This document contains sample dialogues and vocabulary for various short conversations in English. It includes dialogues for greeting others and asking how they are, thanking and responding to thanks, making plans to go shopping, talking to shopkeepers while shopping, making complaints, discussing cricket, and making and accepting/rejecting invitations. The document is meant to provide examples of common short conversations and key related vocabulary in English.
This document provides prompts for conversations on various topics such as presents for a sporty friend, movies, dates, transportation options, pets, and places to eat. The conversations encourage describing photos and discussing preferences, choices, advantages, and affordability.
This document provides examples of using modal verbs like must, may, might, and can't to make deductions about people or situations in pictures. For each modal, there are pictures shown with captions describing possible deductions using that modal, such as "She must be thinking about her neighbor's dog trapped inside that house" or "He might be dying". The purpose is to demonstrate how to make logical inferences and deductions about pictures using different modal verbs.
The document provides a modal verb exercise where students are asked to fill in the blanks of sentences with the appropriate modal verb based on contextual clues. The key then provides the most likely modal verb choices for each sentence and an explanation for each choice. Some sentences can take more than one modal verb depending on subtle changes in meaning. The exercise helps students practice proper usage of modal verbs in different contexts.
The document discusses the history and development of chocolate over centuries. It details how chocolate originated from cacao beans used by the Olmecs and Mayans as currency and medicine. Later, the Aztecs and Europeans discovered chocolate and it became popularized as a drink among European nobility in the 16th century before mass production made it accessible to common people in the 19th century.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already have a condition.
Tổng hợp đề thi movers ( reading and writing speaking-listening)DinhHa6
There are 40 questions on the test. Students have 30 minutes to complete it. They will need a pen or pencil. The test contains reading comprehension and writing questions over multiple parts. It evaluates students' abilities in choosing correct words, answering yes/no questions, choosing the best response to dialogue, and completing sentences based on pictures and stories.
This document discusses the passive voice in English and provides examples of how to form the passive voice for different tenses. The passive voice is formed using some form of "to be" plus the past participle of the main verb. For example, in the present simple tense, "ice cream is sold here" rather than "they sell ice cream here". Across tenses like present, past, future, the passive voice replaces the subject with the object and uses the appropriate form of "to be" plus the past participle.
This document provides prompts for conversations on various topics such as presents for a sporty friend, movies, dates, transportation options, pets, and places to eat. The conversations encourage describing photos and discussing preferences, choices, advantages, and affordability.
This document provides examples of using modal verbs like must, may, might, and can't to make deductions about people or situations in pictures. For each modal, there are pictures shown with captions describing possible deductions using that modal, such as "She must be thinking about her neighbor's dog trapped inside that house" or "He might be dying". The purpose is to demonstrate how to make logical inferences and deductions about pictures using different modal verbs.
The document provides a modal verb exercise where students are asked to fill in the blanks of sentences with the appropriate modal verb based on contextual clues. The key then provides the most likely modal verb choices for each sentence and an explanation for each choice. Some sentences can take more than one modal verb depending on subtle changes in meaning. The exercise helps students practice proper usage of modal verbs in different contexts.
The document discusses the history and development of chocolate over centuries. It details how chocolate originated from cacao beans used by the Olmecs and Mayans as currency and medicine. Later, the Aztecs and Europeans discovered chocolate and it became popularized as a drink among European nobility in the 16th century before mass production made it accessible to common people in the 19th century.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already have a condition.
Tổng hợp đề thi movers ( reading and writing speaking-listening)DinhHa6
There are 40 questions on the test. Students have 30 minutes to complete it. They will need a pen or pencil. The test contains reading comprehension and writing questions over multiple parts. It evaluates students' abilities in choosing correct words, answering yes/no questions, choosing the best response to dialogue, and completing sentences based on pictures and stories.
This document discusses the passive voice in English and provides examples of how to form the passive voice for different tenses. The passive voice is formed using some form of "to be" plus the past participle of the main verb. For example, in the present simple tense, "ice cream is sold here" rather than "they sell ice cream here". Across tenses like present, past, future, the passive voice replaces the subject with the object and uses the appropriate form of "to be" plus the past participle.
This document provides information about a teacher's book containing five practice tests for the Cambridge Key English Test (KET). It includes test papers, answer keys, and lessons to help students prepare. The tests cover reading, writing, listening, and speaking skills assessed on the KET exam. The document lists the publisher and copyright information, and expresses gratitude to contributing teachers and students. It also provides contact information for editorial inquiries.
Worksheet Speaking Part 3 Hollow Coves.pdfMarcia Bonfim
This is a worksheet of a Cambridge English: First B2 Speaking Part 3 exercise based on the lyrics of "The Open Road" by Hollow Coves.
This is part of a song-based lesson plan by the Song Activity Factory. For full instructions and resources go to songactivityfactory.com.
Happy teaching!
There are two ways to reduce a relative clause to a phrase:
1. By omitting the pronoun and changing the verb to an "-ing" form
2. If the clause contains "be + adjective", move the adjective in front of the noun
The document provides examples of reducing clauses like "who is wearing" to phrases like "wearing" and "that are new" to "new". Care must be taken as only clauses with pronouns like "who", "which", or "that" can be reduced.
The document summarizes the use of the present perfect tense in English. It explains that the present perfect is used to express an action that occurred at an unspecified time before now. It provides examples of time expressions that can and cannot be used with the present perfect. Additionally, it demonstrates how the present perfect is formed and provides examples of its use in both affirmative and negative sentences and questions. Sample dialogues are also included to model the present perfect in conversation.
This document provides information about and examples of using the past simple and past continuous tenses in English. It explains that the past simple is used for short finished actions in the past, while the past continuous is used for ongoing actions happening at a specific time in the past or as background to punctual events expressed in the past simple tense. Examples are given of sentences using each tense correctly, such as "I saw George yesterday" in the past simple and "I was having breakfast at eight o'clock" in the past continuous. The document concludes with an exercise asking the reader to identify whether sentences are in the past simple or past continuous.
The document provides a key to complete sentences using the words "must", "mustn't", or the correct form of "have to". It lists 35 sentences with blanks to be filled in with the appropriate word. The key then provides the correct word for each sentence. The sentences cover a range of situations involving rules, obligations, permissions, and prohibitions.
The document contains 36 multiple choice questions testing grammar concepts like verb tenses, pronouns, prepositions, and word order. The questions cover a range of topics from daily activities to hypothetical situations.
Unreal Conditionals + Wishes and RegretsPaula Zulaica
This document discusses unreal conditionals, which are conditional sentences that refer to imaginary or unrealistic situations. It provides examples of unreal conditionals using "if" clauses in different verb tenses followed by "would/wouldn't + have/infinitive" in the main clause to express what someone would do in those situations. It also discusses using "wish" or "if only" to express wishes or regrets about past events or situations.
This document discusses the proper use of the demonstrative pronouns "this/these" and "that/those". It explains that "this/these" refer to things that are near or present, while "that/those" refer to things that are farther away or in the past. It then provides examples of completing sentences with the correct demonstrative pronoun based on whether the person, place, or thing being referred to is near or far.
The document provides information and examples about reported speech. It discusses:
- Using reported speech to tell someone about a past conversation.
- Changes that are made when moving from direct to reported speech, such as verb tense, pronouns, time/place expressions.
- Different reporting verbs used to report statements, questions, suggestions, requests, orders, and advice.
- Examples of how direct speech is changed to reported speech.
This document discusses the different types of "si clauses" or conditional sentences in French. There are three main types: first conditional for likely present or future situations, second conditional for unlikely past situations, and third conditional for impossible past situations. Examples of each type are provided along with their English equivalents using "if...then". A quiz with 15 example sentences follows to test understanding of the different conditional structures.
This document summarizes the differences between subject and object questions in English and provides examples of correcting mistakes in question formation. Subject questions do not require an auxiliary verb and use the third person verb form, while object questions use the interrogative form of the verb. Examples are given of correcting questions that violate these rules around subject and object forms.
Pet speaking exam_advice_sheet_for_tutorialsmariavigarces
The document provides guidance and sample language for a PET speaking exam with 4 parts:
1. Personal information - candidates give biographical details and ask/answer questions about family, studies, hobbies.
2. Simulated situation - candidates discuss options presented visually and make suggestions, expressing preferences.
3. Photo description - individually, candidates describe and comment on a color photo.
4. Discussion - candidates converse on a topic related to part 3, expressing opinions and preferences. Sample language is provided to facilitate the exam.
NEW ENGLISH FILE Pre Intermediate (unit 6)Max Pérez
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
This document provides examples of reporting verbs used to report statements, questions, and commands. Some common reporting verbs included apologize, admit, deny, promise, warn, invite, regret, accuse, threaten, refuse, remind, recommend, suggest, insist, and advise. Direct speech is changed to reported speech by using a reporting verb along with "that" to report the statement or question.
The document summarizes different ways to talk about the future in English. It discusses using will, be going to, present continuous, and present simple tenses. Will is used to express sudden decisions, intentions, promises, and predictions based on opinion. Be going to expresses intentions and predictions based on something that is already planned or obvious. Present continuous talks about future events that have been arranged, while present simple discusses future events that cannot be changed, like schedules. The document provides examples and practice exercises to distinguish between using will, be going to, and the two present tenses when referring to the future.
The document discusses the benefits of exercise for mental health. It states that regular exercise can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness.
The document discusses the past perfect tense, which is used to link one past action that occurred before another past action. It provides examples of sentences using the past perfect tense structure, including sentences using "once", "when", and "until". It also gives examples of rewriting sentences to change them into the past perfect tense.
This document contains a series of conversation questions about age and different life stages. Some of the questions discuss the advantages and disadvantages of different ages, responsibilities and rights at different ages, and opinions on the ideal ages for different life stages. Other questions compare the experiences of young people versus older generations, and discuss issues around retirement, leadership, disabilities, and caring for elderly family members.
This document outlines the levels and contents of an English conversation course aimed at improving confidence and fluency. It is divided into 4 stages (elementary, intermediate, upper intermediate, advanced) with 4 levels in each stage. The elementary stage focuses on essential vocabulary and grammar. Later stages incorporate more complex grammar, discussions, movies, and social expressions. Upon completing a level, students receive a certificate. Group sessions are small to allow for individual attention. The course is offered at 3 branches in Cairo over 1 month and 1 week per level for 235 L.E.
This document provides information about a teacher's book containing five practice tests for the Cambridge Key English Test (KET). It includes test papers, answer keys, and lessons to help students prepare. The tests cover reading, writing, listening, and speaking skills assessed on the KET exam. The document lists the publisher and copyright information, and expresses gratitude to contributing teachers and students. It also provides contact information for editorial inquiries.
Worksheet Speaking Part 3 Hollow Coves.pdfMarcia Bonfim
This is a worksheet of a Cambridge English: First B2 Speaking Part 3 exercise based on the lyrics of "The Open Road" by Hollow Coves.
This is part of a song-based lesson plan by the Song Activity Factory. For full instructions and resources go to songactivityfactory.com.
Happy teaching!
There are two ways to reduce a relative clause to a phrase:
1. By omitting the pronoun and changing the verb to an "-ing" form
2. If the clause contains "be + adjective", move the adjective in front of the noun
The document provides examples of reducing clauses like "who is wearing" to phrases like "wearing" and "that are new" to "new". Care must be taken as only clauses with pronouns like "who", "which", or "that" can be reduced.
The document summarizes the use of the present perfect tense in English. It explains that the present perfect is used to express an action that occurred at an unspecified time before now. It provides examples of time expressions that can and cannot be used with the present perfect. Additionally, it demonstrates how the present perfect is formed and provides examples of its use in both affirmative and negative sentences and questions. Sample dialogues are also included to model the present perfect in conversation.
This document provides information about and examples of using the past simple and past continuous tenses in English. It explains that the past simple is used for short finished actions in the past, while the past continuous is used for ongoing actions happening at a specific time in the past or as background to punctual events expressed in the past simple tense. Examples are given of sentences using each tense correctly, such as "I saw George yesterday" in the past simple and "I was having breakfast at eight o'clock" in the past continuous. The document concludes with an exercise asking the reader to identify whether sentences are in the past simple or past continuous.
The document provides a key to complete sentences using the words "must", "mustn't", or the correct form of "have to". It lists 35 sentences with blanks to be filled in with the appropriate word. The key then provides the correct word for each sentence. The sentences cover a range of situations involving rules, obligations, permissions, and prohibitions.
The document contains 36 multiple choice questions testing grammar concepts like verb tenses, pronouns, prepositions, and word order. The questions cover a range of topics from daily activities to hypothetical situations.
Unreal Conditionals + Wishes and RegretsPaula Zulaica
This document discusses unreal conditionals, which are conditional sentences that refer to imaginary or unrealistic situations. It provides examples of unreal conditionals using "if" clauses in different verb tenses followed by "would/wouldn't + have/infinitive" in the main clause to express what someone would do in those situations. It also discusses using "wish" or "if only" to express wishes or regrets about past events or situations.
This document discusses the proper use of the demonstrative pronouns "this/these" and "that/those". It explains that "this/these" refer to things that are near or present, while "that/those" refer to things that are farther away or in the past. It then provides examples of completing sentences with the correct demonstrative pronoun based on whether the person, place, or thing being referred to is near or far.
The document provides information and examples about reported speech. It discusses:
- Using reported speech to tell someone about a past conversation.
- Changes that are made when moving from direct to reported speech, such as verb tense, pronouns, time/place expressions.
- Different reporting verbs used to report statements, questions, suggestions, requests, orders, and advice.
- Examples of how direct speech is changed to reported speech.
This document discusses the different types of "si clauses" or conditional sentences in French. There are three main types: first conditional for likely present or future situations, second conditional for unlikely past situations, and third conditional for impossible past situations. Examples of each type are provided along with their English equivalents using "if...then". A quiz with 15 example sentences follows to test understanding of the different conditional structures.
This document summarizes the differences between subject and object questions in English and provides examples of correcting mistakes in question formation. Subject questions do not require an auxiliary verb and use the third person verb form, while object questions use the interrogative form of the verb. Examples are given of correcting questions that violate these rules around subject and object forms.
Pet speaking exam_advice_sheet_for_tutorialsmariavigarces
The document provides guidance and sample language for a PET speaking exam with 4 parts:
1. Personal information - candidates give biographical details and ask/answer questions about family, studies, hobbies.
2. Simulated situation - candidates discuss options presented visually and make suggestions, expressing preferences.
3. Photo description - individually, candidates describe and comment on a color photo.
4. Discussion - candidates converse on a topic related to part 3, expressing opinions and preferences. Sample language is provided to facilitate the exam.
NEW ENGLISH FILE Pre Intermediate (unit 6)Max Pérez
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
This document provides examples of reporting verbs used to report statements, questions, and commands. Some common reporting verbs included apologize, admit, deny, promise, warn, invite, regret, accuse, threaten, refuse, remind, recommend, suggest, insist, and advise. Direct speech is changed to reported speech by using a reporting verb along with "that" to report the statement or question.
The document summarizes different ways to talk about the future in English. It discusses using will, be going to, present continuous, and present simple tenses. Will is used to express sudden decisions, intentions, promises, and predictions based on opinion. Be going to expresses intentions and predictions based on something that is already planned or obvious. Present continuous talks about future events that have been arranged, while present simple discusses future events that cannot be changed, like schedules. The document provides examples and practice exercises to distinguish between using will, be going to, and the two present tenses when referring to the future.
The document discusses the benefits of exercise for mental health. It states that regular exercise can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness.
The document discusses the past perfect tense, which is used to link one past action that occurred before another past action. It provides examples of sentences using the past perfect tense structure, including sentences using "once", "when", and "until". It also gives examples of rewriting sentences to change them into the past perfect tense.
This document contains a series of conversation questions about age and different life stages. Some of the questions discuss the advantages and disadvantages of different ages, responsibilities and rights at different ages, and opinions on the ideal ages for different life stages. Other questions compare the experiences of young people versus older generations, and discuss issues around retirement, leadership, disabilities, and caring for elderly family members.
This document outlines the levels and contents of an English conversation course aimed at improving confidence and fluency. It is divided into 4 stages (elementary, intermediate, upper intermediate, advanced) with 4 levels in each stage. The elementary stage focuses on essential vocabulary and grammar. Later stages incorporate more complex grammar, discussions, movies, and social expressions. Upon completing a level, students receive a certificate. Group sessions are small to allow for individual attention. The course is offered at 3 branches in Cairo over 1 month and 1 week per level for 235 L.E.
This document provides over 1500 conversation questions and activities arranged by English tense, topic, and difficulty level to aid in learning English. It covers questions about personal information, interests, daily activities, and grammar points for beginner, intermediate, and advanced students. Sample questions are provided for each section to encourage conversation practice in various tenses and on different topics.
The document contains two English lessons. The first lesson involves reading a short story and answering questions about it to practice reading and writing skills. The second lesson is a conversation between Mr. Jones and Mr. Rooney where Mr. Rooney reveals that he is a mechanic who fixes about seven cars per day at his job. It also contains a matching activity to connect occupations with their daily activities.
Book: Brown Bear, Brown Bear
Concept: Pattern Book. We will be identifying a linguistic pattern in our text emphasizing the use of the pronouns “I”, “Me” and “You” for a young child with Autism. After reading our text, the student will have the opportunity to develop her own personalized page for the pattern book utilizing the pattern established in the text, including the use of the specified pronouns.
Before Reading: We will sing a song containing a pattern very similar to the one used in our story (What Do You See?). After singing, we will discuss the concept of a pattern and the manner in which patterns can be verbally sung in the context of a song or read in the context of book. We will review the pronouns of “I”, “me” and “you” and how we can use such pronouns to ask questions and indicate what we see.
During Reading: As we read, I will emphasize the different patterns we hear in the book (i.e. “Ava, what do you see?” and “I see a ________ looking at me”) by changing my voice for each type of pattern and pointing to the patterns as I read. After reading the first few pages, I will prompt the little girl to join in the reading of the book as I continue to read.
After Reading: Using a page in the book, I will prompt the student to identify the two different patterns in our book either through circling the patterns or highlighting them. I will then prompt the student to finish our book by developing her own page. We can then bind our book and place it in our tutoring classroom library.
Lesson Plan Concept: Pattern Book and Color Book Pre-Reading I will begin by reading the title and showing the students the book cover. I would ask the students if they have ever read the book Brown Bear, Brown Bear What Do You See. I would also ask the students what they think the book is about. Before I start, I will also review shapes and ask if they see anything familiar. Reading I will read the book to the children while pointing at each word as I say it. I will then ask the students what they see in the picture. Next, I would read the book again and have the students read along with me. Post-Reading After we have read the story, I will pass out a paper where I put their name at the top asking them what they see. For example, they will look at the classroom and write down what they see. Afterwards I will hang the books on a bulletin board and allow the students to see their creation.
Book: I Went Walking
Concept: Pattern book. Identifying a pattern and creating own pattern page for books.
Before Reading: Talk about pattern. Introduce animals that are in the book as vocabulary.
During Reading: Focus on the pattern. Have children chime in and read with you.
After Reading: Review the pattern in the book. Then children create their own pattern book page
The document summarizes a story about three stressed out USF Bulls preparing for their final exams. The first Bull only reviewed their notes, the second reviewed notes and readings, and the third re-read all materials, memorized notes, and joined a study group. On the exams, the professor failed the first two Bulls by marking their exams with red pen but could find no faults with the third Bull's exam. When the professor tried to falsely accuse the third Bull of cheating, they went to the Dean and the professor was fired. The moral of the story is that preparing as well as you can leads to success.
A moose taken to New York City would want to walk the streets, climb tall buildings, see the Statue of Liberty, and eat a famous hot dog. However, the moose would get tired and need to be carried to the top of buildings.
The document contains a list of random words with no context or connection between them. It does not provide any clear information that can be summarized in 3 sentences or less.
The document discusses several games that can be used for language learning in the classroom. It provides tips for choosing and playing games, such as using linguistically relevant games that are simple and fun. Specific games are described that work on vocabulary, grammar structures, listening skills and participation. Games involve movement, acting out words, and turn taking to keep students engaged.
The document asks several questions about pictures showing aspects of school life, including how people are feeling, what they are talking about, what and why they are doing various activities, and the advantages and disadvantages of different modes of transportation. It also asks how a ceremony will change people's lives and contribute to their education.
The document discusses three important communication inventions: mobile phones by Martin Cooper which allowed portable telephony, radio by Guglielmo Marconi which enabled transatlantic wireless communication, and email by Ray Tomlinson which launched the first electronic message between computers. These inventions transformed communication by allowing people to stay connected through voice calls, music, messages and information across vast distances both near and far.
The document discusses future inventions and unreal conditionals. It talks about imagining future inventions like teleportation, a universal cure, and time machines. It also covers grammar on unreal conditionals using if clauses with past tense verbs followed by would or could in the result clause. The document ends by thanking participants and asking them to imagine future inventions.
The document provides a long list of potential conversation topics for English language learners, including:
- Common topics like family, friends, home, food, holidays, jobs, hobbies, health, and travel.
- More complex topics like adoption, advertising, relationships, social issues, news and media.
- Guiding questions under each topic to spark discussion, such as asking about personal experiences and opinions.
- The list appears to be intended as a resource for teachers to select from when facilitating conversation practice in ESL/EFL classes.
Word recognition refers to the ability to identify, read, and understand the meaning of words. It is a foundational reading skill that involves recognizing printed symbols and associating meaning with words. There are several strategies for developing word recognition skills, including using word families, phonics analysis, looking at word structure, and considering context clues. Mastering word recognition is important for struggling readers as it allows them to focus on comprehension rather than decoding individual words.
This document provides instructions for a learning activity in which apprentices are asked to write a short article predicting future technology and post it to their group's wiki. They are also asked to read and comment on other group members' articles. The learning outcome is for apprentices to project tendencies of their own future and the future of human activities and technology in oral and written forms. Assessment criteria include writing descriptive texts about future inventions, participating in discussions about future tendencies from individual, social, historic and scientific aspects, and completing communicative tasks or simulations based on formulating a life project.
A part of conversation questions for the esl classroomAnita Mutia
This document contains potential conversation questions about airplanes and flying for ESL students. Some of the questions ask about students' experiences flying, such as their first flight, favorite seats, and things they like to do during flights. Other questions discuss flight attendants' jobs, safety issues, and fears of flying. The document aims to provide topics to help students practice conversational English related to air travel.
This document discusses sight words and word recognition in reading. It begins by defining sight words as words that can be read automatically from memory without decoding. It then discusses different lists of common sight words, including the Dolch word list and Fry's 1000 Instant Words list. The document also covers ways to assess sight word reading and models of word recognition. It provides guidelines for teaching word identification strategies as part of reading instruction. Overall, the document provides an overview of research and best practices regarding sight words and developing word recognition skills in early readers.
MATERI BAHASA INGGRIS KELAS 8 SEMESTER 1 OFFERING SOMETHINGafelia intan
This document provides expressions for offering, accepting, and refusing something in both formal and informal situations in Indonesian. It also includes sample dialogs demonstrating asking for help, offering help, and refusing help. Key expressions include "Could I offer you...?", "Yes, thank you", "No, thanks", "Could you help me?", "Yes, of course", and "No, it's not necessary".
This document provides information about asking for help, including example dialogues demonstrating how to ask for and accept/decline help. It discusses the purpose of asking for help and lists modal verbs that can be used, such as "may", "can", "could", and "would". Guidelines are given for asking help politely, formally, and informally. Example conversations are presented and users are asked to choose the best response to complete the dialogues.
This document provides information about asking for help, including example dialogues demonstrating how to ask for and accept/decline help. It discusses the purpose of asking for help and lists modal verbs that can be used, such as "may", "can", "could", and "would". Guidelines are given for asking help politely, formally, and informally. Multiple choice questions are included to test understanding.
Here are some suggestions for those situations:
1. Watching movies:
"Would you like to watch a movie with me this weekend?"
2. Help clean the house:
"Can I help clean the house today?"
3. Suggesting your school to your uncle:
"May I suggest our school to your cousin-brother? We have good teachers and facilities."
4. Offering to help your exhausted mother:
"Mom, why don't you rest and let me help with cooking dinner? You look tired."
5. Suggesting options for your sister's study:
"Sister, have you considered continuing your study at the community college? They have good
BAHAN AJAR SUGGESTION KELAS XI SEMESTER 2MartaAgustin1
This document outlines Mrs. Marta Agustin's English class. It introduces the teacher and covers various topics that will be discussed during the lesson, including motivation for students, aperception questions, lesson materials on suggestions and offers, lesson objectives, and benefits of the lesson. Students will learn about expressions for giving suggestions, their social functions and structures. Examples of suggestion dialogs are provided, as well as exercises for students to practice. Formative assessment and reflection on the material is also included to reinforce the lesson concepts.
The document covers various expressions for expressing feelings, opinions, and suggestions including ways to express gratitude, apologies, regret, and congratulations as well as structures for asking for and giving opinions and making suggestions. Sample dialogues are provided to demonstrate the use of these expressions.
Macam-macam Expressing dan Phrasal VerbsWien Adithya
The document provides expressions for expressing gratitude, congratulating others, surprise, and disbelief in English. It includes example dialogues demonstrating the use of these expressions. It also discusses the use of "will" and "be going to" for making predictions, paired conjunctions like "both...and", causative verbs, tag questions, and phrasal verbs in English. The document aims to teach English expressions, structures, and grammar through examples and short conversations.
Expression of Requesting, Encouraging and Persuading - Definition&ExampleRatna Eli
This presentation was made by my friends and I in order to complete the assignment in English for Interpersonal Interactions 3. Hopefully, this material would be useful for those who want to know and learn. Thank You!
Requesting, encouraging & persuading UNIS TangerangIna Aina
Assalamu'alaikum..
Hallo guys, I hope you are good.
These are my group presentation matery about 'Requesting, Encouraging, and Persuading'. We hope it can help you in learning process, particularly for English students.
You may download it if you like it, but please don't delete my group name.
Enjoy..
:)
This document provides examples of giving and asking for instructions. It defines procedure texts and lists the generic structure which includes the goal, materials needed, and methods or steps. It then gives examples of different ways to give instructions such as using imperatives, modal verbs, or introductory phrases. Sequencing words are also provided to make instructions clear. Ways to ask for instructions are provided. The document concludes with a full example of instructions for making a cup of coffee.
This document provides examples of asking and giving opinions in conversations. It shows questions to ask for opinions like "What do you think about..." and phrases for giving opinions like "In my opinion..." or "I think...". Several short dialogues are provided as examples of people asking and stating their opinions on topics like shoes, food for dinner, submitting assignments, and travel plans.
The document provides examples of expressions for asking and giving opinions in Indonesian. It begins with greetings and introduces the topic of asking and giving opinions. Various expressions for asking opinions with English translations are listed, such as "What do you think of..." and "How do you feel?". Similarly, expressions for giving opinions are listed like "In my opinion" and "I think that". A sample dialogue demonstrates asking and giving opinions. At the end, there are practice questions for students to work on asking and giving opinions. The summary focuses on the key topic and provides context without copying significant content.
The document provides lesson material on common English expressions for greetings, asking about one's condition, taking leave, thanking, and apologizing. It includes example dialogs and exercises to practice the target language functions. Key points covered include common greetings, ways to ask how someone is feeling, leave-taking expressions, thanking responses, and apologizing responses. The purpose is to help students identify and skillfully use these types of expressions in English.
This document provides guidance and examples for giving oral presentations. It begins by outlining the basic structure of an introduction, including saying hello, stating your name, and announcing the topic. It then provides a sample presentation about a mother that incorporates details about her age, appearance, character, activities, hobbies and relationship with her child. The document continues by listing useful phrases, structures and vocabulary for oral presentations. It concludes by offering tips for improving fluency and reducing anxiety for oral assessments.
Here are the responses in order:
1. I'm sorry, I can't.
2. That sounds great. I agree.
3. I agree but...
4. I agree. What time...
5. How about going to...
6. I disagree.
7. completely agree.
8. completely agree with you.
9. I disagree.
10. I agree with you.
The friend advises the speaker that they should go tell their English teacher the truth about lying about completing a class project themselves. The friend says the teacher won't punish them and it's best to accept responsibility. The speaker agrees and says they will go admit their fault to the teacher now.
Chunks and "Gambits" are important lexical items and ways for students to quickly acquire important vocabulary. This book works! Get as a premium product on EFL Classroom + the PPT version too. https://community.eflclassroom.com/forum2/topics/get-talking
PPT INTRODUCTION YOUR SELF for ten class.pptDimasRegawa1
This document provides information and examples for introducing oneself, meeting and leaving others, and giving sympathy. It includes:
1. Suggested phrases for introducing oneself such as "Let me introduce myself" and "My name is...".
2. Example dialogues for greeting someone you know and taking leave, including expressions like "Hi, how's it going?" and "Bye, see you next time."
3. Phrases for expressing sympathy when something unwanted happens, such as "Oh, what a shame" and "I'm sorry to hear that." The document aims to improve English communication skills.