This document provides information about an English language course titled "English for International Communication". It is designed for beginner English learners and covers all four language skills - listening, speaking, reading and writing. The course presents basic grammar, vocabulary and functions in a thorough manner across multiple levels. Each level provides 60-90 hours of class instruction to prepare students to communicate in English regarding situations, purposes and roles. The course aims to teach communicative competence and improve students' confidence, pronunciation and motivation using technology. It covers topics like food, sports, health, future plans and holidays. Upon completion, students will be able to speak about these topics and give advice or instructions regarding health problems.
Yesterday Rosie went to the park with her friends after school. They played football for a while but then it started raining heavily. Rosie and her friends got soaked and decided to leave the park and go to the cinema instead to watch a movie. They enjoyed the movie and had popcorn.
- Helen, Ann, and Steve are discussing their morning schedules. Helen reads in the morning and is packing her schoolbag now. Ann is working and Steve is walking at the moment.
- They also talk about their afternoon plans. Sometimes in the afternoon, Ann does shopping or goes to the swimming pool. Helen asks Steve for advice about what to do in the afternoon.
- In the evenings, Ann often takes music lessons while Steve plays computer games or goes swimming. Helen shares her plans to walk her dog in the evening.
This document contains text and images related to teaching English as a second language to young learners. It includes the following sections:
- A table of contents listing 8 units which cover vocabulary, grammar points, functions and skills taught in each unit. Example units include "Here is my family", "My friends", "In my classroom" etc.
- Sample lesson plans which introduce new vocabulary and concepts through listening, speaking, reading and writing activities with a communicative focus. Lessons include chants, songs, games and projects.
- Alphabet charts and lists practice letters, sounds, sight words and spelling.
- Images of classroom objects, people, actions and other visuals to support the language lessons.
Helen and Ann discuss their summer travels. Helen accomplished her dream of visiting London where she had English lessons and went sightseeing, being impressed by the British Museum. Ann is an experienced traveler who was on the move all summer - she visited Lviv and participated in a welcoming party where she taught Ukrainian embroidery. She then spent time in Odessa and with her grandmother in Belarus, learning a lot through her travels. Traveling provides valuable experiences, as the saying goes that "traveling is worth trouble taking."
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 the introduction to an English textbook for 7th grade students in Ukraine. It discusses the layout and content of the textbook.
The textbook is divided into 7 units covering topics like family, friends, and balancing school life. Each lesson has sections for pronunciation, grammar, vocabulary, reading, conversation, listening, and writing. Students will interact with characters their age from other countries to practice English. The textbook also includes reference materials like a vocabulary list and irregular verb chart at the end.
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 contains a table of contents for an English language textbook. It lists the units and pages for each section, which focus on grammar, vocabulary, and language functions. The sections cover topics like countries and nationalities, family words, daily routines, leisure activities, jobs, possessions, food, travel, emotions, health, and conditional sentences. Exercises are provided to practice reading, writing, listening and speaking skills.
Yesterday Rosie went to the park with her friends after school. They played football for a while but then it started raining heavily. Rosie and her friends got soaked and decided to leave the park and go to the cinema instead to watch a movie. They enjoyed the movie and had popcorn.
- Helen, Ann, and Steve are discussing their morning schedules. Helen reads in the morning and is packing her schoolbag now. Ann is working and Steve is walking at the moment.
- They also talk about their afternoon plans. Sometimes in the afternoon, Ann does shopping or goes to the swimming pool. Helen asks Steve for advice about what to do in the afternoon.
- In the evenings, Ann often takes music lessons while Steve plays computer games or goes swimming. Helen shares her plans to walk her dog in the evening.
This document contains text and images related to teaching English as a second language to young learners. It includes the following sections:
- A table of contents listing 8 units which cover vocabulary, grammar points, functions and skills taught in each unit. Example units include "Here is my family", "My friends", "In my classroom" etc.
- Sample lesson plans which introduce new vocabulary and concepts through listening, speaking, reading and writing activities with a communicative focus. Lessons include chants, songs, games and projects.
- Alphabet charts and lists practice letters, sounds, sight words and spelling.
- Images of classroom objects, people, actions and other visuals to support the language lessons.
Helen and Ann discuss their summer travels. Helen accomplished her dream of visiting London where she had English lessons and went sightseeing, being impressed by the British Museum. Ann is an experienced traveler who was on the move all summer - she visited Lviv and participated in a welcoming party where she taught Ukrainian embroidery. She then spent time in Odessa and with her grandmother in Belarus, learning a lot through her travels. Traveling provides valuable experiences, as the saying goes that "traveling is worth trouble taking."
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 the introduction to an English textbook for 7th grade students in Ukraine. It discusses the layout and content of the textbook.
The textbook is divided into 7 units covering topics like family, friends, and balancing school life. Each lesson has sections for pronunciation, grammar, vocabulary, reading, conversation, listening, and writing. Students will interact with characters their age from other countries to practice English. The textbook also includes reference materials like a vocabulary list and irregular verb chart at the end.
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 contains a table of contents for an English language textbook. It lists the units and pages for each section, which focus on grammar, vocabulary, and language functions. The sections cover topics like countries and nationalities, family words, daily routines, leisure activities, jobs, possessions, food, travel, emotions, health, and conditional sentences. Exercises are provided to practice reading, writing, listening and speaking skills.
Here are the verbs in the be going to form:
1. What you (are going to) do with this room? — I (am going to) paint the walls in black and white.
2. The men in the helicopter (are going to) try to help the man in the water.
3. These two men (are going to) cycle across Africa.
4. The man is standing up. He (is going to) make a speech.
5. He (is going to) grow a beard when he leaves school.
6. You (are going to) reserve a seat?
7. I (am going to) plant an apple tree here.
8. I (
The document outlines a lesson plan for an English class focusing on activities in the past tense. The lesson includes a warm up activity reviewing the past weekend, a video on common activities, and paired/group exercises practicing forming sentences in the simple past. Students discuss a reading on a TV personality's travels and dangerous activities. They then imagine and write about a past European holiday. Finally, students share details of real past holidays and are assigned homework to create a word search using target past tense verbs.
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.
My father is a builder and my mother is a shop assistant.
b) Answer the questions about your parents' jobs.
1. What is your father's job?
2. What is your mother's job?
3. Are your parents teachers?
4. Is your father an engineer?
5. Is your mother a doctor?
6. Are your parents drivers?
7. Is your father a builder?
8. Is your mother a shop assistant?
9. Are your parents farmers?
10. Is your father a doctor?
2. Look at the pictures and say what rooms these are. Use the words:
kitchen, bedroom, bathroom, living room.
3.
The document discusses advice for feeling comfortable during the first days of school, including that most students feel shy at first but will soon feel at home, that everyone is special and should try to be a good friend, and to stay positive and flexible if things go wrong. It also provides a short story about two children, Bob and Kerrie, who hide a robot named Rob in their new school's closet on their first day but the robot is discovered, though it helps Bob make friends by telling the class about it.
Here are the verbs in the be going to form:
1. What you (are going to) do with this room? — I (am going to) paint the walls in black and white.
2. The men in the helicopter (are going to) try to help the man in the water.
3. These two men (are going to) cycle across Africa.
4. The man is standing up. He (is going to) make a speech.
5. He (is going to) grow a beard when he leaves school.
6. You (are going to) reserve a seat?
7. I (am going to) plant an apple tree here.
8. I (
This document provides a list of potential questions for the speaking part 1 section of the FCE exam. This section involves an interview with examiners about everyday topics. The list contains around 50 questions organized by topic, including questions about the area where the examinee lives or has lived, sports, work and studies, friends and family. Some example questions are "What's the most interesting place you've visited near...", "How much exercise do you take each week?", and "Do you spend most of your time with your friends or with your family?". The document aims to provide students preparing for the FCE exam with practice questions to help with their speaking skills for part 1 of the test.
The document describes an English textbook for 9th grade students published in 2017. The textbook was created based on an authorial concept of developing students' ability for intercultural communication and includes a more sociocultural focus on teaching English with the student's personality and needs at the center. The textbook concludes a series created for primary school and received a recommendation from the Ministry of Education and Science of Ukraine.
This document is the cover and introduction pages of an English language textbook for 9th grade students in Ukraine authored by M.O. Kuchma and L.I. Morska and published in Ternopil, Ukraine in 2017 by Navchalna Knyha-Bohdan. The textbook provides lessons on English grammar, vocabulary, and passages about Britain, the United States, Canada, Australia, theater, cinema, and literature to help students improve their English skills. The authors wish the students success and an enjoyable experience learning from the textbook over the coming year.
The document contains sample questions for the Speaking part of the First Certificate in English (FCE) exam. The questions are grouped into topics including friends, family, future plans, interests, people, media, sports, travel, possessions, and town/neighborhood. The questions aim to elicit responses about the examinee's life, experiences, opinions, plans for the future, interests and hobbies, and views on popular culture and current events.
The document is a textbook cover for an English language textbook for 9th grade students in Ukraine. It provides information such as the title of the textbook ("English (Year 9)"), the author (L.I. Morska), publication details (publisher, date, page count), and endorsement by the Ministry of Education and Science of Ukraine. It also lists the experts who reviewed the textbook and approved it for use. The textbook contains 7 thematic units corresponding to the ministry's program, with 5-8 main lessons and 2 revision lessons in each unit.
This document contains the objectives and materials for two English language lessons. The first lesson introduces students to different sports through vocabulary presentation, listening activities, and a vocabulary quiz. Students ask and answer questions about sports they like and learn about popular sports in Australia. The second lesson has students read a holiday tour leaflet, answer true/false questions, write their own city tour, and listen and complete a conversation about activities. The lessons aim to develop students' English skills through sports and travel topics.
This document is an introduction to an English textbook for 7th grade students in Ukraine. It provides an overview of the textbook's contents and structure. The textbook contains 7 chapters covering topics like family, friends, and school life. Each lesson includes sections on pronunciation, grammar, vocabulary, reading, conversation, listening, and writing. The introduction encourages students to do their homework assignments to fully understand the material. It also notes that literary excerpts are included to help students learn more about English-speaking countries and improve their language skills.
Here are the main verb patterns covered in the document:
- Verbs + -ing or to + infinitive (with a change of meaning)
- Verbs + -ing (no change in meaning)
- Verbs + to + infinitive (with no change in meaning)
The document discusses how like can be used as a verb followed by -ing or to + infinitive, and how the meaning may change depending on which is used. It also mentions other common verb patterns in English like verbs + -ing and verbs + to + infinitive.
The document is a textbook for teaching English to second grade students in Ukraine according to the new Ukrainian school standards. It uses an original authorial concept of positive motivation and creative foreign language teaching for younger students. The book contains material designed for the typical second grade programs in English for the New Ukrainian School. An activity-based approach and communicative-game methodology are ensured by the nature of the tasks in the textbook with audio accompaniment and other components.
Este documento presenta un proyecto de investigación sobre el diseño e implementación de estrategias pedagógicas para mejorar las relaciones interpersonales en la comunicación educativa entre docentes y estudiantes de pregrado en la Universidad Bethesda de Santa Cruz, Bolivia. El objetivo general es diseñar e implementar estrategias que mejoren el proceso de enseñanza-aprendizaje mediante una mejor comunicación educativa basada en las relaciones interpersonales. El documento incluye la introducción, antecedentes, matriz FODA, árbol de problemas, objet
The document provides tips for avoiding cultural shock when visiting Cambaland. The first tip is to greet people with handshakes and hugs, especially in rural areas. When introducing friends, simply say "a friend". Also, be polite and say goodbye to any friends accompanying the person you are meeting. It is appropriate to ask about people's families and ages in rural settings. Different types of goodbyes are used depending on when you expect to see the person again. Bartering for lower prices is common in some areas' markets.
El documento discute los problemas que enfrenta la educación del siglo 21, en particular la deserción escolar en la educación superior durante el primer trimestre. Propone abordar este problema desde un enfoque psicopedagógico a través de tres bases: 1) prestar atención y educación desde la primera infancia para desarrollar habilidades múltiples; 2) fortalecer el rol de la comunidad educativa, incluyendo a docentes y padres; y 3) que la universidad asuma un rol de liderazgo para acompañar el aprendizaje desde
Este documento presenta las conjugaciones de los verbos en el presente indicativo y pretérito del indicativo, así como los usos del subjuntivo. En el presente indicativo, explica las formas irregulares de los verbos terminados en -ar, -er, e -ir. En el pretérito, describe los verbos semi-irregulares y las formas irregulares. Finalmente, detalla las reglas y conjugaciones del presente subjuntivo, incluyendo verbos regulares e irregulares.
La relación interpersonal en la comunicación educativaHome
Este documento presenta un proyecto de investigación sobre el diseño e implementación de estrategias pedagógicas para mejorar las relaciones interpersonales en la comunicación educativa entre docentes y estudiantes de la Universidad Bethesda en Santa Cruz, Bolivia. El proyecto analizará el contexto actual, realizará un diagnóstico de la situación, propondrá estrategias e implementará un plan de acción, para concluir con recomendaciones sobre cómo mejorar la relación interpersonal y la comunicación educativa.
Aquí están algunas respuestas posibles a sus preguntas:
1. Un título que le podríamos poner al diario de investigación de Jean Goodall sobre chimpancés podría ser "Vida con los chimpancés" u "Observando a los chimpancés".
2. Un título para el tercer día del diario de Dian Fossie podría ser "Los machos se calman" o "Ícaro sigue jugando".
3. Algunos hechos, reflexiones u opiniones que podríamos consignar sobre el día de ayer son: las observaciones realizadas a los goril
The document contains information about English grammar concepts such as verbs, adverbs of frequency, questions, and negatives in the present simple tense. It provides examples of how to conjugate regular verbs, use adverbs like always and never to describe how often an action occurs, form yes/no and wh- questions, and make sentences negative using don't or doesn't. There are exercises for students to practice these grammar structures in short interactive activities.
Here are the verbs in the be going to form:
1. What you (are going to) do with this room? — I (am going to) paint the walls in black and white.
2. The men in the helicopter (are going to) try to help the man in the water.
3. These two men (are going to) cycle across Africa.
4. The man is standing up. He (is going to) make a speech.
5. He (is going to) grow a beard when he leaves school.
6. You (are going to) reserve a seat?
7. I (am going to) plant an apple tree here.
8. I (
The document outlines a lesson plan for an English class focusing on activities in the past tense. The lesson includes a warm up activity reviewing the past weekend, a video on common activities, and paired/group exercises practicing forming sentences in the simple past. Students discuss a reading on a TV personality's travels and dangerous activities. They then imagine and write about a past European holiday. Finally, students share details of real past holidays and are assigned homework to create a word search using target past tense verbs.
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.
My father is a builder and my mother is a shop assistant.
b) Answer the questions about your parents' jobs.
1. What is your father's job?
2. What is your mother's job?
3. Are your parents teachers?
4. Is your father an engineer?
5. Is your mother a doctor?
6. Are your parents drivers?
7. Is your father a builder?
8. Is your mother a shop assistant?
9. Are your parents farmers?
10. Is your father a doctor?
2. Look at the pictures and say what rooms these are. Use the words:
kitchen, bedroom, bathroom, living room.
3.
The document discusses advice for feeling comfortable during the first days of school, including that most students feel shy at first but will soon feel at home, that everyone is special and should try to be a good friend, and to stay positive and flexible if things go wrong. It also provides a short story about two children, Bob and Kerrie, who hide a robot named Rob in their new school's closet on their first day but the robot is discovered, though it helps Bob make friends by telling the class about it.
Here are the verbs in the be going to form:
1. What you (are going to) do with this room? — I (am going to) paint the walls in black and white.
2. The men in the helicopter (are going to) try to help the man in the water.
3. These two men (are going to) cycle across Africa.
4. The man is standing up. He (is going to) make a speech.
5. He (is going to) grow a beard when he leaves school.
6. You (are going to) reserve a seat?
7. I (am going to) plant an apple tree here.
8. I (
This document provides a list of potential questions for the speaking part 1 section of the FCE exam. This section involves an interview with examiners about everyday topics. The list contains around 50 questions organized by topic, including questions about the area where the examinee lives or has lived, sports, work and studies, friends and family. Some example questions are "What's the most interesting place you've visited near...", "How much exercise do you take each week?", and "Do you spend most of your time with your friends or with your family?". The document aims to provide students preparing for the FCE exam with practice questions to help with their speaking skills for part 1 of the test.
The document describes an English textbook for 9th grade students published in 2017. The textbook was created based on an authorial concept of developing students' ability for intercultural communication and includes a more sociocultural focus on teaching English with the student's personality and needs at the center. The textbook concludes a series created for primary school and received a recommendation from the Ministry of Education and Science of Ukraine.
This document is the cover and introduction pages of an English language textbook for 9th grade students in Ukraine authored by M.O. Kuchma and L.I. Morska and published in Ternopil, Ukraine in 2017 by Navchalna Knyha-Bohdan. The textbook provides lessons on English grammar, vocabulary, and passages about Britain, the United States, Canada, Australia, theater, cinema, and literature to help students improve their English skills. The authors wish the students success and an enjoyable experience learning from the textbook over the coming year.
The document contains sample questions for the Speaking part of the First Certificate in English (FCE) exam. The questions are grouped into topics including friends, family, future plans, interests, people, media, sports, travel, possessions, and town/neighborhood. The questions aim to elicit responses about the examinee's life, experiences, opinions, plans for the future, interests and hobbies, and views on popular culture and current events.
The document is a textbook cover for an English language textbook for 9th grade students in Ukraine. It provides information such as the title of the textbook ("English (Year 9)"), the author (L.I. Morska), publication details (publisher, date, page count), and endorsement by the Ministry of Education and Science of Ukraine. It also lists the experts who reviewed the textbook and approved it for use. The textbook contains 7 thematic units corresponding to the ministry's program, with 5-8 main lessons and 2 revision lessons in each unit.
This document contains the objectives and materials for two English language lessons. The first lesson introduces students to different sports through vocabulary presentation, listening activities, and a vocabulary quiz. Students ask and answer questions about sports they like and learn about popular sports in Australia. The second lesson has students read a holiday tour leaflet, answer true/false questions, write their own city tour, and listen and complete a conversation about activities. The lessons aim to develop students' English skills through sports and travel topics.
This document is an introduction to an English textbook for 7th grade students in Ukraine. It provides an overview of the textbook's contents and structure. The textbook contains 7 chapters covering topics like family, friends, and school life. Each lesson includes sections on pronunciation, grammar, vocabulary, reading, conversation, listening, and writing. The introduction encourages students to do their homework assignments to fully understand the material. It also notes that literary excerpts are included to help students learn more about English-speaking countries and improve their language skills.
Here are the main verb patterns covered in the document:
- Verbs + -ing or to + infinitive (with a change of meaning)
- Verbs + -ing (no change in meaning)
- Verbs + to + infinitive (with no change in meaning)
The document discusses how like can be used as a verb followed by -ing or to + infinitive, and how the meaning may change depending on which is used. It also mentions other common verb patterns in English like verbs + -ing and verbs + to + infinitive.
The document is a textbook for teaching English to second grade students in Ukraine according to the new Ukrainian school standards. It uses an original authorial concept of positive motivation and creative foreign language teaching for younger students. The book contains material designed for the typical second grade programs in English for the New Ukrainian School. An activity-based approach and communicative-game methodology are ensured by the nature of the tasks in the textbook with audio accompaniment and other components.
Este documento presenta un proyecto de investigación sobre el diseño e implementación de estrategias pedagógicas para mejorar las relaciones interpersonales en la comunicación educativa entre docentes y estudiantes de pregrado en la Universidad Bethesda de Santa Cruz, Bolivia. El objetivo general es diseñar e implementar estrategias que mejoren el proceso de enseñanza-aprendizaje mediante una mejor comunicación educativa basada en las relaciones interpersonales. El documento incluye la introducción, antecedentes, matriz FODA, árbol de problemas, objet
The document provides tips for avoiding cultural shock when visiting Cambaland. The first tip is to greet people with handshakes and hugs, especially in rural areas. When introducing friends, simply say "a friend". Also, be polite and say goodbye to any friends accompanying the person you are meeting. It is appropriate to ask about people's families and ages in rural settings. Different types of goodbyes are used depending on when you expect to see the person again. Bartering for lower prices is common in some areas' markets.
El documento discute los problemas que enfrenta la educación del siglo 21, en particular la deserción escolar en la educación superior durante el primer trimestre. Propone abordar este problema desde un enfoque psicopedagógico a través de tres bases: 1) prestar atención y educación desde la primera infancia para desarrollar habilidades múltiples; 2) fortalecer el rol de la comunidad educativa, incluyendo a docentes y padres; y 3) que la universidad asuma un rol de liderazgo para acompañar el aprendizaje desde
Este documento presenta las conjugaciones de los verbos en el presente indicativo y pretérito del indicativo, así como los usos del subjuntivo. En el presente indicativo, explica las formas irregulares de los verbos terminados en -ar, -er, e -ir. En el pretérito, describe los verbos semi-irregulares y las formas irregulares. Finalmente, detalla las reglas y conjugaciones del presente subjuntivo, incluyendo verbos regulares e irregulares.
La relación interpersonal en la comunicación educativaHome
Este documento presenta un proyecto de investigación sobre el diseño e implementación de estrategias pedagógicas para mejorar las relaciones interpersonales en la comunicación educativa entre docentes y estudiantes de la Universidad Bethesda en Santa Cruz, Bolivia. El proyecto analizará el contexto actual, realizará un diagnóstico de la situación, propondrá estrategias e implementará un plan de acción, para concluir con recomendaciones sobre cómo mejorar la relación interpersonal y la comunicación educativa.
Aquí están algunas respuestas posibles a sus preguntas:
1. Un título que le podríamos poner al diario de investigación de Jean Goodall sobre chimpancés podría ser "Vida con los chimpancés" u "Observando a los chimpancés".
2. Un título para el tercer día del diario de Dian Fossie podría ser "Los machos se calman" o "Ícaro sigue jugando".
3. Algunos hechos, reflexiones u opiniones que podríamos consignar sobre el día de ayer son: las observaciones realizadas a los goril
The document contains information about English grammar concepts such as verbs, adverbs of frequency, questions, and negatives in the present simple tense. It provides examples of how to conjugate regular verbs, use adverbs like always and never to describe how often an action occurs, form yes/no and wh- questions, and make sentences negative using don't or doesn't. There are exercises for students to practice these grammar structures in short interactive activities.
The document provides an agenda for an ITBE Spring Conference on February 13, 2011. It lists over 30 activities and games that will take place at the conference, including complete the sentence, sorting and matching, picture stories, surveys, odd one out, making predictions, comparisons, and various board games. It also includes materials to support some of the activities, such as cards with questions and answers about personal information, adjectives and nouns, and a class survey with short answers.
The document provides activities and instructions for an English language lesson, including:
1) Matching words and pictures, listening to and acting out a dialogue, learning about adverbs of frequency, and practicing grammar in pairs.
2) A listening quiz about having a sporty friend and reading about social identities.
3) Reading about swimming lessons and guessing missing words in a song.
4) Discussing using English around the world and finding English words at home.
5) Browsing English language websites and presenting about a friend.
Your space-level2-students-book-sample-pagesMaher English
The document is an excerpt from an English language textbook called "Your Space Level 2" published by Cambridge University Press. It contains exercises, passages and conversations about daily routines, hobbies, and activities. The penpal exchange describes what Jacob and Kirsty like to do in their free time, such as playing sports, listening to music, and going to football matches. It also discusses vocabulary like daily activities, too much/too many, and countable/uncountable nouns.
Your space-level2-students-book-sample-pagesMaher English
This document contains excerpts from an English language textbook for students called "Your Space Level 2" published by Cambridge University Press. It includes exercises, passages, and a conversation between two pen pals, Jacob and Kirsty, where they discuss their daily routines and hobbies. The document provides language lessons focusing on grammar structures like the present simple and activities for students to practice their English communication skills by talking about their lives.
Verb noun collocations including the following verbs:
have, organize, plan, make, get, take, catch, ask, lose, pay, run, do
There is a fill in the blanks and a word match activity included in this slide show.
There are also 3 slides that have collocations that use swear words.
This document provides instructions and materials for an English lesson that focuses on comparing people in the family, past and present tenses, and different foods from around the world. It includes videos, exercises, and references for students to practice having conversations comparing family members, talking about past experiences using simple past and present perfect tenses, and discussing foods they have tried from other cultures. Review questions and a quiz are also provided to assess students' understanding.
This document provides exercises and instructions for an English lesson about using past tense verbs. It includes activities where students practice completing sentences in past tense, asking and answering questions about past experiences, and discussing memorable events from their lives. Vocabulary and grammar are reinforced through matching, filling in blanks, and conversation practice.
This document provides information about minutes lost during lessons due to late pupil arrival and other factors. It notes that the teacher's lesson started at 10:30 but pupils arrived at 10:34, wasting 4 minutes. Further minutes are lost to the first learning task and throughout the term and school year, totaling up to 540 minutes or 9 missed lessons over the course of an academic year. The document advocates for not losing any minutes of lesson time.
This document contains a seminar outline prepared by an English language teacher. It includes topics like character descriptions, personality traits, frequency adverbs, verb tenses, and verb forms. Sample dialogues are provided to demonstrate questioning about characters' traits and people's habits. Various verb forms and their usage are defined, such as have/has got, do/does, and verb+ing. Guidelines are given for regular and irregular verbs.
New Frontiers is a six-level English course for young adult learners. It uses balanced input and output activities to guide students through core English skills. The series focuses on communication, critical thinking, collaboration, and creativity using 21st century learning techniques. The course features include colorful comics, animations, unit structures to encourage engagement, and a focus on preparing students to communicate globally. Each level contains 10 units covering vocabulary, grammar, listening, speaking, reading, writing, and projects.
Roberta is currently traveling abroad in Japan. Some key details:
- She is not in her home country of America or any European country.
- She is in the capital city of Japan, known for its technology and popularity of anime.
- She is at the top of a high tower, enjoying the view.
Here are the steps to conjugate the verb "to learn" in the present simple tense:
1. Take the base form of the verb, which is "learn".
2. Add the present simple endings:
I learn
You learn
He/She/It learns
We learn
You learn
They learn
3. To make questions, invert the subject and the verb:
Do I learn?
Do you learn?
Does he/she/it learn?
4. To make negatives, add "do/does not" between the subject and the verb:
I do not learn.
You do not learn.
He/she/it does not learn
Here are the steps to conjugate the verb "to learn" in the present simple tense:
1. Take the base form of the verb, which is "learn".
2. Add the present simple endings:
I learn
You learn
He/She/It learns
We learn
You learn
They learn
3. To make questions, invert the subject and the verb:
Do I learn?
Do you learn?
Does he/she/it learn?
4. To make negatives, add "do/does not" between the subject and the verb:
I do not learn.
You do not learn.
He/she/it does not learn
This document provides a schedule and assignments for an English class at Instituto Profesional y Técnico El Silencio in Panama. It includes the following information:
- Units 1, 2, and 3 will cover topics like vacations, movies, and extreme sports.
- Assignments include vocabulary exercises, language practice, reading comprehension questions, and speaking activities. Students must complete tasks from their student book and workbook.
- Deadlines are provided for each unit. Students must submit assignments by March 27th, April 10th, and April 24th respectively.
- The teacher's contact information is provided at the top in case students have any questions.
This document is the cover of an English textbook for 9th grade students in Ukraine titled "English. Year 5" written by M.O. Kuchma and L.I. Morska and published in Ternopil, Ukraine in 2017 by Navchalna Knyha-Bohdan. It provides publishing details such as the authors, publisher, date, and recommends the textbook for use in Ukrainian schools.
This document is the cover and introduction pages of an English language textbook for 9th grade students in Ukraine authored by M.O. Kuchma and L.I. Morska and published in Ternopil, Ukraine in 2017 by Navchalna Knyha-Bohdan. The textbook provides lessons on English grammar, vocabulary, and passages about Britain, the United States, Canada, Australia, theater, cinema, and literature to help students improve their English skills. The authors wish the students success and an enjoyable experience learning from the textbook over the coming year.
This document is an English study guide about using "be going to" to talk about the future. It contains:
1) An explanation that "be going to" can be used to talk about forecasts and future plans.
2) Examples of forming questions using "be going to" with what, where, and why.
3) Exercises involving completing sentences and stories using "be going to" based on pictures and situations.
4) A quiz using "be going to" to talk about future plans during holidays.
The document discusses teaching grammar in language education. It emphasizes that grammar should be taught meaningfully in context rather than as isolated rules. Teachers should focus on helping students understand how grammar works to convey meaning rather than just having students memorize rules. The goal of grammar instruction should be to develop students' ability to communicate effectively.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. ENGLISH FOR INTERNATIONAL
COMMUNICATION
Mod:CEI-2
This is a multi-level course in English as a second or foreign language
for young adults or adults. This course covers all the skills to learn a new
language; listening, speaking, reading and writing.
It reflects the fact that English is the world’s major language of
international communication and it is not limited to any country, region or
culture.
This course is designed for beginner students needing a through
presentation of basic functions, grammar and vocabulary. It is a self-
contained course covering all four language skills. Each level provides
between 60 to 90 hours of class instruction whichprepares students to
enter into a stimulating English world.
GOALS
The primary goal is to teach communicative competence – that is
the ability to communicate in English according to the situation,
purpose, and role of the students.
To improve students self-confidence on English learning.
To masterize students’ pronunciation focusing on North American
accent.
To motivate students with technological tools.
To reinforce information learned in previous courses.
2. MIND MAP
CONTENTS
Unit 9
Broccoli is good for you.
Questions for discussion
What do you like to eat?
Do you like vegetables?
What is your favorite vegetable?
What do you eat for breakfast?
3. What do you eat for lunch?
What do you usually eat for dinner?
Describe the things that are in the food pyramid
Grammar Focus :Countable vs.uncountable
Countable uncountable
Singular plural singular only
an apple apples I'm eating an apple yogurt I'm eating yogurt.
a carrot carrots Apples are my favorite fruit. beef yogurt is delicious.
a potato potatoes I like potatoes broccoli I love yogurt.
check this link in this exercise and practice your memory. Then divide the words into
two lists.
4. Unit 10
You can play baseball really well!
*What sports do people play in your country?
*Do you like sports?
*What sports do you play?
I can't ice-skate!
Grammar: Can for ability
I I I
You You You
He can sing very well Can he sing? Yes, he can.
She can't sing at all she she can't.
We we we
They they they
What do you hear? Can for ability.
Follow this
link:http://www2.cambridge.org/interchangearcade/launch.do?activityID=511&level=0
&unit=10&type=Cup_word_up&stage=2
5. SIMPLE PRESENT: WH-QUESTIONS
What sports do you play? I play baseball and I go skiing.
Who do you play baseball with? With some friends from work. We have a team.
When does your team practice? We practice on Saturdays.
What time do you practice on Saturdays? We start at ten o'clock in the morning.
Where do you go skiing? I go skiing in Colorado.
What do your parents think of skiing? They think it's dangerous.
DRAG AND DROP Sports; simple present - Wh questions.
Follow this link:
http://www2.cambridge.org/interchangearcade/launch.do?activityID=343&level=0&uni
t=10&type=Cup_drag_and_drop&stage=2
PRACTICE
Write questions for these answers.
1. A: -------------------------------------------------------------?
B: I like ice-skating, but I really love volleyball!
2. A: -------------------------------------------------------------?
B: Volleyball? I play it in the summer.
3. A: -------------------------------------------------------------?
B: My brother and sister play with me.
4. A: -------------------------------------------------------------?
B: We usually play in our yard or at the beach.
5. A: -------------------------------------------------------------?
B: Our parents think it's great sport. They enjoy it, too.
UNSCRAMBLE THE SENTENCE Simple present
6. Follow this link:
http://www2.cambridge.org/interchangearcade/launch.do?activityID=491&level=0&uni
t=10&type=Cup_sentence_ordering&stage=2
WORD SEARCH: Sports.
Follow this
link: http://www2.cambridge.org/interchangearcade/launch.do?activityID=326&level=0
&unit=10&type=Cup_word_search&stage=2
WORD POWER: Abilities and talents
Complete the word map with abilities and talents from the list. Add two expressions to
each category.
Cook dance draw
drive a car fix a car ice-skate
play soccer play the piano repair TVs
ride a bike sing ski
speak a foreign language swim use a computer
write poetry
sports brainstorming
7. Grammar Focus. Simple present Wh-questions
How many
What is your What time is
Go ahead 1 step music Cds do
name? it?
you have?
What color are
your eyes?
What time do How many
When is Who is your best Sorry, go back
you eat the brothers do
Christmas? friend? 2 steps
breakfast? you have?
Where do you
live?
Why do you
When is your Who is your Where do you
like to wear
birthday? teacher? study?
jeans?
Unit 11
8. What are you going to do?
WORD POWER
Dates
A. Practice the months and the ordinal numbers.
Solve the crossword following this link:
Ordinal Numbers - Crossword
B. Pair Work. Practice saying these dates.
1. January 1 "January first"
9. 2. 6/30 "June thirtieth"
3. July 4
4. May 18
5. October 31
6. 2/14
7. 5/25
8. 11/2
ConversationA.
Listen and practice
.http://www2.cambridge.org/interchangearcade/downloads.do#Intro
Amy: Are you going to do anything exciting this weekend?
Philip: Well, I'm going to celebrate my birthday.
Amy:Fabulous! When is your birthday, exactly?
Philip:It is August ninth - Sunday.
Amy:So what are your plans?
Philip: Well, my friend keila is going to take me out for dinner.
Amy:Nice! Is she going to order a cake?
Philip:Yeah, and the waiters are probably going to sing "Happy Birthday"
to me. It 's so embarrassing!
B.Class activity. Make a list of your classmates' birthdays. How many people have birthdays
this week? this month? in the same month? on the same day?
When is your birthday?July 21st.
When is your birthday?
GRAMMAR FORM
to be (am, are, is) + going to + infinitive
10. Examples
Affirmative sentences:
I am going toplay handball. You are going toplay handball.
I'm going to play handball. You're going toplay handball.
Negative sentences:
You are not going toplay handball.
I am not going to play handball.
You're not going to play handball.
I'm not going to play handball.
You aren't going to play handball.
Questions:
Am I going toplay handball? Are you going toplay handball?
ATTENTION!!
Do not mix up with the Present Progressive!
going to-future Present Progressive
He's going toread the book. He's reading the book.
Put in the verbs in brackets into the gaps and form sentences. Use the going to-future.
11. Example: She _____________ a present for her mother. (to buy)
Answer: She is going to buy a present for her mother. or She's going to buy a present
for her mother.
1) He his friend. (to phone)
2) We a new computer game. (to play)
3) My sister TV. (to watch)
4) You a picnic next Tuesday. (to have)
5) Jane to the office. (to go)
6) They to the bus stop this afternoon. (to walk)
7) His brother a letter to his uncle today. (to write)
8) She her aunt. (to visit)
9) I my homework after school. (to do)
10) Sophie and Nick her friends. (to meet)
Would you like to have more fun with "be going to"?.. the following link is going to
help you to reinforce this new grammar structure...
http://www2.cambridge.org/interchangearcade/launch.do?activityID=440&level=0&uni
t=11&type=Cup_matching&stage=
Grammar Practice.
A. Are you going to do any of these things this weekend? Write 10
sentences. Then compare with a partner:
12. Things I'm going to do this weekend Things I'm not going to do this weekend
I'm going to see friends I 'm not going to watch TV.
B. Pair work. Ask questions about your partner's plans for the weekend.
Are you going to see a movie this weekend?
Yes, I am. I 'm going to see the new Tom Cruise movie
Are you going to go with a friend?...
Pronunciation
A. Going to is sometimes pronounced /gana/ in conversation. Ask another classmate about
weekend plans. Try to reduce going to to /gana/.
13. Unit 12
What’s the matter?
Dr. Clark: Hello, Ms.West. How are you today?
Ms.West: I feel terrible.
Dr. Clark: So, what´s wrong, exactly?
Ms.West: I´m exhausted.
Dr. Clark: Hmm. Why are you so tired?
Ms.West: I just can´t sleep at night.
Dr. Clark: Ok. Let´s take a kook at you.
Dr. Clark: I´m going to give you some pills. Take one pill every night after dinner
Ms.West: Ok.
Dr. Clark: And don´t drink coffee, tea or soda.
Ms.West: No soda?
Dr. Clark: No. And don´t work too hard.
Ms. West: All right. Thanks, Dr. Clark.
14. Giving Advice
A: I have a stomachache.
B: Don´t eat any heavy food today!
Follow this link and practice your new vocabulary
http://www2.cambridge.org/interchangearcade/launch.do?activityID=513&level=0&uni
t=12&type=Cup_word_up&stage=2
Health Problems
Follow this link and practice your new vocabulary!
http://www2.cambridge.org/interchangearcade/launch.do?activityID=373&level=0&uni
t=12&type=Cup_gallery&stage=2
DRAG AND DROP Illnesses and expressions
15. Follow this link and practice your new vocabulary!
http://www2.cambridge.org/interchangearcade/launch.do?activityID=344&level=0&uni
t=12&type=Cup_drag_and_drop&stage=2
16. WHICH WORD DOESN'T BELONG? Parts of the body
Follow this link and practice your new vocabulary!
http://www2.cambridge.org/interchangearcade/launch.do?activityID=332&level=0&uni
t=12&type=Cup_odd_word_out&stage=2
CONCLUSION
Upon finishing this course students will be able to speak fluently
about food that is good or bad for them, food likes and dislikes and eating
habits.
At the same time they will be able to talk about sports, talents and
abilities.
They will be able to give information about future plans, holidays
and celebrations as well.
Finally they will increase their abilities to talk about illnesses and
health problems by giving advice and instructions.
This course will teach students to understand language that is at a
higher level than they can produce, and this prepares them to make the
transition from the classroom to the real world; enjoying the use of
technological tools to improve their English as part of their learning
process.