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 information about the parts of a letter and includes a sample letter. It discusses the heading, opening, body, and closing of a letter. It also provides context about the sample letter including details about the sender, date, news about grades and plans for the Lunar New Year festival.
The document provides information about personal letters, including:
1. It defines personal letters as letters written to people you know like friends and family to strengthen relationships.
2. It explains the generic structure of personal letters includes elements like the date, salutation, introduction, body, closure and signature.
3. It discusses the linguistic features of personal letters, noting they use accurate grammar, complete sentences, contractions, personal pronouns and an informal, conversational style.
This lesson plan template outlines a two-day lesson for 10th grade students on homesteaders in Nebraska in the 1860s. Students will use primary sources like letters and records from the Library of Congress to describe daily life for homesteaders. Specifically, students will learn about diseases, religion, social customs, and the physical environment experienced by homesteaders. Through analyzing primary sources, students will describe life on the Nebraska prairie. To demonstrate their understanding, students will write a 5 paragraph letter from the perspective of a homesteader describing the lifestyle to a cousin back east. The lesson addresses state social studies standards and provides resources and possibilities for differentiation.
The letter summarizes a wedding that the author recently attended that their aunt missed. It expresses regret that the aunt could not be there and then provides details about the wedding, including the names of the bride and groom, where the ceremony took place, and a brief description of the ceremony. The letter aims to inform the aunt of the wedding details in a warm, friendly manner.
The document provides guidance on writing different types of letters and includes sample letters. It discusses letter format and recommends getting to the point in the first paragraph or sentence. It also recommends using short sentences and paragraphs for business letters that people read quickly. The document then provides samples of different letter types, including friendly, request, apology, invitation and thank you letters. It concludes with references used to develop the sample letters.
This document summarizes the key parts of a friendly letter:
1) The heading includes the writer's address and date.
2) Below the heading is the salutation/greeting, which begins with a capital letter and ends with a comma or period.
3) The body is in paragraph form and contains the message.
4) The closing is directly under the heading and begins with a capital letter. Sample closings include "Your friend" or "Sincerely."
5) The signature is the writer's name directly under the closing.
An English student is visiting London next month with their family and wants to meet their pen friend Joe who also lives in London. The student is asked to write an email to Joe saying their family will be in London from March 19th-22nd, asking if Joe is free on the 20th or 21st to meet up, and suggesting they get lunch and tour some popular landmarks.
The student is also asked to write a 100-120 word response to their friend Jean about a surprise birthday party they organized for their mother, including what type of party it was, who they invited, how it went, and sharing the details with Jean.
Mrs. Ealy's 2nd grade class update includes information about upcoming specials, field trips, and celebrations. The class earned a pizza party for bringing in the most box tops. She encourages parents to volunteer to read in the classroom during reading month and sends home a reading calendar and scale to track reading minutes. The letter also provides details on what topics the class is learning about in different subjects.
This document provides information about the parts of a letter and includes a sample letter. It discusses the heading, opening, body, and closing of a letter. It also provides context about the sample letter including details about the sender, date, news about grades and plans for the Lunar New Year festival.
The document provides information about personal letters, including:
1. It defines personal letters as letters written to people you know like friends and family to strengthen relationships.
2. It explains the generic structure of personal letters includes elements like the date, salutation, introduction, body, closure and signature.
3. It discusses the linguistic features of personal letters, noting they use accurate grammar, complete sentences, contractions, personal pronouns and an informal, conversational style.
This lesson plan template outlines a two-day lesson for 10th grade students on homesteaders in Nebraska in the 1860s. Students will use primary sources like letters and records from the Library of Congress to describe daily life for homesteaders. Specifically, students will learn about diseases, religion, social customs, and the physical environment experienced by homesteaders. Through analyzing primary sources, students will describe life on the Nebraska prairie. To demonstrate their understanding, students will write a 5 paragraph letter from the perspective of a homesteader describing the lifestyle to a cousin back east. The lesson addresses state social studies standards and provides resources and possibilities for differentiation.
The letter summarizes a wedding that the author recently attended that their aunt missed. It expresses regret that the aunt could not be there and then provides details about the wedding, including the names of the bride and groom, where the ceremony took place, and a brief description of the ceremony. The letter aims to inform the aunt of the wedding details in a warm, friendly manner.
The document provides guidance on writing different types of letters and includes sample letters. It discusses letter format and recommends getting to the point in the first paragraph or sentence. It also recommends using short sentences and paragraphs for business letters that people read quickly. The document then provides samples of different letter types, including friendly, request, apology, invitation and thank you letters. It concludes with references used to develop the sample letters.
This document summarizes the key parts of a friendly letter:
1) The heading includes the writer's address and date.
2) Below the heading is the salutation/greeting, which begins with a capital letter and ends with a comma or period.
3) The body is in paragraph form and contains the message.
4) The closing is directly under the heading and begins with a capital letter. Sample closings include "Your friend" or "Sincerely."
5) The signature is the writer's name directly under the closing.
An English student is visiting London next month with their family and wants to meet their pen friend Joe who also lives in London. The student is asked to write an email to Joe saying their family will be in London from March 19th-22nd, asking if Joe is free on the 20th or 21st to meet up, and suggesting they get lunch and tour some popular landmarks.
The student is also asked to write a 100-120 word response to their friend Jean about a surprise birthday party they organized for their mother, including what type of party it was, who they invited, how it went, and sharing the details with Jean.
Mrs. Ealy's 2nd grade class update includes information about upcoming specials, field trips, and celebrations. The class earned a pizza party for bringing in the most box tops. She encourages parents to volunteer to read in the classroom during reading month and sends home a reading calendar and scale to track reading minutes. The letter also provides details on what topics the class is learning about in different subjects.
You are organizing a visit for some English speakers to your country. You have received a letter from Ming Liu, the leader of the group, asking about festivals or traditional events they could attend, accommodation recommendations, and any other useful information. In your response letter, you will provide details about a spring festival they could enjoy, suggest suitable accommodation options and advise booking in advance, and include additional travel tips.
This document provides a learning worksheet for students on personal letters. It includes the competencies, learning objectives, and tasks related to identifying the social function, generic structure, and language features of personal letters. The tasks involve observing two example personal letters, discussing their features in groups, answering comprehension questions about one letter, and rewriting a jumbled personal letter properly. The overall goal is for students to understand and be able to write personal letters regarding their own and others' activities based on context.
This document provides instructions and an example of an informal letter format in 3 paragraphs. It includes the heading with return address and date, greeting, 3 paragraph body of the letter discussing an invitation to a wedding, and closing with signature. As an example, it shares a letter from Faris inviting a friend to his elder brother's marriage details including events, location, and a request for arrival details.
Mary is an 11-year-old Tunisian girl who lives on the island of Jerba in southern Tunisia. She has brown eyes, black hair, and is tall and slim. Her father is English and her mother is Tunisian. Mary has one sister named Chella and one brother named Youssef. She enjoys spending time with her best friend Linda listening to music and reading books. Mary is a good student who likes her teachers because they are kind and helpful. Today is Mary's birthday so she is happy.
This document is an excerpt from an English language textbook for 6th grade students attending specialized schools with an enhanced focus on English. The excerpt provides a sample lesson about summer plans and the start of the new school year. It includes conversations, grammar exercises, reading comprehension activities, and writing prompts related to the topics. Students are encouraged to discuss their summer activities and plans for the new school term in English.
The document is a language passport and dossier for a 10-year-old Ukrainian girl named Alina that provides biographical information, details her English language skills and interests, and documents her progress learning English over time. It includes sections about her family, hobbies, best friend, favorite holiday, reasons for studying English, and a letter to Santa Claus requesting a dog.
This document contains a sample dialogue introducing two students, John and Francesca, who exchange names and ages. It also provides sample dialogues for introducing oneself, asking what day it is, discussing favorite days of the week, asking about birthdays and holidays, and asking which season someone likes. The document was prepared by English language teacher Orkhontuya B for a seminar at E-GAZARCHIN University on September 3rd, 2014.
Paul and Lucy discussed their summer holiday plans. Paul had to stay in town as his parents worked, but he rode his bike and read a lot. Lucy visited her relatives in Kyiv and learned how to roller skate. She brought Paul a souvenir photo from Kyiv as a gift.
The children then talked about starting the new school year in the sixth form. Different children shared their plans - Ann wanted to learn new subjects, Boris hoped to win football matches, Olha wanted to learn knitting, Andrew joined the English club to improve his English, and Bohdan wanted to learn computer skills.
This document appears to be pages from a 5th grade student's journal. It includes sections about the author, their best friend, and their first week of 5th grade. The sections utilize different graphic organizers like bubble maps, double bubble maps, and flow maps to organize and compare information. The journal provides personal details about the author, compares them to their best friend, and chronicles the events of their first week of school through a flow map. It concludes with a page introducing chapter 1 vocabulary terms and providing flash cards to help students memorize definitions they will be tested on.
Betty is a 14-year-old girl from Cordoba, Argentina. She has a small family consisting of her mother Liliana, father Luis, and younger brother Juan who is 6 years old. Betty is a good student who enjoys tennis, basketball, dancing, and supports the River football team. Her best friend is Anna and her favorite ice cream flavor is chocolate.
Waleed and Jenny have begun communicating via email after Jenny contacted Waleed about her father who will be working with Waleed's father on a farm research project in Palestine. In their emails, they share pictures and details about their lives. Jenny explains she was canoeing at her school camp in a photo she sent. Waleed explains he is in a photo playing football for his local junior team. In a later email, Jenny informs Waleed that her father's flight to Palestine is confirmed for October 1st.
This document contains an evaluation for a student named on Kid's Box 4. It has 4 parts that assess different language skills:
Part 1 has the student look at pictures and write words.
Part 2 tests verbs in past and present tense.
Part 3 has the student read passages and answer comprehension questions.
Part 4 involves listening and completing sentences orally.
The evaluation contains pictures, words, sentences and short passages to test a student's language abilities in reading, writing, matching and listening comprehension. It assesses vocabulary, verbs, question answering and following oral instructions.
This document contains an English practice test for 12th grade students in Vietnam. The test focuses on grammar, vocabulary, reading comprehension, and includes multiple choice questions on various topics like home life, cultural diversity, and personal experiences. It provides context for students to demonstrate their English language skills.
This document contains an English exercise with 50 multiple choice questions testing vocabulary, grammar, and reading comprehension. The questions cover topics like word stress, parts of speech, tenses, and understanding a passage about a woman named Jean's life experiences. She had responsibilities caring for her siblings after her father died, but did well in school. She later married and had a family of her own, working various jobs before staying home to care for her son.
This document provides definitions and examples to distinguish between commonly confused words: who's/whose, adapt/adopt, already/all ready, allude/elude, and allusion/illusion. Who's is a contraction of who is or who has, while whose is the possessive form of who. People adapt to their environment by adopting new behaviors. Already refers to something done earlier, while all ready means everyone is set. Allude means to indirectly mention something, while elude means to evade. Allusion is an indirect reference, while illusion is a false perception.
The document defines and provides examples for common English verbs such as "win, earn, hope, wait, look like, look, wear, carry, watch, look at, know, meet, make, and do". It explains the meanings of these verbs and how they are used by giving short phrases as examples of how each verb can be used in a sentence. The verbs cover a range of categories including achieving goals, earning money, appearance, transportation, observation, familiarity, introduction, production, and taking action.
The document discusses the present progressive and past progressive tenses. It provides examples of sentences using these tenses, such as "It's noon now. Angie is eating lunch" for present progressive and "I saw her at noon yesterday. She was eating lunch" for past progressive. It also covers using while clauses with the past progressive tense and the differences between using while and when in past time clauses.
The document provides examples of commonly confused word pairs and their definitions. It defines 'currant' as a dried grape and 'current' as a flow of water. It states that a 'desert' is a dry place without water, while a 'dessert' is something sweet eaten after a meal. It also distinguishes between the words 'human' and 'humane', 'invaluable' and 'valueless', 'employer' and 'employee'. The document concludes with a quiz testing understanding of these word pairs.
This document discusses different ways to talk about the future in English. It describes the uses and forms of the future tense "will", the future tense "be going to", and the present continuous tense used for future meaning. Examples are provided to illustrate how to use each tense affirmatively, negatively, and interrogatively. Time expressions that are commonly used with each tense are also listed.
This document provides clarification on commonly confused word pairs through examples of their correct definitions and usages. It addresses 12 sets of words that sound similar but have different meanings: accept vs except, affect vs effect, bath vs bathe, sunbathe vs sunbath, council vs counsel, its vs it's, loss vs lost, lose vs loose, advice vs advise, through vs thorough vs though. For each pair, it defines the words and gives examples to illustrate the distinction.
You are organizing a visit for some English speakers to your country. You have received a letter from Ming Liu, the leader of the group, asking about festivals or traditional events they could attend, accommodation recommendations, and any other useful information. In your response letter, you will provide details about a spring festival they could enjoy, suggest suitable accommodation options and advise booking in advance, and include additional travel tips.
This document provides a learning worksheet for students on personal letters. It includes the competencies, learning objectives, and tasks related to identifying the social function, generic structure, and language features of personal letters. The tasks involve observing two example personal letters, discussing their features in groups, answering comprehension questions about one letter, and rewriting a jumbled personal letter properly. The overall goal is for students to understand and be able to write personal letters regarding their own and others' activities based on context.
This document provides instructions and an example of an informal letter format in 3 paragraphs. It includes the heading with return address and date, greeting, 3 paragraph body of the letter discussing an invitation to a wedding, and closing with signature. As an example, it shares a letter from Faris inviting a friend to his elder brother's marriage details including events, location, and a request for arrival details.
Mary is an 11-year-old Tunisian girl who lives on the island of Jerba in southern Tunisia. She has brown eyes, black hair, and is tall and slim. Her father is English and her mother is Tunisian. Mary has one sister named Chella and one brother named Youssef. She enjoys spending time with her best friend Linda listening to music and reading books. Mary is a good student who likes her teachers because they are kind and helpful. Today is Mary's birthday so she is happy.
This document is an excerpt from an English language textbook for 6th grade students attending specialized schools with an enhanced focus on English. The excerpt provides a sample lesson about summer plans and the start of the new school year. It includes conversations, grammar exercises, reading comprehension activities, and writing prompts related to the topics. Students are encouraged to discuss their summer activities and plans for the new school term in English.
The document is a language passport and dossier for a 10-year-old Ukrainian girl named Alina that provides biographical information, details her English language skills and interests, and documents her progress learning English over time. It includes sections about her family, hobbies, best friend, favorite holiday, reasons for studying English, and a letter to Santa Claus requesting a dog.
This document contains a sample dialogue introducing two students, John and Francesca, who exchange names and ages. It also provides sample dialogues for introducing oneself, asking what day it is, discussing favorite days of the week, asking about birthdays and holidays, and asking which season someone likes. The document was prepared by English language teacher Orkhontuya B for a seminar at E-GAZARCHIN University on September 3rd, 2014.
Paul and Lucy discussed their summer holiday plans. Paul had to stay in town as his parents worked, but he rode his bike and read a lot. Lucy visited her relatives in Kyiv and learned how to roller skate. She brought Paul a souvenir photo from Kyiv as a gift.
The children then talked about starting the new school year in the sixth form. Different children shared their plans - Ann wanted to learn new subjects, Boris hoped to win football matches, Olha wanted to learn knitting, Andrew joined the English club to improve his English, and Bohdan wanted to learn computer skills.
This document appears to be pages from a 5th grade student's journal. It includes sections about the author, their best friend, and their first week of 5th grade. The sections utilize different graphic organizers like bubble maps, double bubble maps, and flow maps to organize and compare information. The journal provides personal details about the author, compares them to their best friend, and chronicles the events of their first week of school through a flow map. It concludes with a page introducing chapter 1 vocabulary terms and providing flash cards to help students memorize definitions they will be tested on.
Betty is a 14-year-old girl from Cordoba, Argentina. She has a small family consisting of her mother Liliana, father Luis, and younger brother Juan who is 6 years old. Betty is a good student who enjoys tennis, basketball, dancing, and supports the River football team. Her best friend is Anna and her favorite ice cream flavor is chocolate.
Waleed and Jenny have begun communicating via email after Jenny contacted Waleed about her father who will be working with Waleed's father on a farm research project in Palestine. In their emails, they share pictures and details about their lives. Jenny explains she was canoeing at her school camp in a photo she sent. Waleed explains he is in a photo playing football for his local junior team. In a later email, Jenny informs Waleed that her father's flight to Palestine is confirmed for October 1st.
This document contains an evaluation for a student named on Kid's Box 4. It has 4 parts that assess different language skills:
Part 1 has the student look at pictures and write words.
Part 2 tests verbs in past and present tense.
Part 3 has the student read passages and answer comprehension questions.
Part 4 involves listening and completing sentences orally.
The evaluation contains pictures, words, sentences and short passages to test a student's language abilities in reading, writing, matching and listening comprehension. It assesses vocabulary, verbs, question answering and following oral instructions.
This document contains an English practice test for 12th grade students in Vietnam. The test focuses on grammar, vocabulary, reading comprehension, and includes multiple choice questions on various topics like home life, cultural diversity, and personal experiences. It provides context for students to demonstrate their English language skills.
This document contains an English exercise with 50 multiple choice questions testing vocabulary, grammar, and reading comprehension. The questions cover topics like word stress, parts of speech, tenses, and understanding a passage about a woman named Jean's life experiences. She had responsibilities caring for her siblings after her father died, but did well in school. She later married and had a family of her own, working various jobs before staying home to care for her son.
This document provides definitions and examples to distinguish between commonly confused words: who's/whose, adapt/adopt, already/all ready, allude/elude, and allusion/illusion. Who's is a contraction of who is or who has, while whose is the possessive form of who. People adapt to their environment by adopting new behaviors. Already refers to something done earlier, while all ready means everyone is set. Allude means to indirectly mention something, while elude means to evade. Allusion is an indirect reference, while illusion is a false perception.
The document defines and provides examples for common English verbs such as "win, earn, hope, wait, look like, look, wear, carry, watch, look at, know, meet, make, and do". It explains the meanings of these verbs and how they are used by giving short phrases as examples of how each verb can be used in a sentence. The verbs cover a range of categories including achieving goals, earning money, appearance, transportation, observation, familiarity, introduction, production, and taking action.
The document discusses the present progressive and past progressive tenses. It provides examples of sentences using these tenses, such as "It's noon now. Angie is eating lunch" for present progressive and "I saw her at noon yesterday. She was eating lunch" for past progressive. It also covers using while clauses with the past progressive tense and the differences between using while and when in past time clauses.
The document provides examples of commonly confused word pairs and their definitions. It defines 'currant' as a dried grape and 'current' as a flow of water. It states that a 'desert' is a dry place without water, while a 'dessert' is something sweet eaten after a meal. It also distinguishes between the words 'human' and 'humane', 'invaluable' and 'valueless', 'employer' and 'employee'. The document concludes with a quiz testing understanding of these word pairs.
This document discusses different ways to talk about the future in English. It describes the uses and forms of the future tense "will", the future tense "be going to", and the present continuous tense used for future meaning. Examples are provided to illustrate how to use each tense affirmatively, negatively, and interrogatively. Time expressions that are commonly used with each tense are also listed.
This document provides clarification on commonly confused word pairs through examples of their correct definitions and usages. It addresses 12 sets of words that sound similar but have different meanings: accept vs except, affect vs effect, bath vs bathe, sunbathe vs sunbath, council vs counsel, its vs it's, loss vs lost, lose vs loose, advice vs advise, through vs thorough vs though. For each pair, it defines the words and gives examples to illustrate the distinction.
This document discusses the present perfect simple tense in English. It explains that the present perfect tense is used to describe actions that happened at an unspecified time in the past, recent events, or actions that began in the past but continue in the present. It provides examples of affirmative, negative, and interrogative forms of the present perfect tense and lists irregular past participles. It also discusses time expressions like "for," "since," "already," and "yet" that are used with the present perfect tense and provides examples of their usage.
The document provides instructions for a partner activity to review commonly confused words. Students will be assigned a partner and given a set of commonly confused word pairs to focus on. They will write sentences using the assigned words, underlining the word used. Partners will take turns reading sentences aloud and having the other student identify the underlined word. Students are encouraged to be creative with their sentences. Helpful hints are provided for writing and presenting sentences during the activity.
The document discusses the past continuous tense in English. It explains the form of the past continuous tense in positive, negative, and yes/no question sentences. It then provides examples of how the past continuous tense is used to talk about actions that were ongoing or in progress at a specific time in the past, actions that were ongoing over a period of time in the past, and actions that were interrupted by other past actions. It also discusses how the past continuous tense can show that an action was temporary. Finally, it compares the use of the past continuous and past simple tenses together.
Kim goes to a restaurant and has lunch. She orders a bowl of chicken soup, a bacon cheeseburger, and a glass of Coke. After her meal, the waiter asks if she needs anything else. Kim says no and asks for the bill, which is £10.75. She pays and thanks the waiter before leaving.
This document provides examples to distinguish between commonly confused word pairs including a lot vs alot, its vs it's, there vs they're vs their, two vs to vs too, I vs i, are vs our, where vs were, principal vs principle, no vs know, and new vs knew. Each pair is defined and an example sentence is given for each word to illustrate its meaning in context.
The document provides guidance on the correct usage of several commonly confused word pairs in the English language. It explains the differences between there/their/they're, to/too, its/it's, who/whom, then/than, affect/effect and provides examples to illustrate when each word should be used. The overall purpose is to help the reader distinguish between similar sounding words and use the right word in different contexts.
The document provides examples sentences to practice using the Simple Past and Past Continuous tenses in English. It contains sentences where the verbs need to be filled in with the correct tense, either Simple Past or Past Continuous. The answers at the bottom provide the completed sentences with the verbs in the right tense based on whether the action was ongoing or completed in the past.
The document describes the past continuous tense in English. It provides examples of its formation in affirmative, negative and interrogative sentences. It explains the uses of the past continuous tense, including to describe an action that was in progress at a specific time in the past, an action that was ongoing over a period of time, and a temporary past action. It contrasts the past continuous tense with the past simple tense, noting that the past continuous is used for longer background actions interrupted by shorter actions expressed in the past simple tense.
The document discusses the results of a study on the impact of COVID-19 lockdowns on air pollution. Researchers found that lockdowns led to significant short-term reductions in nitrogen dioxide and fine particulate matter pollution globally as transportation and industrial activities declined substantially. However, the document notes that the improvements in air quality were temporary and pollution levels rose back to pre-pandemic levels as restrictions eased and activity increased again.
This document outlines lesson plans for a 6th grade food unit. It includes reviewing food vocabulary words through various games and activities. Students will practice naming foods, asking and answering questions about food preferences, and describing missing words and pictures of foods. They will play board games to review vocabulary and dominoes to match pictures and words. The goal is to reinforce food vocabulary through engaging and interactive classroom activities.
The document provides guidance for a lesson to teach students how to order food in a restaurant. The lesson includes vocabulary practice, modeling dialogues for ordering food, and assessments. Students will practice common phrases for ordering, asking questions, and paying the bill. The goal is for students to feel comfortable ordering and enjoying a meal in a restaurant. The lesson includes vocabulary words, sample dialogues, and restaurant menus to support practice activities.
This document contains a list of food and drink options at a restaurant, organized into categories including meats, sides, drinks, seafood, salads, fast food, healthy food, and desserts. It concludes by asking the reader what they would like to order from the options presented.
The document describes the past continuous tense and how it is used to talk about actions that were happening at a specific time in the past. It provides examples of using the past continuous tense in sentences, including sentences that combine the past continuous and past simple tenses. It also discusses using the past continuous tense to talk about multiple simultaneous actions in the past.
This document is an excerpt from an English language textbook for 6th grade students attending specialized schools with an enhanced focus on English. The excerpt provides a sample lesson about summer plans and the start of the new school year. It includes conversations, grammar exercises, reading comprehension activities, and writing prompts related to the topics. Students are encouraged to discuss their summer activities and plans for the upcoming school year.
This document is an excerpt from an English language textbook for 6th grade students attending specialized schools with an enhanced focus on English. The excerpt provides a sample lesson about summer plans and starting the new school year in 6th form. It includes conversation prompts, pronunciation exercises, grammar explanations and examples, reading comprehension activities, and writing prompts to help students practice their English skills.
This document is an excerpt from an English language textbook for 6th grade students attending specialized schools with an enhanced focus on English. The excerpt provides a sample lesson about summer plans and the start of the new school year. It includes conversations, grammar exercises, reading comprehension activities, and writing prompts related to the topics. Students are encouraged to discuss their summer activities and plans for the new school term in English.
This document is an English language textbook for 6th grade students attending specialized schools with an enhanced focus on English. It contains 7 units covering topics like "Friends" and "School Life." Each unit is divided into 5 sections to guide students through conversation warmups, pronunciation exercises, grammar lessons, reading passages, and writing assignments. The goal is to improve students' English communication skills while learning about different English-speaking cultures.
This document is from an English language textbook. It introduces the first unit, which focuses on family topics like family lifestyles. The unit is divided into multiple sections, with each section focusing on a different aspect of families and family life. Vocabulary, phrases, and conversation prompts are provided to help students discuss topics related to families.
This document is from an English language textbook. It introduces the first unit, which focuses on family topics like family lifestyles. The unit is divided into multiple sections, with each section focusing on a different aspect of families and family life. Vocabulary, phrases, and conversation prompts are provided to help students discuss topics related to families.
The document provides an overview of the new school year for seventh grade students. It begins by welcoming the students back to school and the exciting journey of learning that awaits them. It mentions that students may still be feeling the impressions of their summer break with family. This year, students will learn about family traditions, roles and relationships. It also discusses topics that will be covered, including health, entertainment, sports, travel to London and Kiev. It encourages students to embark on the fascinating journey through their textbook and wishes them success.
English 7 unit 02 health lesson 4 communicationthanh bui
The document provides guidance on writing thank you notes and includes examples. It discusses the typical parts of a thank you note including the opening, body, and closing. It then provides a sample thank you note from Nga to Hoa thanking her for flowers sent while Nga was in the hospital. The note is incomplete and there are exercises for students to practice completing it using the correct verb forms and writing another thank you note to a friend.
This document provides a lesson plan for teaching students about holidays and celebrations. The objectives are to teach students to use vocabulary related to holidays, discuss holidays in speaking and writing exercises, and to broaden their understanding of cultural celebrations. The lesson includes activities like brainstorming holidays, discussing favorite holidays in dialogues, listening to a story about British holidays, reading about birthdays, and writing invitations. The goal is for students to improve English skills while learning about holidays in Ukraine and Britain.
This document appears to be the introduction or first chapter of an English language textbook for 7th grade students in Ukraine. It introduces the unit and provides an encouraging message from the author to students returning to school. It outlines several topics that will be covered in the unit, including family traditions, cooking, health, entertainment, sports, travel to London and Kiev. It aims to make the learning engaging and help students improve their English communication skills.
This document appears to be the introduction or first chapter of an English language textbook for 7th grade students in Ukraine. It introduces the new school year and encourages students to enjoy learning about various topics that will be covered, such as family, cooking, health, entertainment, sports, travel to the UK and Ukraine, and extracurricular activities. It wishes students success in their educational journey.
This document is a textbook for third grade students studying English as a specialized subject in Ukrainian schools. The textbook contains 7 units of language and communication materials to help students develop communicative competence in English. Each unit includes exercises and tasks to engage students interactively based on their individual interests.
This document is a textbook for third grade students studying English as a specialized subject in Ukrainian schools. The textbook contains 7 units of language and communication material following the new foreign language program for third grade. Each unit aims to develop students' communicative competence through interactive exercises that engage their individual interests.
This document appears to be the cover and introduction to an English language textbook for 7th grade students in Ukraine. It provides publishing details for the book, written by Alla Nesvit, and introduces some of the topics that will be covered, including family, health, sports, travel to the UK and Ukraine, and school life. The introduction encourages students to embark on an enjoyable journey through the pages of the textbook.
The document appears to be the introduction or preface section of an English language textbook for 7th grade students in Ukraine. It begins by welcoming the students back to school and a new year of learning. It outlines some of the key topics that will be covered in the textbook, including family, cooking, health, entertainment, sports, travel to the UK and Ukraine, and extracurricular school activities. The author wishes the students success and encourages them to enjoy the learning journey through the textbook.
The document appears to be the introduction or preface section of an English language textbook for 7th grade students in Ukraine. It welcomes students back to school and encourages them to embark on an exciting journey of learning through the textbook. It provides an overview of some of the topics that will be covered, including family, cooking, health, entertainment, sports, travel to the UK and Ukraine, and extracurricular activities. The author wishes the students success in their studies.
The document is an English textbook for 5th grade students in Ukrainian schools that specialize in English. It contains 7 units covering topics like family, school life, holidays and contains exercises to improve students' English pronunciation, grammar, reading comprehension and communication skills. The textbook aims to help students learn English as an international language of communication through conversations with characters from various English-speaking countries.
Here are some examples of how to say how old relatives are using the numbers and words provided:
- My grandma is twenty-five.
- Polly's grandma is twenty-nine.
- My granddad is thirty.
4. Listen and role-play.
Polly: Hi, I'm going to see my grandma. She is fond of sewing.
Friend: Really? How old is your grandma?
Polly: She is just twenty-nine, and I am fast growing.
Friend: Good for your grandma! Sewing keeps her busy.
5. Talk with a friend about your grandparents. Use:
I'm going to see my
Підручник Англійська мова 3 клас Л.В. Калініна, І.В. Самойлюкевичoleg379
This document is a textbook for third grade students studying English at specialized schools in Ukraine. It contains 7 units of language and communication material following the new foreign language program for third grade. Each unit has speaking and language exercises to help students develop communicative competence. The textbook provides socially and culturally oriented texts. Exercises are designed to be interactive based on students' individual interests and characteristics. The textbook is intended for third grade students studying English at specialized schools in Ukraine.
Similar to English 8 - Unit 5 : Study habits Lesson 4 - Write (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 .
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
English 8 - Unit 5 : Study habits Lesson 4 - Write
1.
2. Bài giảng điện tử - Tiếng Anh 8 có tại http://TutEnglish.com
3. Bài giảng điện tử - Tiếng Anh 8 có tại http://TutEnglish.com
4.
5. I. Vocabulary
thú vị, thích thú- enjoyable (adj) :/in´d iəbl/ʒɔ
- (to) celebrate : /'selibreit/ kỉ niệm
- Lunar New Year : Tết âm lịch
- Mid- Autumn Festival : Tết trung thu
6. 4. Mid- Autumn Festival
2. enjoyable (adj)
1. (to) celebrate
3. LunarNew Year
thó vÞ, thÝch
thóMatching
b
d
c
a
7. A . Body of the letter
B . Heading- writer’s address and the
date.
C . Closing- Your friend/ Regards/
Love.
D . Opening- Dear ……..
II. Write 1
1. Ordering
8. 12 Tran Hung Dao St.
Ha Noi
February 10, 20…
DearTim,
Thanks foryourletter. I’mpleased to hearyou had an enjoyable Christmas
vacation.
We received ourfirst semesterreport a few days ago. I got good grades for
Science, English and History, but my math result was poor. My math teacher
asked me to spend more time on it. I must study hardernext semester.
It is almost Tet. That’s the LunarNew YearFestival in Viet Nam. I thinkI told
you about it in my last letter. We’re going to Hue tonight to celebrate the festival
with my grandmother. I’ll send you a postcard from there.
Write soon and tell me all yournews.
Regards,
Hoa
9. Checking Ordering
4- C. Closing- Your friend/ Regards/
Love.
1- B. Heading- writer’s address and the date.
2- D. Opening- Dear ……..
3- A. Body of the letter
10. 2. Comprehension questions
Who wrote the letter? To whom?
How many sections are there in the letter? What are they?
What is the main section of the letter?
Who had an enjoyable Christmas vacation?
What does Hoa write about this news in her letter?
What information does Hoa want to give Tim?
11. a. Who wrote the letter? To whom?
- Hoa wrote to Tim- her pen pal
b. How many sections are there in the letter? What are
they?
- There are four. They are the heading,
opening, body of the letter and closing
c. What is the main section of the letter?
- It is the body of the letter
d. Who had an enjoyable Christmas vacation?
- Tim did.
e. What does Hoa write about this news in her
letter?- She writes “I’m pleased to hear….”
f. What information does Hoa want to give Tim?
- Her first semester report and her travel to Hue to
celebrate Tet
13. 20 Ba Trie u Stre e t,
Ha No i
Fe bruary 5th , 20 1 4
De ar Pe te r,
Thank yo u fo r yo ur g ift. I’m ve ry happy to he ar that yo u had a
nice ho liday in Paris
Ire ce ive d m y first se m e ste r re po rt last we e k. Ig o t g o o d g rade fo r
allsubje cts e xce pt Eng lish. My Eng lish te ache r aske d m e to
im pro ve it. Can yo u sho w m e ho w to study we ll? Iho pe I’llbe
be tte r at this subje ct ne xt se m e ste r.We ’re g o ing to ce le brate the Lunar Ne w Ye ar Fe stivalin two
we e ks. It is calle d Te t in Vie tnam . Ne xt we e k we ’re g o ing to Ng he
An, o ur ho m e villag e and ce le brate the fe stivalwith m y
g randpare nts. I’llse nd yo u a po stcard fro m the re .Write so o n to m e and te llallyo ur ne ws.Be st,
Nam
14.
Love/Yourfriend/Regards/Best ,
…
Writer’s address andthedate.
Dear…,
Thanks for…. I’mpleased/happy/gladtohear…
I/Wereceivedmy/our…(things youdid)
I’m/We’regoingto…(things youaregoingtodo)
Writesoonandtell meall yournews.
3. Format of the letter
15. • in a few weeks /Mid- Autumn Festival /moon festival
• Ha Long Bay /aunt and uncle /bus /this afternoon
• send you /postcard
III. Write 2 : Now help Lan write a letter to her pen
pal Donna in San Francisco. Use the information in
the box.
• Mother’s Day
• second semesterreport /last month
• good grades /Geography / physics /Math
• teacher/tell /improve English /History
• Mother’s Day
• second semesterreport /last month
• good grades /Geography / physics /Math
• teacher/tell /improve English /History
16.
17. * Suggested answer
1 5 Le Lo i Stre e t,
Hano i
July 1 0 th, 20 1 4
De ar Do nna,
Thanks fo r yo ur le tte r, I’m g lad to he ar yo u had a happy (an inte re sting /
e njo yable ) Mo the r’s Day.
I/ We re ce ive d m y/o ur se co nd se m e ste r re po rt last m o nth. Ig o t g o o d g rade s fo r
Ge o g raphy, Physics and Math but m y Eng lish and Histo ry re sults we re po o r.
My te ache r to ld m e to im pro ve Eng lish and Histo ry. Ithink Iwill have to study
harde r ne xt scho o lye ar.
In a fe w we e ks, we are g o ing to ce le brate the Mid-Autum n Fe stival. That is an
Autum n m o o n fe stivalin Vie tnam . This afte rno o n I’m g o ing to Ha Lo ng Bay with
m y aunt and uncle by bus (and I’m g o ing to stay the re with the m until afte r the
fe stival). I’llse nd yo u a po stcard fro m the re .
Write so o n and te llm e allyo ur ne ws.
Lo ve ,
Lan
18. - birthday party.
- marks of written tests Number 1 / last week.
- good grades / Math….
- teacher / ask / improve / English….
- in two weeks / Teacher’s Day / teachers’ festival.
- class meeting/ give flowers/ take photos/
classmates.
- send / my best photo.
Write 3: Write a letterto one of yourfriends using
the word cues below & basing on Write 1 & 2.
19. IV. Homework
* Write again “Write 2” into your notebooks.
* Do all exercises in the Language Focus.
* Fo r g o o d stude nts : Write a letter to one of your friends,
using the word cues.
- birthday party.
- marks of written tests Number 1 / last week
- good grades / Math….
- teacher / ask / improve / English….
- in two weeks / Teacher’s Day / teachers’ festival.
- class meeting/ give flowers/ take photos/ classmates.
- send / my best photo.
20. Bài giảng điện tử - Tiếng Anh 8 có tại http://TutEnglish.com
Thanks for watching this lesson !
Please contact : levan7273@gmail.com
Nếu thầy cô và các bạn muốn nhận được
những bài giảng mới tiếp theo của tôi
Hãy nhấn chuột vào nút phía dưới