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This document contains two passages. The first discusses a website about business problems that contains animated presentations and practice problems but has an unclear goal and does not show results. The second passage is a reading comprehension quiz with answers about a couple named Susan and Henry, their children, house, and plans to sell their house. It indicates the reader answered 10 of 12 questions correctly.
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This document contains summaries of various online educational resources and practice activities for English language learning. It lists the names and URLs of pages for comprehending business problems, reading comprehension practice problems, grammar exercises, spelling practice, and certificates for completing courses. Some of the resources have animated presentations or discussions to accompany practice questions.
Future forms
This document discusses the uses of will, be going to, and the present continuous tense to talk about the future. Will is used to make predictions, express spontaneous decisions, offers, and promises. Be going to is used to talk about future plans that have already been decided and to discuss obvious future events. The present continuous is used to talk about fixed arrangements and plans in the future. Examples are provided for how to use each construction to discuss different types of future situations.
Grammar 101 velarde j
This document provides information on future verb forms, separable and inseparable verbs, articles, past tense, yes/no questions, information questions, and the usage of "used to". It discusses the pattern of "S + going to + verb" to express predictions, plans, intentions and yes/no responses. Examples are given to demonstrate affirmative and negative forms. Guidelines are also given on using definite and indefinite articles as well as questions forms.
Subject Verb Agreement (Dr..Jeanneath D. Velarde)
This document provides rules and examples for subject-verb agreement in sentences. It covers:
- The verb agrees with the subject in number and person.
- Singular indefinite pronouns require a singular verb.
- Words like "several", "few", "both", and "many" require a plural verb.
- Verbs agree with the subject, not other words in the predicate.
Section a english-year 1.
This document contains a reading comprehension section with 15 multiple choice questions. The questions test understanding of topics such as days of the week, family relationships, tools and locations. For each question, the reader must choose the correct answer from two or more options provided in parentheses.
Making predictions
The document discusses how readers and viewers can make predictions about stories based on clues and their own experiences. It provides three examples: Tami will go on her planned bike trip despite the rain because she has biked in various weather before; Mandy will take home an injured puppy she finds because she loves animals and has helped other injured animals in the past; Ben will be late for school again because he has trouble waking up and has been late several times already. The document encourages using clues and experiences to anticipate what might happen next in a story.
The Present Perfect Tense
The document provides information on various English verb tenses including:
1. Present Simple - used to describe habitual or repeated actions. Verb form is base form.
2. Past Simple - used to describe completed actions in the past. Verb form is past form.
3. Future Simple - used to describe actions that will happen in the future. Verb form is will + base form.
4. Present Progressive - used to describe actions happening now or ongoing. Verb form is to be + ing form.
The document then provides examples of sentences using different tenses and a quiz to test tense usage. It concludes by explaining the formation and use of the Present Perfect tense.
DE1
This document summarizes the present simple and present continuous tenses in English. It provides information on when each tense is used, such as using the present simple for repeated actions or habits, and the present continuous for actions happening now or around the present time. It includes examples and lists time expressions used with each tense. Adverbs of frequency are also outlined for both tenses. The document concludes with exercises for listening practice and reading practice related to the topics covered.
Recommended
Ppint
This document contains summaries of various online educational resources and practice activities for English language learning. It lists the names and URLs of pages for comprehending business problems, reading comprehension practice problems, grammar exercises, spelling practice, and certificates for completing courses. Some of the resources have animated presentations or discussions to accompany practice questions.
Future forms
This document discusses the uses of will, be going to, and the present continuous tense to talk about the future. Will is used to make predictions, express spontaneous decisions, offers, and promises. Be going to is used to talk about future plans that have already been decided and to discuss obvious future events. The present continuous is used to talk about fixed arrangements and plans in the future. Examples are provided for how to use each construction to discuss different types of future situations.
Grammar 101 velarde j
This document provides information on future verb forms, separable and inseparable verbs, articles, past tense, yes/no questions, information questions, and the usage of "used to". It discusses the pattern of "S + going to + verb" to express predictions, plans, intentions and yes/no responses. Examples are given to demonstrate affirmative and negative forms. Guidelines are also given on using definite and indefinite articles as well as questions forms.
Subject Verb Agreement (Dr..Jeanneath D. Velarde)
This document provides rules and examples for subject-verb agreement in sentences. It covers:
- The verb agrees with the subject in number and person.
- Singular indefinite pronouns require a singular verb.
- Words like "several", "few", "both", and "many" require a plural verb.
- Verbs agree with the subject, not other words in the predicate.
Section a english-year 1.
This document contains a reading comprehension section with 15 multiple choice questions. The questions test understanding of topics such as days of the week, family relationships, tools and locations. For each question, the reader must choose the correct answer from two or more options provided in parentheses.
Making predictions
The document discusses how readers and viewers can make predictions about stories based on clues and their own experiences. It provides three examples: Tami will go on her planned bike trip despite the rain because she has biked in various weather before; Mandy will take home an injured puppy she finds because she loves animals and has helped other injured animals in the past; Ben will be late for school again because he has trouble waking up and has been late several times already. The document encourages using clues and experiences to anticipate what might happen next in a story.
The Present Perfect Tense
The document provides information on various English verb tenses including:
1. Present Simple - used to describe habitual or repeated actions. Verb form is base form.
2. Past Simple - used to describe completed actions in the past. Verb form is past form.
3. Future Simple - used to describe actions that will happen in the future. Verb form is will + base form.
4. Present Progressive - used to describe actions happening now or ongoing. Verb form is to be + ing form.
The document then provides examples of sentences using different tenses and a quiz to test tense usage. It concludes by explaining the formation and use of the Present Perfect tense.
DE1
This document summarizes the present simple and present continuous tenses in English. It provides information on when each tense is used, such as using the present simple for repeated actions or habits, and the present continuous for actions happening now or around the present time. It includes examples and lists time expressions used with each tense. Adverbs of frequency are also outlined for both tenses. The document concludes with exercises for listening practice and reading practice related to the topics covered.
Future tense ex.
The document provides examples of questions and answers in the future tense. It asks the reader to write questions using "will" and provide short yes/no answers. Sample questions include "Will you come tomorrow?", "Will Kate come with us?" and "Will you buy this CD?". The second part asks the reader to complete sentences by choosing appropriate verbs from a list to indicate future actions like "I'll open the window" and "I'll help him".
Classwork december 4 7
The document summarizes a junior student's work from November 2017. It includes exercises working on tenses, comparatives, and superlatives from units 15 and 16. The student correctly filled in blanks with verbs in the correct tense and wrote comparative and superlative sentences. It also lists the schedule for the remaining week, which included a written exam, oral exam, and working on assignments from the Oxford Discover booklet.
Have to and has to
This document discusses grammar rules for using "has to" and "have to" to express necessity. It provides examples of using these terms with third person singular subjects like "she" and plural/first person subjects like "you." It also covers using "doesn't have to" and "don't have to" to express lack of necessity. The document then defines different types of jobs like part-time, full-time, and Saturday jobs. It prompts the reader to identify their dream job and why they aspire to it.
Tense
This document provides an overview of English tenses, including:
- The main English tenses are the present, past, and future tenses. There are also continuous, perfect, and perfect continuous tenses.
- The simple present, past, and future tenses are formed using verbs with or without modifiers like will.
- Continuous tenses express ongoing actions and are formed with various verbs like be + ing.
- Perfect tenses emphasize completed actions and are formed with have/has + past participle.
- The document provides examples for how to form and use each of the common English tenses.
Wishes for the future
This document discusses using "would like" to talk about future wishes and plans. It provides examples of using "would like" with infinitives to express wishes for the future, including wishes about moving, getting married, changing careers, or meeting someone. It also gives examples of yes/no and information questions using "would like", and answers to those questions expressing future wishes.
Reported speech
The document discusses someone who works at a school and likes their schoolmates. They were doing a good job and did not have to solve any difficult problems the previous year. The person is looking forward to their summer holidays and had previously gone to Australia where they saw kangaroos. They plan to visit England the following year.
I have to...
The document discusses the use of modal verbs "have to" and "don't have to". It provides examples of affirmative and negative sentences using these verbs to express necessity and lack of necessity. It includes exercises for students to practice filling in the modal verbs in various contexts. The student notes that they have to study for their upcoming English test.
Have to
The document discusses the use of the modal verb "have to" to express obligation or necessity. It provides examples of using "have to" to talk about things that are required or obligatory, as well as examples of using the negative form "don't have to" to talk about things that are not required. The document also covers forming questions and short answers using "have to".
future tense
The document discusses the different uses of will be -ing vs will in the future tense. Will is used to make predictions, assumptions, or simple statements about the future. Will is also used to talk about intentions or plans that have already been thought about. The future progressive/continuous uses will be + verb-ing and refers to actions that will definitely happen in the future.
Assesment chapter 1 suggestion
Yudha found an injured bird and nursed it back to health. Amelia suggests that Yudha set the bird free once it recovers, as it will want to return to its natural habitat. Trisna offers Tiwi money to buy food, as Tiwi has no money. Tiwi refuses at first as he does not want to owe Trisna anything. Sheila suggests that Lika have her birthday party at an orphanage so she can share her happiness with orphans, and Lika agrees this is a good idea. Ika wants to learn sewing and Leo suggests she take a sewing course, like his sister has done.
Simple past introduction
The document discusses using simple past tense to talk about actions that were completed at a specific time in the past. It provides examples of yes/no questions using simple past tense, as well as information questions. Examples are given of both positive statements describing past actions as well as negative statements using didn't to indicate that an action did not occur. Readers are prompted to practice forming their own simple past tense questions and statements.
Eltiempo
El documento presenta diferentes formas de describir el tiempo atmosférico en inglés, incluyendo las estaciones del año, las condiciones del tiempo como sol, calor, frío y viento, y las temperaturas en grados Farenheit y Centígrado. También cubre cómo preguntar sobre el tiempo actual y pronosticar si va a llover, nevar u otras condiciones meteorológicas.
Comparativos
Este documento explica cómo usar comparativos y superlativos en español. Explica las formas regulares de comparar usando más y menos, así como las formas irregulares de bueno, malo, viejo y joven. Proporciona ejemplos de cómo comparar casas, flores, dinosaurios y más usando estas palabras. También cubre cómo usar más de y menos de con números.
Projecto Crie
Este projeto implementado em 2002 pelo Ministério da Ciência e Tecnologia visa desenvolver competências básicas em TIC entre alunos e professores das escolas básicas do 1o ciclo através do uso de ferramentas digitais. O projeto envolve parcerias entre o Ministério da Educação e 18 instituições de ensino superior e tem como objetivo principal emitir um diploma de competências básicas em TIC.
Awesome Acww Diary
The diary entry describes receiving a turban from Wendell in exchange for a small red turnip the writer had just planted the day before. This brings the writer one step closer to obtaining a golden axe. It also mentions finishing their island by planting the last money tree and decorating it with gold roses and a path.
Carreira Os Verdadeiros Reis Da LogíStica
As empresas de logística se destacam como verdadeiros reis nesse setor, gerenciando com maestria as complexas operações de transporte, armazenamento e entrega de mercadorias. Uma dessas companhias em especial se sobressai por sua excelência operacional, que lhe garante o título de grande vencedora no ramo logístico.
San Diego Part 1
This document lists several attractions and locations in and around San Diego including Seaport Village and the Gaslamp District in downtown San Diego, Harbor Drive Marina Park near the USS Midway, Petco Park which is home to the San Diego Padres baseball team, the restaurant Tin Fish in the Gaslamp district along The Embarcadero, various areas along Harbor Drive near the airport and convention center, and the neighborhoods of La Jolla and Coronado Island.
Donde Estas 2
Este documento contiene varias preguntas en español sobre la ubicación de personas y objetos en diferentes lugares de una escuela, como salas de clase, cafetería, gimnasio, biblioteca, oficina, patio, etc. Se usan diferentes formas del verbo estar (estoy, estás, está, estamos, etc.) para indicar la ubicación en cada pregunta.
Macam-macam Expressing dan Phrasal Verbs
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.
Story board speaking
The document provides information about teaching expressing surprise and amazement in English, including:
- The lesson objectives are for students to be able to express and respond to surprise and amazement.
- It includes examples of dialogs demonstrating surprise at news like a friend's relationship status or exam results.
- It also lists common expressions used to show surprise, disbelief, and amazement in English like "Wow", "Really?", and "That's incredible".
- An evaluation section tests students' ability to choose the best response to surprises and answer questions about sample dialogs.
1 Interview type and interviewee selected (E.g., Cogn.docx
1
Interview type and interviewee selected: (E.g., Cognitive Interview with a cooperative crime
witness; Good practice interview with an alleged child sexual abuse victim; Custodial suspect
interrogation, etc.) Specify here. NICHD Structured Protocol with an 8-year-old child regarding
inappropriate touching with a focus on the introductory phase and the transition to the
substantive phase.
Interviewer = R
Interviewee = E
1R: Hi Michael. My name is Jane. I’m here to talk to you about a few things today. What I do is
I talk to kids about things that have happened to them. I like the shirt you’re wearing today…I
love Spiderman.
1E: My daddy’s taking me to see the movie and everything this weekend!
2R: You must be very excited. Now Michael, if at any time during our talk today you don’t know
the answer to one of my questions, you can just say, “I don’t know.” Okay? So, if I asked you
where I lived, what would you say?
2E: I don’t know.
3R: That’s right because you have never been to my house. I would also like you to tell me if I
say anything that is not true today, okay? Can you do that for me?
3E: Yeah.
4R: Great. So, if I said that your dad’s name is Adam, what would you say?
4E: No, it’s not. His name is Steve.
5R: Very good. So, tell me what some of your favorite things to do are.
5E: Well, I like to play outside with my brother.
6R: Oh yeah? Tell me more about that.
6E: We play lots of games like kickball and basketball. Sometimes we make up games too.
7R: Good. Now tell me about school.
7E: My favorite time at school is when we have recess outside. Me and my friend John play on
the obstacle course. And sometimes we play capture the flag with the whole class.
8R: That sounds like fun. It seems like you really like to spend time outside. Now can you tell
me about what you don’t like about school.
8E: My teacher is really mean. One time she sent me to the principal’s office for talking too loud
during class.
9R: Tell me more about that.
9E: I was talking to my friend and she got really mad and yelled at me in front of the whole
class. Then she made me go to the office. I was really scared. And I had to miss recess. I was so
mad.
2
10R: I bet you were. That stinks that you had to miss recess. Tell me about your Thanksgiving
holiday.
10E: My family came to visit from New York and we all went to my grandma’s house. We ate
lots and lots of food.
11R: Good. Can you tell me everything you remember doing from the time you woke up on
Thanksgiving to the time you went to bed that same day?
11E: Um. My mom made me some pancakes for breakfast when I woke up. Blueberry pancakes
‘cause that’s my favorite. Then I had to get dressed in my nice clothes and mom put this funny
stuff in my hair to make it smooth, she said. She said I had to look nice because we were going
to my grandma’s house. Then ne, my mom and dad and my brother got in the ca.
Hernandez Family Episode 1 Hernandez Family Episode 1 Program Tran.docx
Hernandez Family Episode 1 Hernandez Family Episode 1 Program Transcript JUAN HERNANDEZ: But we didn't do anything wrong. That woman, that social worker, who came to our house, I told her, me and Elena, we decide what's best for our boys, not her. Telling us we punish to hard. She doesn't know anything about us. ELENA HERNANDEZ: We give our sons a good life. We love them very much. It's not fair what she said about Juan and me. We're good parents. FEMALE SPEAKER: Mrs. Hernandez, I understand how difficult this is for you-- JUAN HERNANDEZ: I don't think you do. Everything that we do, we do for them, everything. We work hard. We take care of them. And when they don't follow the rules, they get punished, strictly. The old fashioned way. ELENA HERNANDEZ: Shh. Quiet. I told you. JUAN HERNANDEZ: Sometimes I'm not strict enough with them. Look, I punish my sons the way I see fit. That's the only way they are going to learn. That's how we learned from our parents, right? Nobody took parenting classes. That's ridiculous. FEMALE SPEAKER: I understand you're angry. And you're raising your children the way you were brought up to do. But ACS has required that you do this. JUAN HERNANDEZ: What if I don't want to be required? ELENA HERNANDEZ: I have a question. FEMALE SPEAKER: Of course. ELENA HERNANDEZ: If we go through with this, the things we talk about with you, will it be private? JUAN HERNANDEZ: But we have not agreed to do this. ELENA HERNANDEZ: I don't want to be here either. But I don't want to loose our children. Would it be private, what we talk about? FEMALE SPEAKER: The information we share is between us. The only exception to that is if one of you says you're going to hurt yourself or hurt someone else. In that case, I have to report it to the ACS worker. But everything else is strictly confidential. © 2017 Laureate Education, Inc. 1 Hernandez Family Episode 1 So how do you think we can work together to make this a positive experience for both of you? JUAN HERNANDEZ: Parenting classes, really? What about the bills? I'm not going to be able to work overtime. ELENA HERNANDEZ: If we do what we're supposed to do, would it be OK with our family? FEMALE SPEAKER: There are no guarantees. But here's what I can say. We'll all work together to create a plan based on what the ACS worker has required and recommended. Then it will be up to her what the outc
Hernandez Family Episode 2 Hernandez Family Episode 2 Program Transcript FEMALE SPEAKER: It's good to see all our parents again tonight. And I want to say thank you for being here these last few weeks. Today, we're going to talk about child development, specifically the behavior of our children, and what are some realistic expectations we can have about how they behave, depending on how old they are. Part of understanding human behavior is looking at where someone is in their life, as well at the impact of their environment, whether it's school, home life, family, or friends. MALE SPEAKER: What's there .
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Classwork december 4 7
The document summarizes a junior student's work from November 2017. It includes exercises working on tenses, comparatives, and superlatives from units 15 and 16. The student correctly filled in blanks with verbs in the correct tense and wrote comparative and superlative sentences. It also lists the schedule for the remaining week, which included a written exam, oral exam, and working on assignments from the Oxford Discover booklet.
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This document discusses grammar rules for using "has to" and "have to" to express necessity. It provides examples of using these terms with third person singular subjects like "she" and plural/first person subjects like "you." It also covers using "doesn't have to" and "don't have to" to express lack of necessity. The document then defines different types of jobs like part-time, full-time, and Saturday jobs. It prompts the reader to identify their dream job and why they aspire to it.
Tense
This document provides an overview of English tenses, including:
- The main English tenses are the present, past, and future tenses. There are also continuous, perfect, and perfect continuous tenses.
- The simple present, past, and future tenses are formed using verbs with or without modifiers like will.
- Continuous tenses express ongoing actions and are formed with various verbs like be + ing.
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This document discusses using "would like" to talk about future wishes and plans. It provides examples of using "would like" with infinitives to express wishes for the future, including wishes about moving, getting married, changing careers, or meeting someone. It also gives examples of yes/no and information questions using "would like", and answers to those questions expressing future wishes.
Reported speech
The document discusses someone who works at a school and likes their schoolmates. They were doing a good job and did not have to solve any difficult problems the previous year. The person is looking forward to their summer holidays and had previously gone to Australia where they saw kangaroos. They plan to visit England the following year.
I have to...
The document discusses the use of modal verbs "have to" and "don't have to". It provides examples of affirmative and negative sentences using these verbs to express necessity and lack of necessity. It includes exercises for students to practice filling in the modal verbs in various contexts. The student notes that they have to study for their upcoming English test.
Have to
The document discusses the use of the modal verb "have to" to express obligation or necessity. It provides examples of using "have to" to talk about things that are required or obligatory, as well as examples of using the negative form "don't have to" to talk about things that are not required. The document also covers forming questions and short answers using "have to".
future tense
The document discusses the different uses of will be -ing vs will in the future tense. Will is used to make predictions, assumptions, or simple statements about the future. Will is also used to talk about intentions or plans that have already been thought about. The future progressive/continuous uses will be + verb-ing and refers to actions that will definitely happen in the future.
Assesment chapter 1 suggestion
Yudha found an injured bird and nursed it back to health. Amelia suggests that Yudha set the bird free once it recovers, as it will want to return to its natural habitat. Trisna offers Tiwi money to buy food, as Tiwi has no money. Tiwi refuses at first as he does not want to owe Trisna anything. Sheila suggests that Lika have her birthday party at an orphanage so she can share her happiness with orphans, and Lika agrees this is a good idea. Ika wants to learn sewing and Leo suggests she take a sewing course, like his sister has done.
Simple past introduction
The document discusses using simple past tense to talk about actions that were completed at a specific time in the past. It provides examples of yes/no questions using simple past tense, as well as information questions. Examples are given of both positive statements describing past actions as well as negative statements using didn't to indicate that an action did not occur. Readers are prompted to practice forming their own simple past tense questions and statements.
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Este documento explica cómo usar comparativos y superlativos en español. Explica las formas regulares de comparar usando más y menos, así como las formas irregulares de bueno, malo, viejo y joven. Proporciona ejemplos de cómo comparar casas, flores, dinosaurios y más usando estas palabras. También cubre cómo usar más de y menos de con números.
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Awesome Acww Diary
The diary entry describes receiving a turban from Wendell in exchange for a small red turnip the writer had just planted the day before. This brings the writer one step closer to obtaining a golden axe. It also mentions finishing their island by planting the last money tree and decorating it with gold roses and a path.
Carreira Os Verdadeiros Reis Da LogíStica
As empresas de logística se destacam como verdadeiros reis nesse setor, gerenciando com maestria as complexas operações de transporte, armazenamento e entrega de mercadorias. Uma dessas companhias em especial se sobressai por sua excelência operacional, que lhe garante o título de grande vencedora no ramo logístico.
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This document lists several attractions and locations in and around San Diego including Seaport Village and the Gaslamp District in downtown San Diego, Harbor Drive Marina Park near the USS Midway, Petco Park which is home to the San Diego Padres baseball team, the restaurant Tin Fish in the Gaslamp district along The Embarcadero, various areas along Harbor Drive near the airport and convention center, and the neighborhoods of La Jolla and Coronado Island.
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Macam-macam Expressing dan Phrasal Verbs
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.
Story board speaking
The document provides information about teaching expressing surprise and amazement in English, including:
- The lesson objectives are for students to be able to express and respond to surprise and amazement.
- It includes examples of dialogs demonstrating surprise at news like a friend's relationship status or exam results.
- It also lists common expressions used to show surprise, disbelief, and amazement in English like "Wow", "Really?", and "That's incredible".
- An evaluation section tests students' ability to choose the best response to surprises and answer questions about sample dialogs.
1 Interview type and interviewee selected (E.g., Cogn.docx
1
Interview type and interviewee selected: (E.g., Cognitive Interview with a cooperative crime
witness; Good practice interview with an alleged child sexual abuse victim; Custodial suspect
interrogation, etc.) Specify here. NICHD Structured Protocol with an 8-year-old child regarding
inappropriate touching with a focus on the introductory phase and the transition to the
substantive phase.
Interviewer = R
Interviewee = E
1R: Hi Michael. My name is Jane. I’m here to talk to you about a few things today. What I do is
I talk to kids about things that have happened to them. I like the shirt you’re wearing today…I
love Spiderman.
1E: My daddy’s taking me to see the movie and everything this weekend!
2R: You must be very excited. Now Michael, if at any time during our talk today you don’t know
the answer to one of my questions, you can just say, “I don’t know.” Okay? So, if I asked you
where I lived, what would you say?
2E: I don’t know.
3R: That’s right because you have never been to my house. I would also like you to tell me if I
say anything that is not true today, okay? Can you do that for me?
3E: Yeah.
4R: Great. So, if I said that your dad’s name is Adam, what would you say?
4E: No, it’s not. His name is Steve.
5R: Very good. So, tell me what some of your favorite things to do are.
5E: Well, I like to play outside with my brother.
6R: Oh yeah? Tell me more about that.
6E: We play lots of games like kickball and basketball. Sometimes we make up games too.
7R: Good. Now tell me about school.
7E: My favorite time at school is when we have recess outside. Me and my friend John play on
the obstacle course. And sometimes we play capture the flag with the whole class.
8R: That sounds like fun. It seems like you really like to spend time outside. Now can you tell
me about what you don’t like about school.
8E: My teacher is really mean. One time she sent me to the principal’s office for talking too loud
during class.
9R: Tell me more about that.
9E: I was talking to my friend and she got really mad and yelled at me in front of the whole
class. Then she made me go to the office. I was really scared. And I had to miss recess. I was so
mad.
2
10R: I bet you were. That stinks that you had to miss recess. Tell me about your Thanksgiving
holiday.
10E: My family came to visit from New York and we all went to my grandma’s house. We ate
lots and lots of food.
11R: Good. Can you tell me everything you remember doing from the time you woke up on
Thanksgiving to the time you went to bed that same day?
11E: Um. My mom made me some pancakes for breakfast when I woke up. Blueberry pancakes
‘cause that’s my favorite. Then I had to get dressed in my nice clothes and mom put this funny
stuff in my hair to make it smooth, she said. She said I had to look nice because we were going
to my grandma’s house. Then ne, my mom and dad and my brother got in the ca.
Hernandez Family Episode 1 Hernandez Family Episode 1 Program Tran.docx
Hernandez Family Episode 1 Hernandez Family Episode 1 Program Transcript JUAN HERNANDEZ: But we didn't do anything wrong. That woman, that social worker, who came to our house, I told her, me and Elena, we decide what's best for our boys, not her. Telling us we punish to hard. She doesn't know anything about us. ELENA HERNANDEZ: We give our sons a good life. We love them very much. It's not fair what she said about Juan and me. We're good parents. FEMALE SPEAKER: Mrs. Hernandez, I understand how difficult this is for you-- JUAN HERNANDEZ: I don't think you do. Everything that we do, we do for them, everything. We work hard. We take care of them. And when they don't follow the rules, they get punished, strictly. The old fashioned way. ELENA HERNANDEZ: Shh. Quiet. I told you. JUAN HERNANDEZ: Sometimes I'm not strict enough with them. Look, I punish my sons the way I see fit. That's the only way they are going to learn. That's how we learned from our parents, right? Nobody took parenting classes. That's ridiculous. FEMALE SPEAKER: I understand you're angry. And you're raising your children the way you were brought up to do. But ACS has required that you do this. JUAN HERNANDEZ: What if I don't want to be required? ELENA HERNANDEZ: I have a question. FEMALE SPEAKER: Of course. ELENA HERNANDEZ: If we go through with this, the things we talk about with you, will it be private? JUAN HERNANDEZ: But we have not agreed to do this. ELENA HERNANDEZ: I don't want to be here either. But I don't want to loose our children. Would it be private, what we talk about? FEMALE SPEAKER: The information we share is between us. The only exception to that is if one of you says you're going to hurt yourself or hurt someone else. In that case, I have to report it to the ACS worker. But everything else is strictly confidential. © 2017 Laureate Education, Inc. 1 Hernandez Family Episode 1 So how do you think we can work together to make this a positive experience for both of you? JUAN HERNANDEZ: Parenting classes, really? What about the bills? I'm not going to be able to work overtime. ELENA HERNANDEZ: If we do what we're supposed to do, would it be OK with our family? FEMALE SPEAKER: There are no guarantees. But here's what I can say. We'll all work together to create a plan based on what the ACS worker has required and recommended. Then it will be up to her what the outc
Hernandez Family Episode 2 Hernandez Family Episode 2 Program Transcript FEMALE SPEAKER: It's good to see all our parents again tonight. And I want to say thank you for being here these last few weeks. Today, we're going to talk about child development, specifically the behavior of our children, and what are some realistic expectations we can have about how they behave, depending on how old they are. Part of understanding human behavior is looking at where someone is in their life, as well at the impact of their environment, whether it's school, home life, family, or friends. MALE SPEAKER: What's there .
Đề thi thử THPT 2018 môn Tiếng Anh Trường THPT Tứ Kì - Hải Dương lần 1
- Early humans near natural water sources like rivers and did not need engineered water systems. As populations grew and cities formed, supplying water became more important.
- Ancient civilizations like Babylonia, Egypt, and Rome built irrigation systems and aqueducts to transport water for agriculture, sanitation, and domestic use.
- After the Roman Empire fell, local springs and wells provided most water until pumps were invented in the 16th century, allowing further development of water systems.
Powerpoint feb 4 8 (1)
The best summary is:
A young girl convinced her mother to start recycling plastic at home by setting up a bag for plastic bottles. This led them and their neighbor to take the collected plastic to a new community recycling center together. Seeing less litter in their street, the mother realized the positive impact of these small changes.
New Headway Intermediate - Unit 6 I just love it
New Headway Intermediate Unit 6 likes and dislikes
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TEMAS: like, Verb patterns, describing food, towns, and people, Signs and sounds.
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Bosso TPD - Secondary - Lesson 3 - passed
This document provides a lesson plan for an English class focusing on making predictions using will and won't. The 3-lesson plan aims to have students 1) use will/won't to form sentences about the future, 2) ask and complete predictions about decisions, and 3) make their own predictions about the future. The lesson includes a warmup activity having students listen to predictions about a fortune, a presentation and roleplay activity making predictions, and a closing activity having students make their own predictions for homework. Assessment is done through questioning and interaction during class.
несвіт ам п_8.анг_(017-16)_s
The photographs show children at school and on a playground. The dialog introduces three children, Ann, Jane, and Steve, who are meeting on the first day of the new school year. Ann and Jane discuss their summer holidays, with Ann traveling around Ukraine and Jane visiting the seaside and her grandparents in London. Steve feels ready to start the school year marathon but also sees it as just lessons. Ann reminds them that school is about more than just lessons and is also a time to learn friendship and life skills.
8 am n_2016
The photographs show children at school and on a playground. The dialog introduces three children, Ann, Jane, and Steve, who are meeting on the first day of the new school year. Ann and Jane discuss their summer holidays, with Ann traveling around Ukraine and Jane visiting the seaside and her grandparents in London. Steve feels ready to start the school year marathon but also sees it as just lessons. Ann reminds them that school is about more than just lessons and is also a time to learn friendship and life skills.
8 ang n_2016
The photographs show children at school. The dialog introduces three children, Ann, Jane, and Steve, who are meeting on the first day of the new school year. Ann and Jane discuss their summer holidays, with Ann traveling around Ukraine and Jane visiting the seaside and her grandparents in London. Steve feels ready to start the school year marathon but also sees it as just lessons. Ann reminds them that school is about more than just lessons and is also a time to learn friendship and life skills.
Anglijska 8-klas-nesvit-2016
The photographs show children at school and on a playground. The dialog introduces three children, Ann, Jane, and Steve, who are meeting on the first day of the new school year. Ann and Jane discuss their summer holidays, with Ann traveling around Ukraine and Jane visiting the seaside and her grandparents in London. Steve feels ready to start the school year marathon but also sees it as just lessons. Ann reminds them that school is about more than just lessons and is also a time to learn friendship and life skills.
англ.мова несвіт
The photographs show children at school and on a playground. The dialog introduces three children, Ann, Jane, and Steve, who are meeting on the first day of the new school year. Ann and Jane discuss their summer holidays, with Ann traveling around Ukraine and Jane visiting the seaside and her grandparents in London. Steve feels ready to start the school year marathon but also sees it as just lessons. Ann reminds them that school is about more than just lessons and is also a time to learn friendship and life skills.
1
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.
7 am kal_2020
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 back.
Anhliiska mova-7-klas-kalinina-2020
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.
Reflective Essay Outline Sample. Online assignment writing service.
The document outlines a 5-step process for requesting and receiving writing assistance from an online service:
1. Create an account with personal information.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample for style imitation.
3. Review bids from writers for the request, choose one based on qualifications, and place a deposit to start.
4. Review the completed paper and authorize final payment if satisfied, with free revisions available.
5. Request multiple revisions to ensure satisfaction, with a refund guarantee for plagiarized content.
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