaters, and a meat-eating animal. The answers provided are: grass needs sunlight, air and water; plant-eaters eat the grass; a cow is a plant-eater; meat-eaters eat the plant-eaters; and a lion is a meat-eater. The worksheet is designed to teach students about the basic order of the food chain.
F - Firefighters
This document contains a reading comprehension worksheet about firefighters. The worksheet asks 5 questions that assess understanding of key details about firefighters and fires. Questions ask what firefighters do, different types of fires, and why fires are dangerous. Answers provide concise responses to the questions about firefighters putting out fires, teaching fire safety, different fire types, and fires being hot and smoky.
F - Double It!
The document is a reading comprehension worksheet about a story involving a girl named Mia who finds a magic box. The magic box doubles everything put inside it. The worksheet contains 5 questions to test the reader's understanding of details from the story, like Mia's name, what she found, what kind of box it was, why it was magic, and whether the reader thinks the magic box could be real. The reader is then prompted to check their work on an educational website.
F - Farm Friends
The document contains a reading comprehension worksheet about two characters, Bonk and Jupe, who go to Jupe's grandfather's farm. The worksheet asks 5 questions to check the reader's understanding of the details in the story: 1) Bonk feels bored, 2) Jupe and Bonk go to Jupe's grandfather's farm, 3) At the farm they feed the animals, 4) After feeding the animals they eat cookies and drink lemonade, 5) The reader is asked if they like cookies and lemonade and can answer yes or no. The worksheet provides the questions, space to write answers, and the correct answers.
F - Does it Sink or Float?
The document is a worksheet about whether objects sink or float. It contains 5 questions: 1) the title of the story is "Does it Sink or Float?", 2) a rock sinks when put in water, 3) a rock sinks because it is heavy, 4) a watermelon floats on water, 5) a watermelon floats because although it is heavy, there is air inside of it. The worksheet is to help practice question and answer skills.
F - Cleaning My Room
Mom tells the boy to clean his room. He needs to find all the red socks first. When cleaning, he finds four red socks and three green shirts. However, his mom is not happy at the end because he did not fully clean his room as asked.
F - A clown Face
This document contains a reading comprehension quiz about the story "A Clown Face". The quiz has 5 multiple choice questions that ask about details from the story, such as what the lady is (a clown), what color her hair is (red), what she puts on her face (white face paint), what color her nose is (red), and if the reader ever dresses up as a clown (yes or no). The document provides the questions, multiple choice answers, and the correct answers to check student work.
E - Police Officers
This document contains a reading comprehension exercise about police officers. The passage is followed by 5 questions that students must answer. The questions ask who the story is about, what police officers do, what they have to learn, what they have to wear, and if the student wants to be a police officer.
E - Day of Firsts
Today is a girl's first day of first grade. She packs a yummy lunch and rides the big bus to school. At school, she meets her teacher and reads exciting books. It is an eventful first day with many new experiences.
E - Five Seconds to Blastoff
The document contains a reading comprehension activity with questions about a story called "Five Seconds to Blastoff". There are 5 multiple choice questions about details in the story. The questions cover topics like how many seconds until blastoff, if the rocket and crowd are ready, what happens at blastoff, and whether the story is real.
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E - When I Grow Up
- 1. Questions & Answers Level E Follow www.BurtonEnglishSchool.com Slideshare Youtube TwitterTPT PinterestQuizlet
- 2. Skills: Questions and Answers Level E - When I Grow Up Visit www.BurtonEnglishSchool.com to check your work. Name: Q - Question A - Answer 1.) Do you want to stay up late? (Yes, I want to / No, I don’t want to) stay up ____. Q: A: 2.) Do you want to eat everything you want? (Yes, I want to / No, I don’t want to) ___ everything I want. Q: A: 3.) Do you want to shop by yourself? (Yes, I want to / No, I don’t want to) shop by ______. Q: A: 4.) Do you want to go to the movies? alone? (Yes, I want to / No, I don’t want to) go to the ______. Q: A: 5.) Do you want to drive a car? (Yes, I want to / No, I don’t want to) _____ a car. Q: A:
- 3. 1.) Do you want to stay up late?
- 4. (Yes, I want to / No, I don’t want to) stay up late.
- 5. 2.) Do you want to eat everything you want?
- 6. (Yes, I want to / No, I don’t want to) eat everything I want.
- 7. 3.) Do you want to shop by yourself?
- 8. (Yes, I want to / No, I don’t want to) shop by myself.
- 9. 4.) Do you want to go to the movies? alone?
- 10. (Yes, I want to / No, I don’t want to) go to the movies.
- 11. 5.)Do you want to drive a car?
- 12. (Yes, I want to / No, I don’t want to) drive a car.
- 13. Great Job! Follow www.BurtonEnglishSchool.com Slideshare Youtube TwitterTPT PinterestQuizlet