Mời thầy cô và các bạn có đầy đủ giáo án và bài học này tại http://tutenglish.com
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This document provides an English lesson on describing friends and family. It includes an example paragraph describing a classmate named Tam. Students are then instructed to make a similar form with information about another classmate and write a paragraph describing them. The document also provides a sample form filled out with information about a person named Cantona and the corresponding paragraph. Finally, students are given assignments to write about a family member and complete exercises in their workbook.
English 8 Unit 1 My Friends Lesson 3 Speak and Listentieuhocvn .info
Mời thầy cô và các bạn có thể Tải dễ dàng - Tải nhẹ nhàng - Tải miễn phí một cách đầy đủ nhất giáo án và bài học này tại http://tutenglish.com
To free download these documents , this lesson planning with all meterials for this lectures, please go to http://tutenglish.com
Để tải toàn bộ bài học này tải bài giảng này dạng Power point (.ppt) Hãy vào trang tutenglish.com
Mời thầy cô và các bạn có đầy đủ giáo án và bài học này tại http://tutenglish.com
Để tải toàn bộ bài học này - hay tải bài giảng này dạng Power point (.ppt) Hãy vào trang http://tutenglish.com
Students are instructed to interview their partner and share things they have in common. They are then asked to find classmates who match certain criteria such as having more brothers than sisters or a name starting with the same letter. Finally, students are told to create a teacher's guide with 5 things the teacher should know about themselves.
The document provides rules and examples for using auxiliaries like do and does to form questions and negatives in the simple present tense in English. It explains that do is used with pronouns like I, you, we, they and nouns that can replace those pronouns, while does is used with pronouns like she, he, it and nouns that can replace those. Examples are given for forming questions with do/does, negatives, short answers, and exceptions for verbs like be and can. Practice questions are also included for the reader to try applying the rules.
The document tells the story of a woman who unexpectedly became an English teacher. After working part-time helping with documents at an English learning center, she was asked to help a student with an assignment, which led to her being trained as an English teacher. Though she enjoyed the job, she later took a break to travel in Boston before returning to America to study TEFL, finding her life path unpredictable.
The document tells the story of a woman who unexpectedly became an English teacher. She took a part-time job helping with documents at an English learning center and was asked to help a student, which led to her being trained as a teacher. After five years, she quit to travel but later returned to America to get a TEFL certificate. The story emphasizes that life is unpredictable and one never knows what the future may hold.
The document discusses emoticons and their usage. It includes activities asking students to identify emoticons, discuss their internet usage, and debate whether unrestricted internet use by youth undermines societal morals. It also includes a dialogue between two characters discussing relationship issues and debates gender roles and discrimination.
This document provides an English lesson on describing friends and family. It includes an example paragraph describing a classmate named Tam. Students are then instructed to make a similar form with information about another classmate and write a paragraph describing them. The document also provides a sample form filled out with information about a person named Cantona and the corresponding paragraph. Finally, students are given assignments to write about a family member and complete exercises in their workbook.
English 8 Unit 1 My Friends Lesson 3 Speak and Listentieuhocvn .info
Mời thầy cô và các bạn có thể Tải dễ dàng - Tải nhẹ nhàng - Tải miễn phí một cách đầy đủ nhất giáo án và bài học này tại http://tutenglish.com
To free download these documents , this lesson planning with all meterials for this lectures, please go to http://tutenglish.com
Để tải toàn bộ bài học này tải bài giảng này dạng Power point (.ppt) Hãy vào trang tutenglish.com
Mời thầy cô và các bạn có đầy đủ giáo án và bài học này tại http://tutenglish.com
Để tải toàn bộ bài học này - hay tải bài giảng này dạng Power point (.ppt) Hãy vào trang http://tutenglish.com
Students are instructed to interview their partner and share things they have in common. They are then asked to find classmates who match certain criteria such as having more brothers than sisters or a name starting with the same letter. Finally, students are told to create a teacher's guide with 5 things the teacher should know about themselves.
The document provides rules and examples for using auxiliaries like do and does to form questions and negatives in the simple present tense in English. It explains that do is used with pronouns like I, you, we, they and nouns that can replace those pronouns, while does is used with pronouns like she, he, it and nouns that can replace those. Examples are given for forming questions with do/does, negatives, short answers, and exceptions for verbs like be and can. Practice questions are also included for the reader to try applying the rules.
The document tells the story of a woman who unexpectedly became an English teacher. After working part-time helping with documents at an English learning center, she was asked to help a student with an assignment, which led to her being trained as an English teacher. Though she enjoyed the job, she later took a break to travel in Boston before returning to America to study TEFL, finding her life path unpredictable.
The document tells the story of a woman who unexpectedly became an English teacher. She took a part-time job helping with documents at an English learning center and was asked to help a student, which led to her being trained as a teacher. After five years, she quit to travel but later returned to America to get a TEFL certificate. The story emphasizes that life is unpredictable and one never knows what the future may hold.
The document discusses emoticons and their usage. It includes activities asking students to identify emoticons, discuss their internet usage, and debate whether unrestricted internet use by youth undermines societal morals. It also includes a dialogue between two characters discussing relationship issues and debates gender roles and discrimination.
This document provides a summary and analysis of the novel "Love Story" by Erich Segal. It includes a chapter-by-chapter summary, characterization of the main characters Jennifer and Oliver, and discussion of the concepts of love portrayed in the story. The document also explores definitions of love from dictionaries and Aristotle's three kinds of love: eros, philia and agape. Related Khmer love stories are also mentioned. In conclusion, the document discusses what was learned about the complications of love from completing this project.
Darren is bullied for being a good student but has had enough after 10 years of bullying. Robert bullies others, including his old friend Darren, because he is rich and his mother is the head teacher. Jess is popular and hangs out with Robert and his friends, flirting with Robert. Harry stirs up trouble and sides with his brother Robert to stay popular. Rachel is uncertain and nervous around new people, fully trusting only Jess and her family. James stays calm and casual, following the rule that this keeps him popular with good grades and as a "lady killer".
The document summarizes four people that the author followed on Twitter:
1) Tom Altepeter, who tweets about topics concerning humanity and quotes Nelson Mandela. He is concerned with racism and how love can unite the world.
2) Aviva Dunsiger, a teacher who posts pictures of her students' projects and activities. She aims to make learning hands-on and motivate her students to succeed.
3) PernilleRipp, a teacher, author and mother. She is passionate about reading and hands-on learning. She engages students in exciting projects and technology.
4) Chris Wejr, a principal who tweets about education, leadership and visual learning. He believes school should
Nga works for an international bank in Hanoi. She is studying English in London to improve her writing and listening skills for her job. Her writing is poor and she struggles with listening because people speak too quickly for her to understand. However, she enjoys studying English because she finds it interesting and useful for communicating with people around the world and understanding songs.
This document outlines the weekly schedule and activities for a preschool classroom for the week of May 4-8. The class will be investigating how pets make people feel through various activities focused on pets each day, including reading books and viewing photos about pets, naming pets, and showing affection toward pets. The schedule includes whole group and small group activities focused on rhyming words, shapes, measuring, and spatial relationships. Outdoor and special experiences are also planned, such as story time, cooking club, and intergenerational activities.
This document appears to be a worksheet or activity for a student to practice identifying and describing family members. It includes matching activities to identify relationships like mother, father, sister, brother. There are also fill-in-the-blank and true/false questions about sample family introductions. The student is prompted to answer short questions about their own family at the end.
This document outlines learning objectives and instructions for writing a personal identity text in English. It includes examples of personal identity information like name, birthplace, address, school, hobbies, parents' names, blood type and email. Students are asked to work in pairs and introduce themselves using the provided questions as prompts to share their own personal identity details.
The document discusses the two main types of questions in English - yes/no questions and information questions. Yes/no questions follow the pattern of auxiliary verb + subject + main verb, while information questions start with an interrogative word followed by auxiliary verb + subject + main verb. Examples of both question types are provided along with their typical structures. The document also provides answers and prompts the reader to form questions based on those answers to check their understanding of question formation in English.
Bill wrote to Anna asking about her career plans and expressing interest in becoming a translator or teacher due to his passion for foreign languages, cultures, and travel. In her response, Anna writes that she is pursuing a career as a foreign language teacher because she enjoys working with children and finds it rewarding. She hopes to one day visit the USA like Bill wants to travel more internationally.
Tiếng Anh 8 - Bài 1 - My Friends - Listen and Readtieuhocvn .info
This document is a summary of an English lesson about a girl named Hoa receiving a letter from her friend Nien. It contains dialogs between Hoa and her friend Lan where Hoa shares details about Nien, including that she lives in Hue and used to be Hoa's next door neighbor. The document also provides vocabulary from the lesson and questions to test comprehension. It concludes by reminding students to learn the vocabulary, answer the questions, and prepare for the next lesson.
The radio production "The Way of Tao" follows a teenage boy named Tao who has recently moved to England from China. He struggles to adjust to his new country and school, where he faces bullying. As a martial arts master, Tao deals with these situations through non-violent means when possible. The 30-minute radio show will air on BBC 4 Extra and iPlayer, targeting audiences aged 15-25 interested in martial arts and radio drama. It will also be available for streaming and on podcast for a limited time.
The document summarizes a radio production called "The Way of Tao" about a teenage boy named Tao who has recently moved from China to England. Tao struggles to adjust to his new country and school, where he faces bullying, while also being a martial arts master. The 30-minute radio show will air on BBC 4 Extra and iPlayer, targeting audiences aged 15-25 interested in martial arts and radio productions. It features the voices of Donnie Yen as Tao and David Mitchell as the strict head teacher.
This document discusses preferences and provides examples of likes and dislikes. It includes a listening comprehension passage about a woman named Mary and her various hobbies such as running, horseback riding, singing in choir, and spending time with friends. The document prompts the reader to describe their own preferences of hobbies and pastimes to a partner.
This document contains responses to a series of questions from two individuals, Maria Paulina and Carolina Velasquez. Maria is 14 years old, does not have a boyfriend, studies at Loyola, lives in Bello, enjoys writing in her free time, likes swimming and volleyball, practices tennis, enjoys Bones TV show and Luciernagas en el jardin movie, likes rock music, and enjoys reading Sherlock Holmes books. Carolina is 15 years old, does not have a girlfriend, studies at Loyola, lives in Castilla, enjoys reading in her free time, likes sports and basketball specifically, enjoys United Victims Specials TV show and Fallen Angels movie, likes country music, and Paola is her favorite
This document outlines the schedule for a spring 2017 semester class. It includes 18 weeks of classes divided into topics such as "Why Write?" and "Beyond the Page". Each week contains assigned readings from textbooks and online sources as well as writing assignments and in-class activities. Students will write essays, research papers, and present their findings at the end of the semester.
This document contains the schedule and lesson plan for a school class on November 30th, 2011. The class will include a warm up activity, homework correction, review of subject pronouns and the verb "be" in the present simple tense. The main lesson will cover using the verb "be" in the present simple tense in negative and interrogative forms. Students will then complete exercises practicing this grammar point in their workbooks.
ANIMATIONS
Frequently used linkers: cause and effect (reason and result)/ purpose/ condition/ contrast/ positive and negative addition/ exception/ giving examples/ time/ relative pronouns/ other linking words
The document discusses the use of gerunds (verbs ending in "-ing") after the verbs "like", "love", "hate", and "don't like". It provides examples of sentences using these verbs followed by gerunds, such as "I like reading books" and "They hate playing games". It also gives examples of questions using these patterns and answers confirming or denying liking activities expressed as gerunds.
You may have heard of a project called RA21 that aims to simplify online access to library resources, but how it actually does this is less well understood. The technical jargon and acronyms often confuse what is actually a pretty simple concept.
In this brief video, and with the help of some stick figures, we demystify RA21 and what it means for publishers and libraries.
Gerunds and Infinitives With Different FunctionsRuben-Toranzo
This document discusses the different grammatical functions that gerunds and infinitives can serve. It addresses gerunds and infinitives as subjects, objects, subject complements, and objects of prepositions. The teacher notes that the explanation of gerunds and infinitives as objects of prepositions is incomplete, and prompts the student to consider what was learned the previous day regarding adjective-preposition and verb-preposition combinations. The student is then asked to practice by writing 6 sentences including different functions for gerunds and infinitives.
English 8 – Unit 1: My Friends – Lesson 2- Speak tieuhocvn .info
Mời thầy cô và các bạn có đầy đủ giáo án và bài học này tại http://tutenglish.com
Để tải toàn bộ bài học này - hay tải bài giảng này dạng Power point (.ppt) Hãy vào trang http://tutenglish.com
This document provides a summary and analysis of the novel "Love Story" by Erich Segal. It includes a chapter-by-chapter summary, characterization of the main characters Jennifer and Oliver, and discussion of the concepts of love portrayed in the story. The document also explores definitions of love from dictionaries and Aristotle's three kinds of love: eros, philia and agape. Related Khmer love stories are also mentioned. In conclusion, the document discusses what was learned about the complications of love from completing this project.
Darren is bullied for being a good student but has had enough after 10 years of bullying. Robert bullies others, including his old friend Darren, because he is rich and his mother is the head teacher. Jess is popular and hangs out with Robert and his friends, flirting with Robert. Harry stirs up trouble and sides with his brother Robert to stay popular. Rachel is uncertain and nervous around new people, fully trusting only Jess and her family. James stays calm and casual, following the rule that this keeps him popular with good grades and as a "lady killer".
The document summarizes four people that the author followed on Twitter:
1) Tom Altepeter, who tweets about topics concerning humanity and quotes Nelson Mandela. He is concerned with racism and how love can unite the world.
2) Aviva Dunsiger, a teacher who posts pictures of her students' projects and activities. She aims to make learning hands-on and motivate her students to succeed.
3) PernilleRipp, a teacher, author and mother. She is passionate about reading and hands-on learning. She engages students in exciting projects and technology.
4) Chris Wejr, a principal who tweets about education, leadership and visual learning. He believes school should
Nga works for an international bank in Hanoi. She is studying English in London to improve her writing and listening skills for her job. Her writing is poor and she struggles with listening because people speak too quickly for her to understand. However, she enjoys studying English because she finds it interesting and useful for communicating with people around the world and understanding songs.
This document outlines the weekly schedule and activities for a preschool classroom for the week of May 4-8. The class will be investigating how pets make people feel through various activities focused on pets each day, including reading books and viewing photos about pets, naming pets, and showing affection toward pets. The schedule includes whole group and small group activities focused on rhyming words, shapes, measuring, and spatial relationships. Outdoor and special experiences are also planned, such as story time, cooking club, and intergenerational activities.
This document appears to be a worksheet or activity for a student to practice identifying and describing family members. It includes matching activities to identify relationships like mother, father, sister, brother. There are also fill-in-the-blank and true/false questions about sample family introductions. The student is prompted to answer short questions about their own family at the end.
This document outlines learning objectives and instructions for writing a personal identity text in English. It includes examples of personal identity information like name, birthplace, address, school, hobbies, parents' names, blood type and email. Students are asked to work in pairs and introduce themselves using the provided questions as prompts to share their own personal identity details.
The document discusses the two main types of questions in English - yes/no questions and information questions. Yes/no questions follow the pattern of auxiliary verb + subject + main verb, while information questions start with an interrogative word followed by auxiliary verb + subject + main verb. Examples of both question types are provided along with their typical structures. The document also provides answers and prompts the reader to form questions based on those answers to check their understanding of question formation in English.
Bill wrote to Anna asking about her career plans and expressing interest in becoming a translator or teacher due to his passion for foreign languages, cultures, and travel. In her response, Anna writes that she is pursuing a career as a foreign language teacher because she enjoys working with children and finds it rewarding. She hopes to one day visit the USA like Bill wants to travel more internationally.
Tiếng Anh 8 - Bài 1 - My Friends - Listen and Readtieuhocvn .info
This document is a summary of an English lesson about a girl named Hoa receiving a letter from her friend Nien. It contains dialogs between Hoa and her friend Lan where Hoa shares details about Nien, including that she lives in Hue and used to be Hoa's next door neighbor. The document also provides vocabulary from the lesson and questions to test comprehension. It concludes by reminding students to learn the vocabulary, answer the questions, and prepare for the next lesson.
The radio production "The Way of Tao" follows a teenage boy named Tao who has recently moved to England from China. He struggles to adjust to his new country and school, where he faces bullying. As a martial arts master, Tao deals with these situations through non-violent means when possible. The 30-minute radio show will air on BBC 4 Extra and iPlayer, targeting audiences aged 15-25 interested in martial arts and radio drama. It will also be available for streaming and on podcast for a limited time.
The document summarizes a radio production called "The Way of Tao" about a teenage boy named Tao who has recently moved from China to England. Tao struggles to adjust to his new country and school, where he faces bullying, while also being a martial arts master. The 30-minute radio show will air on BBC 4 Extra and iPlayer, targeting audiences aged 15-25 interested in martial arts and radio productions. It features the voices of Donnie Yen as Tao and David Mitchell as the strict head teacher.
This document discusses preferences and provides examples of likes and dislikes. It includes a listening comprehension passage about a woman named Mary and her various hobbies such as running, horseback riding, singing in choir, and spending time with friends. The document prompts the reader to describe their own preferences of hobbies and pastimes to a partner.
This document contains responses to a series of questions from two individuals, Maria Paulina and Carolina Velasquez. Maria is 14 years old, does not have a boyfriend, studies at Loyola, lives in Bello, enjoys writing in her free time, likes swimming and volleyball, practices tennis, enjoys Bones TV show and Luciernagas en el jardin movie, likes rock music, and enjoys reading Sherlock Holmes books. Carolina is 15 years old, does not have a girlfriend, studies at Loyola, lives in Castilla, enjoys reading in her free time, likes sports and basketball specifically, enjoys United Victims Specials TV show and Fallen Angels movie, likes country music, and Paola is her favorite
This document outlines the schedule for a spring 2017 semester class. It includes 18 weeks of classes divided into topics such as "Why Write?" and "Beyond the Page". Each week contains assigned readings from textbooks and online sources as well as writing assignments and in-class activities. Students will write essays, research papers, and present their findings at the end of the semester.
This document contains the schedule and lesson plan for a school class on November 30th, 2011. The class will include a warm up activity, homework correction, review of subject pronouns and the verb "be" in the present simple tense. The main lesson will cover using the verb "be" in the present simple tense in negative and interrogative forms. Students will then complete exercises practicing this grammar point in their workbooks.
ANIMATIONS
Frequently used linkers: cause and effect (reason and result)/ purpose/ condition/ contrast/ positive and negative addition/ exception/ giving examples/ time/ relative pronouns/ other linking words
The document discusses the use of gerunds (verbs ending in "-ing") after the verbs "like", "love", "hate", and "don't like". It provides examples of sentences using these verbs followed by gerunds, such as "I like reading books" and "They hate playing games". It also gives examples of questions using these patterns and answers confirming or denying liking activities expressed as gerunds.
You may have heard of a project called RA21 that aims to simplify online access to library resources, but how it actually does this is less well understood. The technical jargon and acronyms often confuse what is actually a pretty simple concept.
In this brief video, and with the help of some stick figures, we demystify RA21 and what it means for publishers and libraries.
Gerunds and Infinitives With Different FunctionsRuben-Toranzo
This document discusses the different grammatical functions that gerunds and infinitives can serve. It addresses gerunds and infinitives as subjects, objects, subject complements, and objects of prepositions. The teacher notes that the explanation of gerunds and infinitives as objects of prepositions is incomplete, and prompts the student to consider what was learned the previous day regarding adjective-preposition and verb-preposition combinations. The student is then asked to practice by writing 6 sentences including different functions for gerunds and infinitives.
English 8 – Unit 1: My Friends – Lesson 2- Speak tieuhocvn .info
Mời thầy cô và các bạn có đầy đủ giáo án và bài học này tại http://tutenglish.com
Để tải toàn bộ bài học này - hay tải bài giảng này dạng Power point (.ppt) Hãy vào trang http://tutenglish.com
Bài giảng Tiếng Anh lớp 8 - Unit 3 - lesson 5 - Write tieuhocvn .info
This document provides a lesson on writing descriptions using prepositions of place. It includes a reading passage describing Hoa's kitchen and an exercise where students write their own description of a room using prepositions like "on the left of", "next to", "above", "beneath", and "in the middle of". The lesson defines vocabulary like "wardrobe" and "towel rack". It then has students read the passage and answer questions to practice the prepositions. Students then work on writing their own description of Hoa's kitchen using the prepositions. For homework, they are asked to describe their own bedroom or living room.
The document appears to list random words, numbers, and phrases with no clear meaning or context. It includes numbers, questions about names and feelings, mentions of colors and objects like cars and balls, but does not form a coherent story, thought, or point. The essence cannot be determined from the disjointed and unclear information provided.
This document provides sample dialogues for common greetings and introductions in English. It includes greetings like "Hello", "Hey", and "What's up?" as well as introductions with name exchanges. Sample conversations cover asking where someone is from, what school they attend, and how long someone has been visiting Vietnam. Dialogues also address different types of first meetings, including meeting for the first time, the first meeting of the day, and meeting after a long time.
Bai giang tieng anh 6 unit 15 countries a1 4Dân Phạm Việt
This document provides an English lesson about countries. It includes vocabulary about countries and nationalities. It presents model sentences for asking and answering questions about where someone is from, their nationality, and the language they speak. There are also exercises for students to practice these questions and answers, including making dialogues and learning the vocabulary. The homework assigns students to learn the vocabulary and make more dialogues using information in the tables provided.
The document discusses question formation in English. It explains that in yes/no questions, the auxiliary verb (is, are, have, etc.) comes before the subject. It also notes that wh- questions follow the pattern of wh- word + auxiliary verb + subject. The document provides examples of questions using do/does/did and common verbs like work, live, go. It cautions that the subject always comes after the first verb in a question. Finally, it covers question formation with why and a negative verb phrase.
The document discusses approaches to dealing with errors made by language learners. It explains that errors are an important part of language learning and teachers must make decisions about whether errors matter and how to address them. Teachers are encouraged to use learners' actual errors to target instruction rather than preempt errors, and to provide feedback that promotes self-correction without discouraging learners.
The document introduces passive voice and how it differs from active voice. Passive voice focuses on the subject receiving the action rather than performing it. Only sentences with transitive verbs can be changed to the passive voice. There are several uses of the passive voice, including when the doer is unimportant or unknown, or to emphasize a particular thing or person. The document also discusses the different passive tenses.
The document discusses the use of "too" and "either" at the end of sentences to indicate that the speaker shares the same quality or action as the previous speaker. It provides examples of using "too" after positive statements and "either" after negative statements. Additionally, it explains how to use "so am I", "neither am I", and other variations to mirror the previous speaker's statement in responses.
This document provides instruction on the simple present tense in Spanish. It includes examples of statements and questions using common verbs like "hablar", "entender", and "tener" in the simple present tense. Students are directed to work in pairs asking and answering example questions about subjects like "John", "George", and "Mary" using the simple present tense affirmatively. Exercises are included for students to practice forming questions and responding affirmatively about subjects like "el doctor", "los estudiantes", and personal pronouns.
The document provides an overview of pedagogical grammar and cognitive grammar. It discusses the challenges of learning grammar, the dimensions of grammar including form, meaning and use, and assumptions of cognitive grammar such as grammar reflecting human experiences and generalizations about the world. Key cognitive processes like categorization, metaphor and metonymy are described as shaping grammar.
This document is a lesson on making arrangements in English using the phrase "be going to". It provides examples of using "be going to" to talk about intentions in the near future and explains when to use this phrase. It also includes exercises for students to practice using "be going to" in sentences and answering questions about people's plans and intentions. Vocabulary related to hobbies and activities are defined. In the end, it encourages students to contact the teacher if they want to receive more English lessons.
The document discusses grammatical units and their hierarchy. It begins by defining basic grammatical notions such as form and function. The main grammatical units are sentences, clauses, phrases, and words. Sentences can be simple, compound, or complex. Clauses include main and subordinate clauses. Phrases contain verb, noun, adjective, adverb, and prepositional phrases. Words are divided into verbs, nouns, adjectives, adverbs, prepositions, determiners, pronouns, and conjunctions.
This document provides an overview of sentence structure and analysis. It defines a sentence as being made up of two main phrases: a noun phrase and a verb phrase. Each phrase can consist of a single word or multiple words. Sentences can also be analyzed as having two main parts: a subject and a predicate. Reed-Kellogg diagrams are introduced as a way to visually represent sentence structure, showing the relationship between subjects and predicates. Examples are given of simple sentences diagrammed in this way, and how modifiers are added to the diagrams.
This document discusses the formation of negative sentences in English using contractions with "not". It provides examples of using "not" with auxiliary verbs like "am", "is", "are" etc. in the present and past simple tense. It also discusses the use of "don't", "doesn't", "didn't" with main verbs in the present and past simple negative form. Examples are given to illustrate the positive and negative forms.
This document provides an overview of rewriting sentences in English. It begins with common grammatical structures and considerations for rewriting sentences while maintaining the original meaning. Examples of rewriting include using different grammatical structures, forms of words, changing from active to passive voice, or direct to indirect speech. Several common patterns for rewriting sentences are then presented with explanations and examples. An exercise section follows with 40 sentences to rewrite in different forms. The document aims to help readers better understand grammar and vary their English style through rewriting sentences.
1. The document contains an English lesson for grade 7 students. It includes exercises on matching sentences, completing dialogues, choosing the correct answers, rearranging words to form sentences, asking questions for answers, and identifying errors.
2. The exercises practice various grammar and language skills like tense agreement, question forms, parts of speech, and identifying subject-verb mismatches.
3. The passage provides context and language for the exercises through short dialogues and descriptions about after school activities like stamp collecting, playing music, acting in plays, and sports.
Bài tập thực hành tiếng anh lớp 7 ( bài 6)Nguyen Van Tai
1. The document contains an English lesson for grade 7 students. It includes exercises on matching sentences, completing dialogues, choosing the correct answers, rearranging words to form sentences, asking questions for answers, and identifying errors.
2. The exercises practice various grammar and language skills like tense agreement, question forms, parts of speech, and identifying subject-verb mismatches.
3. The passage provides context and language for the exercises through short dialogues and descriptions about common after-school activities for students like stamp collecting, playing music, acting in plays, and joining sports teams.
This document contains summaries of several passages about families and personal relationships:
1) The first passage provides definitions for various family relationships like grandparents, parents, siblings.
2) The second passage introduces a girl named Tania who lives in a typical Ukrainian family with her parents and brother.
3) The third passage discusses a set of twins named Lily and Mary who are very close but don't always agree.
The document continues with additional passages, exercises and dialogues covering topics like friends, hobbies, personality traits, and family occupations.
This document provides content for an English chapter, including listening, speaking, reading and writing activities. The listening section includes expressions of regret, plans/intentions, predicting/speculating. Speaking covers using these expressions and doing a book review. Reading involves review texts and advertisements. Writing includes a review text and creating pamphlets/advertisements. Several dialogues are provided to practice the target language functions. Questions assess comprehension of the dialogues and teach the associated vocabulary and expressions.
This document contains a series of questions about various topics such as countries, sports, animals, and activities. It also discusses different types of relationships including workmates, classmates, pen pals, flatmates, partners, and soulmates. Additionally, it provides examples of common phrases used when describing friends such as "going back years" and "seeing eye to eye". Finally, it gives qualities of a good friend and prompts to talk about one's best friend.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
This unit focuses on discussing fears and family members. Students will listen to conversations about unusual family members and their quirks. They will practice asking questions about family jobs, hobbies, and personalities. Students will then talk about their own families, describing family members who have certain traits like being easy to talk to or having a short temper. The unit aims to improve students' fluency in natural conversation.
The document provides information about English as a global lingua franca. It discusses how English has become the most widely spoken language in the world, with over 1 billion people using it as either a first, second or foreign language. While other constructed languages like Esperanto have been proposed as universal languages, English has organically grown to fill this role due to political and economic factors over centuries. The status of English as the dominant global lingua franca could change in the future depending on worldwide developments, but currently no other language appears poised to surpass English in global influence and use.
The document provides information about a Ukrainian textbook for English language learning in the 5th year of secondary school education. It includes the title, author, publisher, date of publication, and recommendations from the Ministry of Education and Science of Ukraine. The textbook is the second edition, revised according to the current curriculum.
The document provides information about a Ukrainian textbook for English language learning in the 5th year of secondary school education. It includes the title, author, publisher, date of publication, and recommendations from the Ministry of Education and Science of Ukraine. The textbook is the second edition, revised according to the current curriculum.
Variation A and Variation B are similar worksheets that ask students to complete matching, sentence correction, fill-in-the-blank, and reading comprehension exercises. The documents provide 20 points worth of exercises, including matching adjectives with their opposites, correcting sentences by replacing words with their opposites, completing sentences and translating them into Mongolian, and determining if a character from a short story is shy or talkative based on details provided. The worksheets are similar but have some differences in the specific questions and details asked.
Annie noticed that Alice was new to their class and introduced herself. They discovered they both liked the class so far and had similar interests in music. Alice shared that she plays the saxophone and writes poems. Annie invited Alice to join the school band. They bonded over their shared love of music and began hanging out together outside of class.
Annie noticed that Alice was new to their class and introduced herself. They discovered they both liked the class so far and had similar interests in music. Alice shared that she plays the saxophone and writes poems. Annie invited Alice to join the school band, showing she wanted to include her. They began discussing hanging out together outside of class, indicating they were becoming friends.
Annie noticed that Alice was new to their class and introduced herself. They discovered they both liked the class so far and had similar interests in music. Alice shared that she plays the saxophone and writes poems. Annie invited Alice to join the school band with her. They bonded over their shared love of music and extracurricular activities.
Annie noticed that Alice was new to their class and introduced herself. They discovered they both liked the class so far and had similar interests in music. Alice shared that she plays the saxophone and writes poems. Annie invited Alice to join the school band with her. They bonded over their shared love of music and extracurricular activities.
Annie noticed that Alice was new to their class and introduced herself. They discovered they both liked the class so far. Alice shared that she was taking it as an elective but preferred music. Annie said she played guitar and was thinking of joining the band. Alice said she played saxophone and drums. They found they both liked music and Annie thought Alice seemed romantic. They discussed hanging out at the mall together, showing they were becoming friends.
Annie noticed that Alice was new to their class and introduced herself. They discovered they both liked the class so far and had similar interests in music. Alice shared that she plays the saxophone and writes poems. Annie invited Alice to join the school band with her. They bonded over their shared love of music and extracurricular activities.
Annie noticed that Alice was new to their class and introduced herself. They discovered they both liked the class so far and had similar interests in music. Alice shared that she plays the saxophone and writes poems. Annie invited Alice to join the school band with her. They bonded over their shared love of music and extracurricular activities.
Similar to English 8 – Unit 1:My Friends – Lesson 4 - Read (20)
Luyện từ và câu 5 Tuần 3 Trang 32 Luyện tập Cách viết đoạn văn hay miêu tả ...tieuhocvn .info
#luyentuvacau5, #tulieutieuhoc, Trong bài học này, các em lớp 5 học tốt bài Luyện từ và câu 5 Tuần 3 Trang 32. Luyện tập Cách viết đoạn văn hay miêu tả sử dụng từ đồng nghĩa .Nắm được cách viết các đoạn văn miêu tả sự vật có sử dụng các từ đồng nghĩa. Nhấn vào 13:24 Đoạn văn hay với các màu xanh tả thôn quê vào buổi sáng. Tại 14:44 em thấy đoạn văn hay với những màu vàng tả vùng nông thôn vào mùa thu. Ở chỗ 16:16 Tả làng em đón Tết với những màu đỏ. Tại 17:34 là cách viết cơn mưa mùa hạ với các sắc màu đen.
Luyện từ và câu 5 Tuần 1 Trang 13 Luyện tập về Từ đồng nghĩa Cá hồi vượt tháctieuhocvn .info
#luyentuvacau5, #tulieutieuhoc,Qua bài học này , các em học sinh lớp 5 có được đáp án tốt trong 3 bài tập của tiết Luyện từ và câu Lớp 5 Tuần 1 trang 13 Bài Luyện tập Từ đồng nghĩa. Các em được củng khái niệm về từ đồng nghĩa. Tìm được các từ đồng nghĩa chỉ màu sắc. Lựa chọn đúng các từ đồng nghĩa chỉ màu sắc để đặtc âu miêu tả thiên nhiên. Biết con đúng từ đồng nghĩa để hoàn chỉnh bài văn của Nguyễn Phan Hách có tên Cá hồi vượt thác
Link xem bài giảng: https://youtu.be/ieGpnvdM-ak
Luyện từ và câu 5 Tuần 1 Trang 7 Từ đồng nghĩatieuhocvn .info
#luyentuvacau5, #tulieutieuhoc, Đây là bài giảng giúp học sinh lớp 5 học tốt tiết Luyện từ và câu Lớp 5 Tuần 1 trang 7 Bài Từ đồng nghĩa. Vậy thế nào là từ đồng nghĩa? Có mấy loại từ đồng nghĩa? Khi nào từ đồng nghĩa thì có thể thay thế cho nhau được? Khi nào từ đồng nghĩa không thay thế được cho nhau được? Tất cả các câu trả lời có trong bài giảng này các bạn nhé!
https://youtu.be/ieGpnvdM-ak
Luyen-tu-va-cau-4-Tuan-27-Trang-87-Cau-khien
#luyentuvacau4, #tulieutieuhoc, Video nhỏ giúp các bạn học sinh lớp 4 làm quen với 1 kiểu câu theo mục đích nói để yêu cầu, đề nghị, cấm đoán ai đó làm việc gì đó là câu khiến. Vậy thế nào là câu khiến ?
Luyện từ và câu 4 Tuần 27 trang 92 Cách đặt Câu khiến tieuhocvn .info
Bài học giúp các bạn học sinh lớp 4 thực hiện tốt cách đặt câu khiến theo 4 cách khác nhau, bằng cách thêm các từ vào giữa, vào cuối hay vào trước động từ. Rèn cho học sinh cách nói năng lịch sự, cách yêu cầu, đề nghị, cấm đoán ai đó làm việc
gì đó một cách có văn hóa, có tác dụng trong cuộc sống. Hãy xem trọn bài học này Luyện từ và câu 4 Tuần 27 trang 92 Cách đặt Câu khiến Link tải : https://youtu.be/YvDhKvEWD1I
Ôn luyện và Kiểm tra Tiếng Anh Lớp 4 Tuần 1 | Unit 1: Nice to see you againtieuhocvn .info
#Ontap&KiemtraTienganh4, #hoctienganh4, Đây là video nhỏ hướng dẫn các bạn học sinh Lớp 4 ôn tập và kiểm tra kiến thức đã học ở Tuần 1 Tiếng Anh Lớp 4 với Unit 1: Nice to see you again . Các mẹ hãy tải Phiếu bài tập ôn luyện này về cho các con làm sau đó kiểm tra kết quả của con qua video. Cách khác các em học sinh cũng có thể xem bài giảng để biết kết quả của em.
https://youtu.be/UVSt4-_G8C4
#luyentuvacau4, #tulieutieuhoc, Video nhỏ giúp các bạn học sinh lớp 4 làm quen với 1 kiểu câu theo mục đích nói để yêu cầu, đề nghị, cấm
đoán ai đó làm việc gì đó là câu khiến. Vậy thế nào là câu khiến ? Câu khiến dùng để làm gì? Dấu câu nào được dùng trong câu khiến ? Để trả lời các câu hỏi này, các bạn sẽ xem bài học Luyện từ và câu 4 Tuần 27 trang 87 Câu khiến nhé Link xem bài giảng https://youtu.be/p_QDrjub8U8
Bài tập cuối tuần Tiếng Việt 5 Tuần 10 | Làm tốt bài đọc hiểu Tiếng việt này ...tieuhocvn .info
#baitapcuoituanTiengViet5, Hãy tải bài tập này tại đây . Linkhttp://bit.ly/2QEIsc5 . Đây là video giúp học sinh lớp 5 làm tốt Bài đọc hiểu Tiếng Việt 5 Tuần 10 Chuẩn bị cho Kiểm tra giữa học kì 1
Tập làm văn 4 trang 64 Luyện tập Xây dựng Đoạn văn kể chuyện Ba lưỡi rìutieuhocvn .info
Trong video này giúp các em học tốt tiết Tập làm văn 4 trang 64 bài Luyện tập xây dựng đoạn văn kể chuyện , dựa vào tranh và lời kể dưới tranh để phát triển thành đoạn văn hoàn chỉnh trong câu truyện Ba lưỡi rìu vè anh chàng tiểu phu thật thà Xem cách dạy cahs học https://youtu.be/_XkomJtiCm4
Thiết kế Giáo án Tập làm văn Lớp 3 theo hướng Trải nghiệm sáng tạo của học sinh tieuhoc có trên trang http://tieuhocvn.info
Đây là Thiết kế Giáo án Tập làm văn Lớp 3 theo hướng Trải nghiệm sáng tạo của học sinh tieuhoc. Giáo án này bám sát chương trình giảng dạy 35 tuần thực học. Chương trình Tập làm văn lớp 3 bao gồm 35 tiết / năm (thực học 31 tiết + 4 tiết ôn tập) - Kỳ 1: 16 tiết + 2 tiết ôn tập - Kỳ 2: 15 tiết + 2 tiết ôn tập
Môn tập làm văn lớp 3 nhằm Trang bị cho học sinh tieuhoc một số kiến thức và kĩ năng phục vụ cho học tập và đời sống hàng ngày như: điền vào giấy tờ in sẵn, viết thư, làm đơn, tổ chức họp và phát biểu trong cuộc họp, giới thiệu hoạt động của tổ, lớp, trường, ghi chép sổ tay...
Kinh nghiệm Bồi dưỡng giáo viên tiểu học Giảng dạy tốt Dạng toán Hiệu và Tỉ ...tieuhocvn .info
1. Chỉ đạo tổ chuyên môn sinh hoạt, bồi dưỡng để giáo viên nắm chắc cách nhận diện và cách giải các bài toán hiệu tỉ từ cơ bản đến nâng cao.
Mục đích là giúp giáo viên nắm chắc kiến thức cơ bản, từ xác định dạng toán, cách giải các bài toán, cách phát hiện ra các nút thắt của bài toán được ẩn giấu dưới các mối quan hệ và cách giải quyết nó. Nhiệm vụ này chúng tôi bồi dưỡng cho tổ trưởng và giao quyền cho tổ trưởng thực hành.
Giải một số bài toán Lớp 4 bằng phương pháp sơ đồ đoạn thẳng tieuhocvn .info
- Trong phương pháp giải toán theo sơ đồ đoạn thẳng thường được tuân thủ theo 5 bước:
+ Bước 1: Đọc đề, tìm hiểu đề và phân tích đề.
+ Bước 2: Tóm tắt bài toán bằng sơ đồ đoạn thẳng.
+ Bước 3: Lập kế hoách giải toán (trình tự các phép tính).
+ Bước 4: Giải bài toán theo trình tự vừa lập.
+ Bước 5: Kiểm tra lại kết quả.
Trong 5 bước thì bước vẽ sơ đồ đoạn thẳng là bước khá quan trọng.
Chu vi hình tròn Tiết 95 – trang 97 - Toán 5 tieuhocvn .info
Đây là bài giảng Toán 5 - Giúp học sinh lớp 5 Học tốt Toán 5 Bài
Chu vi hình tròn Tiết 95 – trang 97 - Toán 5
- Biết quy tắc tính chu vi hình tròn
- Vận dụng để giải bài toán có yếu tố thực tế về chu vi hình tròn.
- Bài tập đạt chuẩn: Bài 1(a,b), Bài 2(c), Bài 3.
Tính chu vi hình tròn có đường kính 4cm bằng cách nhân đường kính 4cm với số 3,14:
4 x 3,14 =12,56 (cm)
Muốn tính chu vi của hình tròn ta lấy đường kính nhân với số 3,14.
Hình tròn , đường tròn Tiết 94 – trang 97 - Toán 5 tieuhocvn .info
Đây là bài giảng Toán 5 - Giúp học sinh lớp 5 Học tốt Toán 5 Bài
Hình tròn , đường tròn Tiết 94 – trang 97 - Toán 5
- Nhận biết được hình tròn, đường tròn và các yếu tố của hình tròn.
- Biết sử dụng compa để vẽ hình tròn.
- Bài tập đạt chuẩn: Bài 1, Bài 2,
2. Preview a part of this lecture
Thế nào là hình tròn ?
Là hình được tạo nên mặt phẳng
Giới hạn bởi một đường tròn.
- Người ta thường dùng dụng cụ gì
để vẽ đường tròn ?
Toán 5 trang 93 Diện tích Hình thang Tiết 91 Tuần 19 tieuhocvn .info
Đây là bài giảng Toán 5 - Giúp học sinh lớp 5 Học tốt Toán 5 Bài Diện tích hình thang Tiết 91 – trang 93 - Toán 5
- Biết tính diện tích hình thang.
- Biết vận dụng vào giải các bài tập liên quan.
- Bài tập đạt chuẩn: Bài 1(a), Bài 2(a),
Hình thang Tiết 90 – trang 91 - Toán 5- Có biểu tượng về hình thang.
- Nhận biết được một số đặc điểm của hình thang, phân biệt được hình thang với các hình đã học.
- Nhận biết hình thang vuông.
- Bài 1, Bài 2, Bài 4.
1. Cạnh của hình thang.
- Có nhận xét gì về hai cạnh đáy này ?
- Còn những cạnh nào không song song với nhau ?
- Hình thang có mấy cặp cạnh song song với nhau ?
Hình thang có :
+ Hai cạnh đáy, hai cạnh bên.
+ Hai cạnh đáy là hai cạnh đối diện song song.
2. Chiều cao của hình thang.
- AH là đường cao
- Độ dài AH là chiều cao
AH vuông góc với DC Vậy AH có vuông góc với AB không ?
Hình thang ABCD có:
- Cạnh đáy AB và cạnh DC. Cạnh bênh AD và cạnh BC.
- Hai cạnh đáy là hai cạnh đối diện song song.
- AH là đường cao. Độ dài AH là chiều cao
Bài 1 : Trong các hình dưới đây, hình nào là hình thang.
Bài 2 : Trong ba hình dưới đây, hình nào có :
- Bốn cạnh và bốn góc.
- Hai cặp cạnh song song .
- Chỉ có một cặp cạnh đối diện song song .
- Có bốn góc vuông .
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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,
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
English 8 – Unit 1:My Friends – Lesson 4 - Read
1. Bài giảng điện tử - Tiếng Anh 8 có tại http://TutEnglish.com
2. Bài giảng điện tử - Tiếng Anh 8 có tại http://TutEnglish.com
3.
4. Unit:1. My friends
Lesson:4. Read
-How many friends do you
have?
-Who are your close friends?
-What does he (she) look
like?
5. Unit:1. My friends
Lesson:4. Read
character ( n ) :/ kær ktə(r)/ˈ ɪ
sociable (a) / sə əb(ə)l/ˈ ʊʃ
generous ( a ) / d enərəs/ˈ ʒ
reserved ( a ) /r z (r)vd/ɪˈ ɜː
joke ( n ) /d ə k/ʒ ʊ
orphanage ( n ) / (r)f(ə)n d /ˈɔː ɪ ʒ
annoy ( v ) /ə n /ˈ ɔɪ
sense of humor:
tính nết, tính cách
hòa đồng, dễ gần gũi
hào phóng, rộng lượng
trại mồ côi
kín đáo, dè dặt
lời nói đùa, chuyện đùa
khiếu hài hước
làm bực mình
6. Unit:1. My friends
Lesson:4. Read
1.character ( n ) :
2.sociable (a)
3.generous ( a ) :
5.reserved ( a ) :
6.joke ( n ) :
4.orphanage ( n ) :
8.annoy ( v ) :
7.sense of humor ( n ):
d,tính nết, tính cách
h,hòa đồng, dễ gần gũi
a,hào phóng, rộng lượng
g,trại mồ côi
b,kín đáo, dè dặt
e,lời nói đùa, chuyện đùa
c,khiếu hài hước
f,làm bực mình
Matching:
7. Unit:1. My friends
Lesson:4. Read
Ba is talking about his friends
I am lucky enough to have a lot of friends.
Of all my friends, Bao, Khai, and Song are
the ones I spend most of my time with. Each
of us, however, has a different character.
Bao is the most sociable.He is also extremely
kind and generous. He spends his free time
doing volunteer work at a local orphanage,
and he is a hard-working student who always
gets good grades.
Unlike Bao, Khai and Song are quite reserved in public. Both boys
enjoy school, but they prefer to be outside the classroom. Song is our
school’s star soccer player, and Khai likes the peace and quiet of the
local library.
I am not as outgoing as Bao, but I enjoy telling jokes. My friends
usually enjoy my sense of humor. However, sometimes my jokes
annoy them.
Although we have quite different characters, the four of us are
very close friends.
9. AA three
a.Ba talks about_______ of his friends .a.Ba talks about_______ of his friends .
BB all
DD none
CC four
Excellent! you are rightWhat a pity, you are wrong
x
x
x
10. AA Does not affect his school work
b. Bao’s volunteer work _________.b. Bao’s volunteer work _________.
BB Helps him make friends
DD causes problems at exam time
CC takes up a lot of time
What a pity, you are wrongExcellent! you are right
x
x
x
11. AA don’t talk much in public
c. Khai and Song _________ .c. Khai and Song _________ .
BB enjoy sports
DD like quiet places
CC dislike school
Excellent! you are rightWhat a pity, you are wrong
x
x
x
12. AA answer
d. Ba’ friends sometimes ______ his jokess .d. Ba’ friends sometimes ______ his jokess .
BB laugh at
DD do not listen to
CC Get tired of
What a pity, you are wrongExcellent! you are right
x
x
x
13. Unit:1. My friends
Lesson:4. Read
a) How does Ba feel having a lot of
friends ?
b) Who is the most sociable ?
c) Who likes reading ?
d) What is a bad thing about Ba’s jokes ?
e) Where does Bao spend his free time ?
f) Do you and your friends have the same or
different character ?
19. They sometimes annoy his
friends.
What is a bad thing about Ba’s
jokes ?
20. Where does Bao spend his
free time ?
He spends his free time doing
volunteer work at a local orphanage .
21. Do you and your friends have the same
or different character ?
We have the same characters
( We have quite different characters )
22.
23. f) We have the same characters
( We have quite different characters )
a) He feels lucky enough having a lot of
friends .
c) Khai likes reading .
b) Bao is the most sociable .
d) They sometimes annoy his friends .
e) He spends his free time doing volunteer work
at a local orphanage .
24. * Talking about Ba’s friends :
-reserved
-enjoys school
-a school’s star
player
. reserved
. enjoys
school
.likes reading
Song Khai
Bao
-sociable,
kind, generous
-a volunteer
- a hard-working
student
26. Bài giảng điện tử - Tiếng Anh 8 có tại http://TutEnglish.com
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