1) The document summarizes an "Intensive English Movie Night" event where students from various schools presented movies, commercials, news programs, and other projects they created.
2) The event featured introductions from student hosts, interviews with presenters, and viewing of the student works.
3) The evening concluded with thank yous to attendees, students, teachers, and English monitors who helped with the projects and event.
Chapter 10 expressing future time - part 1tichorsergio
This document provides a summary of key grammar points around expressing future time and asking questions about the future in English. It covers using "be going to", the present progressive, and "will" to talk about future events. Examples are provided to demonstrate how to form affirmative and negative statements as well as questions using these structures. Common time expressions for the past and future are also defined. The document is a teacher's guide containing explanations, examples, exercises and answers for students to practice future tense grammar.
This document contains a teacher resource for a slideshow on using verbs to express future time in English. It covers using "be going to", the present progressive, "will", and forms of "be" to talk about the future. There are examples, explanations, exercises, and answer keys to help teach students how to correctly form sentences about future events and plans.
This document contains a teacher's resource for English grammar lessons covering future time expressions, verb tenses, questions, and the forms of the verb "to be". It includes examples and exercises for students to practice using structures like "be going to", the present progressive, "will", and the simple present, past and future tenses to talk about events in the present, past and future.
This document contains grammar questions and answers about simple present, simple past, simple future, continuous present, continuous past, and continuous future tenses. It also includes questions about prepositions of time and place, possessive adjectives, and possessive pronouns. The questions are multiple choice with a single correct answer. There are over 20 pages of grammar questions to help English language learners practice and test their understanding of basic English grammar points.
This document contains a teacher resource for a slideshow presentation on using verbs to express time. It includes 10 sections covering topics like using "be going to", the present progressive, and "will" to express future time. Examples are provided to illustrate how to form sentences in the present, past and future tenses. The document also contains exercises for students to practice forming sentences around given prompts using the correct verb tenses.
This document provides an introduction and overview of adjective clauses in English grammar. It discusses the use of who, whom, that, which, and whose in adjective clauses, including examples and exercises. The main topics covered are:
- Defining adjective clauses and their structure
- Using who, whom, that, and which in adjective clauses
- Agreement of verbs in adjective clauses
- Using prepositions in adjective clauses
- Using whose to indicate possession in adjective clauses
This document provides an overview of noun clauses, including different types of noun clauses and how to use them. It covers noun clauses that begin with question words, who/what/whose + be, if/whether, and that. It also discusses quoted and reported speech, substituting "so" for that-clauses in responses, and the differences between quoted and reported speech. The document is made up of introductory explanations, examples, exercises, and a table of contents to help learn about various aspects of noun clauses.
The document provides a summary of creative activities that can be used in an English classroom to help students practice language skills. Some of the activities described include role-playing conversations with different situations, using hand motions to answer true/false questions, demonstrating pronunciation of sounds, singing songs that incorporate target grammar patterns, and using familiar tunes to teach grammar concepts like "there is/are" and "has/have." The document advocates adapting the activities using imagination and creativity.
Chapter 10 expressing future time - part 1tichorsergio
This document provides a summary of key grammar points around expressing future time and asking questions about the future in English. It covers using "be going to", the present progressive, and "will" to talk about future events. Examples are provided to demonstrate how to form affirmative and negative statements as well as questions using these structures. Common time expressions for the past and future are also defined. The document is a teacher's guide containing explanations, examples, exercises and answers for students to practice future tense grammar.
This document contains a teacher resource for a slideshow on using verbs to express future time in English. It covers using "be going to", the present progressive, "will", and forms of "be" to talk about the future. There are examples, explanations, exercises, and answer keys to help teach students how to correctly form sentences about future events and plans.
This document contains a teacher's resource for English grammar lessons covering future time expressions, verb tenses, questions, and the forms of the verb "to be". It includes examples and exercises for students to practice using structures like "be going to", the present progressive, "will", and the simple present, past and future tenses to talk about events in the present, past and future.
This document contains grammar questions and answers about simple present, simple past, simple future, continuous present, continuous past, and continuous future tenses. It also includes questions about prepositions of time and place, possessive adjectives, and possessive pronouns. The questions are multiple choice with a single correct answer. There are over 20 pages of grammar questions to help English language learners practice and test their understanding of basic English grammar points.
This document contains a teacher resource for a slideshow presentation on using verbs to express time. It includes 10 sections covering topics like using "be going to", the present progressive, and "will" to express future time. Examples are provided to illustrate how to form sentences in the present, past and future tenses. The document also contains exercises for students to practice forming sentences around given prompts using the correct verb tenses.
This document provides an introduction and overview of adjective clauses in English grammar. It discusses the use of who, whom, that, which, and whose in adjective clauses, including examples and exercises. The main topics covered are:
- Defining adjective clauses and their structure
- Using who, whom, that, and which in adjective clauses
- Agreement of verbs in adjective clauses
- Using prepositions in adjective clauses
- Using whose to indicate possession in adjective clauses
This document provides an overview of noun clauses, including different types of noun clauses and how to use them. It covers noun clauses that begin with question words, who/what/whose + be, if/whether, and that. It also discusses quoted and reported speech, substituting "so" for that-clauses in responses, and the differences between quoted and reported speech. The document is made up of introductory explanations, examples, exercises, and a table of contents to help learn about various aspects of noun clauses.
The document provides a summary of creative activities that can be used in an English classroom to help students practice language skills. Some of the activities described include role-playing conversations with different situations, using hand motions to answer true/false questions, demonstrating pronunciation of sounds, singing songs that incorporate target grammar patterns, and using familiar tunes to teach grammar concepts like "there is/are" and "has/have." The document advocates adapting the activities using imagination and creativity.
This document provides a 10-lesson plan for teaching English as a second language to grade 6 students. The plan focuses on the writing process, revising texts, simple future tense, and writing narratives. Lessons include lectures, activities from textbooks, and time for students to work on writing assignments individually and with partners. The teacher will provide feedback and correct student work. The goal is to help students improve their writing skills in English.
This document introduces four theatre pieces that will be presented by groups of grade 6 students. It lists the names of the students in each group and their piece's title, though some of the titles are not provided. The document thanks those students responsible for music, lights, and stage setup. It concludes by wishing the audience an enjoyable presentation and great day.
Betty is type B. Laura is type O.
D. Readthetextandchoosea,b orc.
My friend John is a very (1)_____ person. He loves sports and is always active. Every
morning he goes running and three times a week he plays (2)_____ or football with his
friends. At the weekends he often goes hiking or cycling too. He says exercise makes him
feel (3)_____ and relaxed. John eats very (4)_____ too. He has cereal, fruit and yoghurt
for breakfast and always has a (5)_____ salad for lunch with chicken or fish. For dinner
he eats pasta, rice or potatoes with vegetables.
The conversation compares two jackets - a wool one and a leather one. One person prefers the wool one because it looks warmer, while the other prefers the leather one because it is more attractive. They ask the price of the leather jacket and decline trying it on when they find out it costs $499, saying that is too expensive.
¿Quieres exámenes de inglés adecuados para tus alumnos? Estoy realizando pruebas escritas para mis estudiantes que me gustaría compartir contigo.Tienes plena libertad para imprimirlas y utilizarlas con tus estudiantes.
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Do you want proper English exams for your pupils? I am writing some tests for my students that I would like to share with you. You are free to print them out and use them with your students.
Antonio Sánchez-Migallón Jiménez.
This document contains a final evaluation for an English language student. It consists of 10 sections testing various language skills including sentence formation, verb conjugation, vocabulary, grammar, and reading comprehension. The evaluation contains questions, sentences to complete, and short passages to read, with the goal of assessing the student's English proficiency across multiple areas.
This document contains exercises and lessons from an English textbook about using simple past tense, present perfect tense, since/for expressions, and extreme adjectives. It includes matching, fill-in-the-blank, and multiple choice exercises focused on these grammar points. Sample sentences are provided to illustrate the different tenses and expressions as well as questions for students to practice their use.
This document provides a worksheet on past tenses in English. It contains examples of sentences using the past simple, past continuous, and past perfect tenses. It asks students to identify the verb tenses in the example sentences and match them to their meanings. The second part of the worksheet asks students to complete a description of teenagers in the 1980s by filling in blanks with the correct past tense form of verbs in brackets.
Stories – in films, books and TV series – are the inspiration for our March activities. At A1
Movers and A2 Flyers we ask our younger students to write about their favourite character.
Our B1 Preliminary learners will practise their speaking while they talk about different places
to enjoy a show or a film. Our B2 students can practise all skills while they discuss what makes
a film memorable and then write their own stories. Finally, our B2 First and C1 Advanced
students can practise their use of English and listening while they watch a short video on the
topic of films and cinema. Happy March!
The document contains a transcript of an English listening test with 4 parts and 25 multiple choice questions. The test includes conversations about birthdays, family photos, math word problems, sports, injuries, fashion, travel, and housework. Students hear each recording twice before selecting the answers. They are given time to look over the questions before and after each part. The summary provides an overview of the test format and topics covered in the listening passages but does not include any answers to the questions.
This document contains 15 multiple choice questions about English grammar and verb tenses. For each question, it provides feedback on whether the user's answer was correct or not. It praises the user for correct answers and encourages them to try again for incorrect answers.
Canada's province of Nova Scotia is located in eastern Canada along the Atlantic coast. Its capital and largest city is Halifax, with a population of around 375,000 people. Nova Scotia has a population of over 937,000 people, many of whom live along the coast. The province was originally inhabited by the Mi'kmaq people and later saw French and British settlers arrive and establish the first permanent European settlement of Port Royal in 1605. Today Nova Scotia has a diverse population and economy focused on fishing and coal mining.
The document contains several examples of authentic materials that were used for data collection in an Intensive English program, including:
1. A penpal letter from an Intensive English student.
2. Sentences from irregular verb homework and tests given to the regular and intensive groups.
3. Short texts written by Intensive English students.
4. A short story written by an Intensive English student titled "Victoria is Dead!".
The document contains the responses from two CEGEP teachers, Elisabeth and Ann, to questions about providing feedback on ESL student writing assignments. Elisabeth provides detailed responses about the length of assignments, types of feedback activities she uses, and importance of analyzing errors. Ann shares that in past years students would throw out papers with error codes, so this year she is requiring in-class corrections and rewrites to be handed back for students to pass the final exam.
1. The document contains an educational material with exercises for students to complete sentences in simple present and simple past tenses with verbs and pronouns. It includes sections for students to fill out with the date, points received, and their signature.
2. The material also includes a questionnaire about providing feedback on ESL students' written assignments. The questions cover topics like when students should start writing, expected word counts, planning time spent on writing, motivating students to write, correcting methods, and the importance of writing in English.
3. The exercises and questionnaire appear to be materials used for an action research project related to teaching writing skills to ESL students.
This document provides a 10-lesson plan for teaching English as a second language to grade 6 students. The plan focuses on the writing process, revising texts, simple future tense, and writing narratives. Lessons include lectures, activities from textbooks, and time for students to work on writing assignments individually and with partners. The teacher will provide feedback and correct student work. The goal is to help students improve their writing skills in English.
This document introduces four theatre pieces that will be presented by groups of grade 6 students. It lists the names of the students in each group and their piece's title, though some of the titles are not provided. The document thanks those students responsible for music, lights, and stage setup. It concludes by wishing the audience an enjoyable presentation and great day.
Betty is type B. Laura is type O.
D. Readthetextandchoosea,b orc.
My friend John is a very (1)_____ person. He loves sports and is always active. Every
morning he goes running and three times a week he plays (2)_____ or football with his
friends. At the weekends he often goes hiking or cycling too. He says exercise makes him
feel (3)_____ and relaxed. John eats very (4)_____ too. He has cereal, fruit and yoghurt
for breakfast and always has a (5)_____ salad for lunch with chicken or fish. For dinner
he eats pasta, rice or potatoes with vegetables.
The conversation compares two jackets - a wool one and a leather one. One person prefers the wool one because it looks warmer, while the other prefers the leather one because it is more attractive. They ask the price of the leather jacket and decline trying it on when they find out it costs $499, saying that is too expensive.
¿Quieres exámenes de inglés adecuados para tus alumnos? Estoy realizando pruebas escritas para mis estudiantes que me gustaría compartir contigo.Tienes plena libertad para imprimirlas y utilizarlas con tus estudiantes.
-----------------------------------------------------------------
Do you want proper English exams for your pupils? I am writing some tests for my students that I would like to share with you. You are free to print them out and use them with your students.
Antonio Sánchez-Migallón Jiménez.
This document contains a final evaluation for an English language student. It consists of 10 sections testing various language skills including sentence formation, verb conjugation, vocabulary, grammar, and reading comprehension. The evaluation contains questions, sentences to complete, and short passages to read, with the goal of assessing the student's English proficiency across multiple areas.
This document contains exercises and lessons from an English textbook about using simple past tense, present perfect tense, since/for expressions, and extreme adjectives. It includes matching, fill-in-the-blank, and multiple choice exercises focused on these grammar points. Sample sentences are provided to illustrate the different tenses and expressions as well as questions for students to practice their use.
This document provides a worksheet on past tenses in English. It contains examples of sentences using the past simple, past continuous, and past perfect tenses. It asks students to identify the verb tenses in the example sentences and match them to their meanings. The second part of the worksheet asks students to complete a description of teenagers in the 1980s by filling in blanks with the correct past tense form of verbs in brackets.
Stories – in films, books and TV series – are the inspiration for our March activities. At A1
Movers and A2 Flyers we ask our younger students to write about their favourite character.
Our B1 Preliminary learners will practise their speaking while they talk about different places
to enjoy a show or a film. Our B2 students can practise all skills while they discuss what makes
a film memorable and then write their own stories. Finally, our B2 First and C1 Advanced
students can practise their use of English and listening while they watch a short video on the
topic of films and cinema. Happy March!
The document contains a transcript of an English listening test with 4 parts and 25 multiple choice questions. The test includes conversations about birthdays, family photos, math word problems, sports, injuries, fashion, travel, and housework. Students hear each recording twice before selecting the answers. They are given time to look over the questions before and after each part. The summary provides an overview of the test format and topics covered in the listening passages but does not include any answers to the questions.
This document contains 15 multiple choice questions about English grammar and verb tenses. For each question, it provides feedback on whether the user's answer was correct or not. It praises the user for correct answers and encourages them to try again for incorrect answers.
Canada's province of Nova Scotia is located in eastern Canada along the Atlantic coast. Its capital and largest city is Halifax, with a population of around 375,000 people. Nova Scotia has a population of over 937,000 people, many of whom live along the coast. The province was originally inhabited by the Mi'kmaq people and later saw French and British settlers arrive and establish the first permanent European settlement of Port Royal in 1605. Today Nova Scotia has a diverse population and economy focused on fishing and coal mining.
The document contains several examples of authentic materials that were used for data collection in an Intensive English program, including:
1. A penpal letter from an Intensive English student.
2. Sentences from irregular verb homework and tests given to the regular and intensive groups.
3. Short texts written by Intensive English students.
4. A short story written by an Intensive English student titled "Victoria is Dead!".
The document contains the responses from two CEGEP teachers, Elisabeth and Ann, to questions about providing feedback on ESL student writing assignments. Elisabeth provides detailed responses about the length of assignments, types of feedback activities she uses, and importance of analyzing errors. Ann shares that in past years students would throw out papers with error codes, so this year she is requiring in-class corrections and rewrites to be handed back for students to pass the final exam.
1. The document contains an educational material with exercises for students to complete sentences in simple present and simple past tenses with verbs and pronouns. It includes sections for students to fill out with the date, points received, and their signature.
2. The material also includes a questionnaire about providing feedback on ESL students' written assignments. The questions cover topics like when students should start writing, expected word counts, planning time spent on writing, motivating students to write, correcting methods, and the importance of writing in English.
3. The exercises and questionnaire appear to be materials used for an action research project related to teaching writing skills to ESL students.
This document summarizes an action research project on providing constructive feedback to ESL students' written assignments. The researcher investigated how to provide feedback that would help students learn from their mistakes. After reviewing literature on different feedback methods, the researcher tested various techniques with their students. The techniques included focusing on what students did correctly, having students self-correct, and using peer feedback. The researcher analyzed the results and effects on student writing and their own professional development. The research found that feedback had a greater impact on stronger students, who learned from mistakes more quickly than weaker students.
This document contains a student's self-assessment of their English communication competency. The student rated themselves a B for participation in oral communication, meaning they participate regularly. For functional language, they rated themselves a C, indicating they sometimes use classroom language and new vocabulary correctly. The form is signed by the student's teacher and parent to acknowledge their review and comments.
The document outlines evaluation criteria for students at different ESL levels (C1, C2, C3). It describes key features that will be evaluated such as participation in oral interaction, use of strategies, and use of resources. Rating scales from A to D are provided to assess students as always outstanding, often satisfactory, sometimes unsatisfactory, or never very unsatisfactory.
This document provides a lesson plan for a secondary English as a second language class focusing on the simple future tense. [1] The plan outlines targeted competencies in oral interaction, text comprehension and writing. [2] It describes activities to introduce and practice the simple future tense using "will" and "be going to", including examples, exercises from the textbook, and group work. [3] Students will be evaluated on participation and completing homework assignments on the simple future tense.
This document outlines a 9 lesson plan for an English secondary class covering topics like the simple future tense, sports, seasons, irregular verbs, lyrics, board games, and a future scrapbook project over a 3 week period from March 25th to April 14th. It details the objectives, activities, materials, and evaluations for each lesson involving 3 student groups with different characteristics and competencies.
The document provides an overview of the Core English as a Second Language (ESL) program in Quebec secondary schools. It describes the two ESL programs, Core and Enriched, which aim to develop students' English communication skills. The Core ESL program focuses on developing students' ability to interact orally in English, understand texts in English, and write and produce texts in English. It emphasizes using an integrated approach to develop these three competencies through interactive learning activities.
The document provides an overview of the Core ESL program for secondary students in Quebec. It discusses two key aspects:
1) The program focuses on developing students' oral communication, understanding of texts, and writing/production skills through a community of learners approach. Students work together to practice English.
2) It aims to immerse students in an English-learning environment with various resources like magazines, movies, and technology. Both individual development and collaboration are emphasized.
1. Intensive English Movie Night 2009
«Star Wars» intro (movie)
Girl Ladies and Gentlemen, parents, fellow students, welcome to the
second «Intensive English Movie Night!
Boy, (with an accent)
Mesdames et Messieurs, bonsoir et bienvenue. Sorry for the
accent, but we're not used to speak French in Intensive.
Girl 7 groups had fun and learned a lot while producing movies,
commercials, and many different things that, we hope, will
impress you tonight!
Boy What a challenge it was!
Girl Yeah! The Jedi are back, and we are very proud to show you the
sum of our work.
Boy Yes, especially because tonight is the first gala of the 5th edition
of the «festival le Boisé court toujours».
Girl Oh! So it’s the 5th anniversary. Are there any gifts you think?
2. Boy I don’t know. We might find out later! Coming back to our gala,
for each group, we will invite students to share their experience
with us before we watch their presentation.
Girl So without any waiting, please welcome _______________ and
_______________ , from St-Gabriel School, in Victoriaville.
Boy Good evening _______________ and _______________ .
Girl Was producing a movie easier or harder than you thought?
(The students answer.)
Boy Did you discuss the project with your parents? What did they
think of it? (The students answer.)
Girl Thank you. Let's watch your movie.
(Kidnapping)
Boy Oh! It's a good start!
Girl You bet! Hey! Where are my notes?
Boy I don’t know! But if you give me a dollar, I might…!!!
Girl Hey… Come on…!
(He gives her the notes…)
3. Boy Let's go on with our second school, Notre-Dame des Bois-Francs,
in Victoriaville.
Girl We would invite _______________ and _______________ to
join us on the stage.
Boy and Girl Hello!
Boy I have a question… Was it difficult for you to find the
costumes for your movie? (The students answer.)
Girl Does filming a movie take more time than you thought?
(The students answer.)
Boy So let's watch Bad Spies!
(Bad Spies)
Girl Who knows! We might see them in the next James Bond!
Boy Yeah! Keep practising, Agents 00!
Girl Now, St-David School, in Victoriaville, decided to produce
some commercials.
Boy Let's welcome _______________ and _______________ to
tell us about this different challenge.
4. Girl Hi! How did you choose the products you are advertising
tonight? (They answer.)
Boy Did you study some advertising techniques before producing
your publicities? (They answer.)
Girl Let's see how convincing you are!
(2 commercials)
Boy Those were interesting presentations!
Girl Yes. And now, we'll see another type of presentation.
Boy Indeed. Some students from Mgr Grenier School, in
Victoriaville, even learned some «old English» doing something
special.
Girl Let's ask _______________ and _______________ to
present it.
Boy Welcome to you!
Girl Can you tell us more about what you did? (They answer.)
Boy Was it hard to memorize the text? (They answer.)
Girl Let's see the result.
(3 Witches)
5. Boy Congratulations to you.
Girl Now audience, are you ready for some action?!
Boy Yes! I heard that the students from Le Manège School, in
Victoriaville, made a movie in which they play football! Even in
winter…
Girl I hope there's cheerleading too! Go! Go! Go!
Boy Well, we'll ask _______________ and _______________ .
Girl Hello friends! So, are there cheerleaders in your movie?
(They answer.)
Boy How did you come up with the idea for your movie?(They answer.)
Girl and Boy It's time for Power Stars! (Big muscles)
(Power Stars)
Girl Oh... I think we'd better be cautious with those energy drinks!
Boy I agree!
Girl It's time for a short commercial break.
Boy Please stay tuned!
(Boufimals commercial)
Girl Those animals were cute!
6. Boy Yes, they were. You know, _______________, the students of
Intensive English reinvest what they learn in so many different
ways... _______________, from St-Edouard School in
Plessisville has even written a song!
Girl Are you serious?
Boy Yes, please welcome her on stage for a musical moment.
(Song)
Girl Congratulations, _______________. That was great!
Boy Our next stars are: one more student from St-Gabriel School,
and one from Mgr Grenier in Victoriaville.
Girl You are right. We invite _______________ and
_______________ to present their movie and something else
they did in class.
Boy Hi! I heard you put up a fashion show?
Girl Wow! (excited): Please tell us about that.
(They give their explanations.)
Boy Cool… and what about your movie? Were all the students
involved in the production? (The student answers.)
7. Girl Let's watch a short version of their fashion show and the second
movie from St-Gabriel, «the lesson»!
(Fashion show +The Lesson)
Boy Hey! Look what I found!... It probably felt from the screen
during the fashion show!
Girl Hey! Look! There are more here!... But I don’t want them… Take
them… (throwing the «tuques» to the boy)
Boy Stop that! (throwing them back…)(The war goes on for a few
seconds…) Hey! This is what we can call: (both) «La guerre des
tuques!»
Boy Let’s take another break. We'll be right back
(Commercials from St-David)
Boy (Coughing and sneezing…)
Girl Did you catch a cold?
8. Boy I hope not… I ate Mexican food yesterday! Oink… Oink…!!!
Oh! I think it's time for the news. Let's ask
_______________ and _______________, from Sacré-
Coeur School, in Princeville, what's happening in the world today.
Girl Hello _______________ and _______________ . I'd like to
know how it was on the set of your news program.
(The students answer.)
Boy and girl Here is the result!
(Princeville news)
Boy I would invite another student from Sacré-Coeur, ___________
who wrote a story and she will present it to us.
(The student comes and presents her story.)
Boy Enjoying your night, audience?
Girl Hey look! I found something too!!…
Boy Oh no! Not that here! (scared…)
9. Girl (Talking to the audience…) You know why they call us «English
Jedi»?? This is what Intensive teachers use in the classroom to
make sure we only speak in English… and if we don’t… (she uses
the sword and mime hitting the boy)
Girl Well, more fun is coming with students from Notre-Dame
des Bois-Francs School. _______________ and
_______________, it's your turn!
Boy Hi! I have a question... Was it difficult to remain serious when
you were filming? (The students answer.)
Girl And was it easy to film? Did you have to repeat the same
scenes often?
(The students answer.)
Boy Thank you! So let's watch your movie: «Best Friends».
(Best Friends)
Girl Good thing you didn’t have a cold for real! I’m not sure you would
have liked to meet «that» doctor…
10. Boy Yes! Hey, guess what! We're already up to our last
movie before our «special» final section.
Girl You are right... Our dessert is the movie of St-Edouard
School, in Plessisville. Please welcome _______________
and _______________ .
Boy Good evening, how did you choose the actors for your movie?
(The students answer.)
Girl Have you seen the final result? Are you nervous?
(The students answer.)
Boy and Girl So let’s enjoy your movie!
(The Ball)
Boy Hey, _______________, do you have a partner for the ball???
(flirting)
Girl Oh... I do!!! (embarrassed) But _______________, did you
know that some students had the chance to work with English
monitors?
Boy No. I didn't know about that...
11. Girl Yes! They are young adults who come from many places around
the country, and they spend a year in our region to share their
culture and language while learning more about ours!
Boy Oh! Interesting!
Girl The monitors prepared a little something for us tonight! I
would invite Allison Gwynn and Kiel Walker to join us here!
Boy Hello! Maintenant, c'est VOTRE tour de rusher. SVP, parlez-
nous de votre expérience EN FRANÇAIS!!! (Ha! Ha!)
(The monitors answer and do their presentation)
Girl We are very happy you enjoyed your experience. Thank you!
Boy Hey, _______________, I wonder if all this work is easy for
our teachers...
Girl Of course! I'm sure they had a good time editing these movies!
We were so good! I'm sure they had a blast!
Boy Well… we don’t have proofs for all of them but we do for
some…take a look behind! (Video with the teachers.)
Girl Anyways! We, students, surely had great fun!
Boy Yes! Let's show the proof!
12. (Bloopers)
Girl Well, that's about it for tonight.
Boy We would like to thank you for coming. We hope you enjoyed
your evening.
Girl Once again, congratulations to all the students and thanks to all
of those who are involved in this project and support it.
Boy and girl «GOOD NIGHT!»