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An English tutor with a life science degree from the University of Toronto and education degree offers tutoring services over the summer. The tutor has extensive experience teaching English and is fluent in American English with knowledge of North American culture. Tutoring is offered individually and focuses on skills for exams like TOEFL and IELTS as well as pronunciation, writing, and general English ability at all levels.
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SELF-INTRODUCTION
This document appears to be an introduction to a lesson on self-introductions. It includes sample dialogs where a teacher has students introduce themselves by stating their name, age, family details, hobbies, and where they live. The document instructs students to watch a video and complete an information sheet, and refers them to attached modules for more information on the topic.
Session 1 LGP beginners 2019-20 course outline
This document provides information about an introductory Mandarin Chinese course offered on Tuesdays from 4-5:50pm. The course is designed for beginners with no prior knowledge of Mandarin and will focus on basic pronunciation, grammar, vocabulary and culture. It will use pinyin for pronunciation and introduce the four tones through essential daily topics. Assessment includes coursework, a portfolio project and a certificate will be awarded upon completion.
Eaquals bell krakow_speakin_samples_completed
The document provides an evaluation of two secondary school students, Anna and Magda, who were interviewed in English at the B1 level based on the Common European Framework of Reference for Languages (CEFR). It summarizes their performance in terms of range, accuracy, fluency, interaction, and coherence when discussing their last holidays and hobbies. Both students were able to express themselves and maintain a conversation on familiar topics using simple language structures, though Anna made some grammatical mistakes and needed more time to form responses. Magda's language was a bit more accurate and fluid. The evaluation concludes they both demonstrate English proficiency consistent with a B1 level.
Activity 1.5.1
B2 is my English level across most skills based on the Common Reference Levels. For listening, I can understand extended speech such as lectures and TV programs. In reading, I can understand articles, reports and literature. When speaking, I can present detailed descriptions and viewpoints and interact fluently in discussions. For writing, I can write clear, detailed texts like essays and reports.
Secondary 3 EL Mid Year Examination tips and tricks
This document provides tips for the English Language examinations, including formatting guidelines for situational writing, essay structures, and common comprehension question types. It outlines the paper sections and content covered, such as editing exercises, situational writing letters, and continuous writing essays. Key points are presented on argumentative, expository, and narrative essay structures. Visual texts, narrative comprehension passages, and factual comprehension passages are also discussed. Strategies are offered for answering different question types like evidence questions and inferential questions. Formatting and organization tips are provided for situational writing and summary writing. Areas for revision are identified.
Diogo and Andrea's Articles
This document discusses the use of articles in English, including indefinite articles, definite articles, and situations where no article is used. It covers the basic meanings and uses of "a/an", "the", and no article. It also provides tips for teaching English articles to language learners, such as separating the different uses into individual lessons and focusing on the rules where students commonly make mistakes. The goal is to help students properly apply articles to singular count nouns and understand when "the" or no article should be used.
Bulats2 Class1 Jan 8
This document outlines the objectives and structure of an English language course called BULATS taught by Jaqueline Chaowah Veloz. It details the course content including the skills that will be worked on for listening, reading, writing and speaking. It provides instructions for completing compulsory weekly listening and writing assignments. It also explains how to pass the course and refers students to the class blog for additional materials and discussion. Finally, it provides guidelines for writing a formal letter or message including the proper formatting for salutations, endings, and content.
English Language exam prep tips and tricks
This document provides tips and guidance for the English Language Examinations. It outlines the different paper sections which assess editing, situational writing, and continuous writing. Editing questions focus on grammar, tenses, and subject-verb agreement. Situational writing involves writing a formal letter or email following the proper format. Continuous writing can include argumentative, expository, or narrative essays, and short responses risk heavy penalties. Comprehension questions assess understanding of narrative, factual, visual, and inferential elements of passages. Key advice is given for answering different question types and structuring argumentative, expository, and narrative essays.
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This document appears to be an introduction to a lesson on self-introductions. It includes sample dialogs where a teacher has students introduce themselves by stating their name, age, family details, hobbies, and where they live. The document instructs students to watch a video and complete an information sheet, and refers them to attached modules for more information on the topic.
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Eaquals bell krakow_speakin_samples_completed
The document provides an evaluation of two secondary school students, Anna and Magda, who were interviewed in English at the B1 level based on the Common European Framework of Reference for Languages (CEFR). It summarizes their performance in terms of range, accuracy, fluency, interaction, and coherence when discussing their last holidays and hobbies. Both students were able to express themselves and maintain a conversation on familiar topics using simple language structures, though Anna made some grammatical mistakes and needed more time to form responses. Magda's language was a bit more accurate and fluid. The evaluation concludes they both demonstrate English proficiency consistent with a B1 level.
Activity 1.5.1
B2 is my English level across most skills based on the Common Reference Levels. For listening, I can understand extended speech such as lectures and TV programs. In reading, I can understand articles, reports and literature. When speaking, I can present detailed descriptions and viewpoints and interact fluently in discussions. For writing, I can write clear, detailed texts like essays and reports.
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This document provides tips for the English Language examinations, including formatting guidelines for situational writing, essay structures, and common comprehension question types. It outlines the paper sections and content covered, such as editing exercises, situational writing letters, and continuous writing essays. Key points are presented on argumentative, expository, and narrative essay structures. Visual texts, narrative comprehension passages, and factual comprehension passages are also discussed. Strategies are offered for answering different question types like evidence questions and inferential questions. Formatting and organization tips are provided for situational writing and summary writing. Areas for revision are identified.
Diogo and Andrea's Articles
This document discusses the use of articles in English, including indefinite articles, definite articles, and situations where no article is used. It covers the basic meanings and uses of "a/an", "the", and no article. It also provides tips for teaching English articles to language learners, such as separating the different uses into individual lessons and focusing on the rules where students commonly make mistakes. The goal is to help students properly apply articles to singular count nouns and understand when "the" or no article should be used.
Bulats2 Class1 Jan 8
This document outlines the objectives and structure of an English language course called BULATS taught by Jaqueline Chaowah Veloz. It details the course content including the skills that will be worked on for listening, reading, writing and speaking. It provides instructions for completing compulsory weekly listening and writing assignments. It also explains how to pass the course and refers students to the class blog for additional materials and discussion. Finally, it provides guidelines for writing a formal letter or message including the proper formatting for salutations, endings, and content.
English Language exam prep tips and tricks
This document provides tips and guidance for the English Language Examinations. It outlines the different paper sections which assess editing, situational writing, and continuous writing. Editing questions focus on grammar, tenses, and subject-verb agreement. Situational writing involves writing a formal letter or email following the proper format. Continuous writing can include argumentative, expository, or narrative essays, and short responses risk heavy penalties. Comprehension questions assess understanding of narrative, factual, visual, and inferential elements of passages. Key advice is given for answering different question types and structuring argumentative, expository, and narrative essays.
Question Words
This document is a PowerPoint presentation about question words in English given by Fernando Benitez Leal. It discusses the different question words in English that start with "WH", including who, what, where, when, what time, which, why, whose, how, how old, how much/many, how often, how far, and how long. For each question word, an example question is provided along with an example answer to demonstrate its proper use. Keywords discussed include WH questions, grammar, and level A1.
Grammar Course Introduction
This document provides an introduction to an English grammar course. It discusses the origin of the English language, tracing it back to Anglo-Saxon settlers in Britain in the 5th-7th centuries AD. It also lists the four basic skills of the English language as listening, reading, writing and speaking. Finally, it outlines the syllabus for the course, which will cover topics such as parts of speech, tenses, sentence structure, and clauses.
Goal updates 1
The document outlines the goals of an e-portfolio for improving Mandarin language skills. The initial goals were to become fluent in Mandarin and learn about Chinese culture. However, the goal was adjusted to focus on proper pronunciation due to fewer opportunities to speak Mandarin. The e-portfolio aims to track progress in writing skills, extensive reading, language fluency, and cultural enrichment. A plan of regular exposure to Mandarin through media, reviewing essay corrections, and thinking in Mandarin is laid out to achieve the goals.
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English sentence and sentence writing
The document discusses different types of English sentences, including simple sentences that follow a subject-verb-object structure, complex sentences with an independent clause and dependent clause, and compound sentences connected with conjunctions. It also covers the purpose of sentences like imperative, narrative, exclamation, and questions. Examples are provided of simple, complex, and compound sentences.
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The document presents a vocabulary exercise from an English language textbook focusing on basic adjectives. It lists 10 pairs of opposite adjectives and prompts the reader to identify the adjective and its opposite in each pair. The pairs included are fast/slow, good/bad, noisy/quiet, easy/difficult, boring/interesting, funny/serious, happy/sad, and small/big. The purpose is to help students learn common adjectives and their antonyms.
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The document outlines a kindergarten phonics lesson plan focused on teaching students the letters and sounds of the alphabet through a PowerPoint presentation. Students will click through each letter to see a picture starting with that sound and practice identifying the letters. An assessment quiz is included to evaluate the students' learning.
Training overview
The document summarizes a training for Saudi supervisors on new English language courses from Oxford University Press (OUP) for grades 4-12. The training aims to familiarize supervisors with the Step Up, Look Up, and Aim High courses so they can explain them to teachers, address any concerns, and support teachers' use of the materials. It provides an overview of the courses' components and expectations for each level. It also includes sample quiz questions from the Step Up introductory level book to illustrate its features.
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This document is a PowerPoint presentation about question words in English given by Fernando Benitez Leal. It discusses the different question words in English that start with "WH", including who, what, where, when, what time, which, why, whose, how, how old, how much/many, how often, how far, and how long. For each question word, an example question is provided along with an example answer to demonstrate its proper use. Keywords discussed include WH questions, grammar, and level A1.
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The document summarizes a training for Saudi supervisors on new English language courses from Oxford University Press (OUP) for grades 4-12. The training aims to familiarize supervisors with the Step Up, Look Up, and Aim High courses so they can explain them to teachers, address any concerns, and support teachers' use of the materials. It provides an overview of the courses' components and expectations for each level. It also includes sample quiz questions from the Step Up introductory level book to illustrate its features.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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