Ge9 class3 mar19
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The document provides guidance on using too and enough structures to bargain for a lower price. It discusses too as an intensifier meaning more than sufficient, and gives examples like "it's too cold to go outside". It also discusses using enough to mean sufficient, like having enough food. The document recommends practicing listening and speaking to ask for recommendations, and identifying too and enough structures to negotiate a lower price.
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Sdc9 class3 mar18
The document discusses using "too" and "enough" when bargaining for a lower price. It provides examples of how "too" implies difficulty due to excess, such as "it's too cold to go outside." In contrast, "enough" implies sufficiency, as in "you've done enough work." The document encourages practicing listening, speaking, and identifying the structure of "too" and "enough" to effectively bargain down prices.
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The document provides tips for practicing listening and speaking skills to ask for recommendations and using "too" and "enough" structures to bargain for a lower price. It discusses how "too" implies difficulty by providing examples like "It's too cold to go outside" and compares the usage of "too" meaning more than sufficient versus "enough" meaning sufficient. Exercises are included to practice these structures.
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The document provides instruction on using too and enough structures to bargain for a lower price. It discusses too as an intensifier that implies difficulty, and provides examples like "the giraffe is too tall to dance with the rabbit." It also compares too and enough, noting too means more than sufficient while enough means sufficient, and provides exercises for practice.
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The document discusses the use of "too" and "enough" when bargaining for a lower price. It explains that "too" implies difficulty, as in "it's too cold to go outside." Examples are given such as "the giraffe is too tall to dance with the rabbit." In contrast, "enough" implies sufficiency, as in "you've done enough work." Exercises are provided to practice distinguishing between the uses of "too" and "enough."
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The document discusses the use of "too" and "enough" when bargaining for a lower price. It explains that "too" implies difficulty or excess, like being "too tall" or "too fat" to do something. In contrast, "enough" implies sufficiency, like having "enough food" or doing "enough work". The document provides examples of how to use "too" and "enough" correctly and concludes that "too" means more than sufficient while "enough" means sufficient.
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The document discusses the use of "too" and "enough" when bargaining for a lower price. It explains that "too" implies difficulty, as in "it's too cold to go outside." Examples are given showing how "too" describes something being more than sufficient. In contrast, "enough" means sufficient, as in having enough food. Exercises are provided to help distinguish between using "too" and "enough."
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The document discusses the use of "too" and "enough" in English. It explains that "too" is used to imply difficulty due to excess, like something being "too cold" to go outside. "Enough" is used to mean sufficient, like having "enough food." Examples are provided to illustrate using "too" to mean more than necessary and "enough" to mean sufficient. Readers are directed to an online exercise to practice these concepts.
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This document discusses comparative and superlative adjectives. Comparatives are used to compare two objects, using suffixes like -er or more to indicate one object is a certain quality to a greater degree than another. Superlatives are used to compare more than two objects, using suffixes like -est or most to indicate one object possesses a quality to the highest degree. The document provides five rules for forming comparatives and superlatives based on the adjective's syllable count and ending. Examples are given to illustrate comparative and superlative forms.
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Sdc9 class3 mar18
The document discusses using "too" and "enough" when bargaining for a lower price. It provides examples of how "too" implies difficulty due to excess, such as "it's too cold to go outside." In contrast, "enough" implies sufficiency, as in "you've done enough work." The document encourages practicing listening, speaking, and identifying the structure of "too" and "enough" to effectively bargain down prices.
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The document provides tips for practicing listening and speaking skills to ask for recommendations and using "too" and "enough" structures to bargain for a lower price. It discusses how "too" implies difficulty by providing examples like "It's too cold to go outside" and compares the usage of "too" meaning more than sufficient versus "enough" meaning sufficient. Exercises are included to practice these structures.
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The document provides instruction on using too and enough structures to bargain for a lower price. It discusses too as an intensifier that implies difficulty, and provides examples like "the giraffe is too tall to dance with the rabbit." It also compares too and enough, noting too means more than sufficient while enough means sufficient, and provides exercises for practice.
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The document discusses the use of "too" and "enough" when bargaining for a lower price. It explains that "too" implies difficulty, as in "it's too cold to go outside." Examples are given such as "the giraffe is too tall to dance with the rabbit." In contrast, "enough" implies sufficiency, as in "you've done enough work." Exercises are provided to practice distinguishing between the uses of "too" and "enough."
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The document discusses the use of "too" and "enough" when bargaining for a lower price. It explains that "too" implies difficulty or excess, like being "too tall" or "too fat" to do something. In contrast, "enough" implies sufficiency, like having "enough food" or doing "enough work". The document provides examples of how to use "too" and "enough" correctly and concludes that "too" means more than sufficient while "enough" means sufficient.
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The document discusses the use of "too" and "enough" when bargaining for a lower price. It explains that "too" implies difficulty, as in "it's too cold to go outside." Examples are given showing how "too" describes something being more than sufficient. In contrast, "enough" means sufficient, as in having enough food. Exercises are provided to help distinguish between using "too" and "enough."
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The document discusses the use of "too" and "enough" in English. It explains that "too" is used to imply difficulty due to excess, like something being "too cold" to go outside. "Enough" is used to mean sufficient, like having "enough food." Examples are provided to illustrate using "too" to mean more than necessary and "enough" to mean sufficient. Readers are directed to an online exercise to practice these concepts.
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This document discusses comparative and superlative adjectives. Comparatives are used to compare two objects, using suffixes like -er or more to indicate one object is a certain quality to a greater degree than another. Superlatives are used to compare more than two objects, using suffixes like -est or most to indicate one object possesses a quality to the highest degree. The document provides five rules for forming comparatives and superlatives based on the adjective's syllable count and ending. Examples are given to illustrate comparative and superlative forms.
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The document discusses comparative and superlative adjectives. Comparatives are used to compare two objects, like saying "the Ford is bigger than the Toyota." Superlatives compare more than two objects, like saying "the Ford is the biggest." There are five basic rules for forming comparatives and superlatives: adding "-er" or "-est"; doubling consonants; removing "y" and adding "-ier" or "-iest"; adding "more"; and exceptions for common adjectives.
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This document provides rules for using comparative and superlative adjectives in English. It explains that comparatives are used to compare two objects, using suffixes like -er and -est or words like "more" and "most". Superlatives are used to compare more than two objects and always use "the" before the adjective. It then lists five rules for forming comparatives and superlatives based on the number of syllables and endings of adjectives. Examples are provided to illustrate each rule.
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This document discusses the rules for forming comparative adjectives in English. There are 5 basic rules: 1) Add -er to one-syllable adjectives, 2) Double the last consonant and add -er for consonant-vowel-consonant words, 3) Change -y to -ier for adjectives ending in y, 4) Add "more" before adjectives with two or more syllables, 5) Exceptions include good/better, bad/worse, and far/farther. Comparatives are always used to compare two objects and must be followed by "than".
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This document discusses comparative and superlative adjectives. It provides rules for forming comparatives and superlatives from adjectives with 1, 2, or more syllables. For comparatives, it adds "-er" or "more" and for superlatives it adds "-est" or "most". Examples are given such as "The Ford is bigger than the Toyota" and "The airplane is the most expensive". The document concludes with an exercise to form comparative and superlative adjectives in sentences.
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The document discusses comparative and superlative adjectives. Comparatives are used to compare two objects, like saying "the Ford is bigger than the Toyota." Superlatives compare more than two objects, like saying "the Ford is the biggest." There are five basic rules for forming comparatives and superlatives: adding "-er" or "-est"; doubling consonants; removing "y" and adding "-ier" or "-iest"; adding "more"; and exceptions for common adjectives.
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The document discusses comparative and superlative adjectives. Comparatives are used to compare two objects, like saying "the Ford is bigger than the Toyota." Superlatives compare more than two objects, like saying "the Ford is the biggest." There are five basic rules for forming comparatives and superlatives: adding "-er" or "-est"; doubling consonants; removing "y" and adding "-ier" or "-iest"; adding "more"; and exceptions for common adjectives.
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The document discusses comparative and superlative adjectives and adverbs in English. It provides rules for forming comparatives and superlatives of one-syllable, two-syllable, and multi-syllable adjectives. Examples are given to illustrate comparing different objects based on attributes like size, speed, and intelligence using comparative and superlative adjectives and adverbs.
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This document provides rules and examples for forming comparative adjectives and adverbs in English. It explains that adding "-er" is a common way to make adjectives comparative, as well as changing the ending of some adjectives or adding "more" for longer adjectives. Examples are given such as "taller," "faster," "heavier," and "more intelligent." The document also notes some irregular comparatives like "better" and "worse."
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This document provides rules for using comparative and superlative adjectives in English. It explains that comparatives are used to compare two objects, using suffixes like -er and -est to the adjective. Superlatives are used to compare more than two objects and always use "the" before the adjective with the -est suffix or "most/least" added. It provides five rules for forming comparatives and superlatives based on the number of syllables and ending of the adjective. Examples are given to illustrate each rule.
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The document discusses the rules for forming comparatives and superlatives of adjectives in English. It explains that comparatives are formed using -er and superlatives using -est. The rules vary depending on whether the adjective has one, two, or three or more syllables. Exceptions and irregular forms are also noted. Examples are provided to illustrate the different forms and uses of comparatives and superlatives.
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This document provides instruction on developing writing, listening and speaking skills to describe family trends using double and repeated comparatives. Exercises are suggested on page 89 of a textbook and through an online game to practice using vocabulary to describe parent and teen behavior in families.
GE20 G1 class 8 Oct 15th
This document provides guidance on practicing listening and writing skills by identifying and using vocabulary to express encouragement, discouragement, frustration, empathy, and encouragement. Students are instructed to express these emotions on specific dates to improve expressing a range of feelings through writing.
SDC11 G1 2 class 8 Oct 15th-16th
The document discusses the passive voice in English grammar. It defines the passive voice as occurring when the subject of the sentence receives the action rather than performs it. The passive voice is used when the doer of the action is unknown, unimportant, or obvious from context. It is formed by using the verb "to be" plus the past participle of the main verb. Some examples of active and passive voice constructions are provided for comparison. Finally, some online exercises for practicing active and passive voice transformations are recommended.
GE20 G1 class 6 Oct 9th
The document reviews and provides examples of different past tenses in English including the past simple, past continuous, past perfect, and past perfect continuous. It defines their structures and uses, distinguishes between them, and provides an exercise link for practicing mixed past tense questions.
GE20 G1 class 5 Oct 6th
This document provides guidance for practicing English skills including vocabulary, reading, and listening. It suggests discussing expressions related to compassion and admiration, as well as telling a story with a moral to improve reading skills. Vocabulary practice focuses on ways to help people in need.
GE18 G1 class 6 Oct 8th
This document discusses passive gerunds and passive infinitives. It defines a gerund as a verb with an -ing ending, and defines the passive voice as focusing on the action rather than the subject. Examples are provided of sentences using passive gerunds and passive infinitives. The structure of each is explained as having a main verb of "to be" followed by a past participle and complement. Finally, an exercise on the topic is linked.
GE18 G1 class 5 Oct 6th
The document discusses advertising and consumer shopping habits. It notes that the average person in the United States is exposed to over 1000 advertising messages per day through various media like television, radio, print, and product labels. It also provides a list of common shopping expressions like "browse", "bargain-hunt", "window-shop", and "haggle/bargain" as well as expressions used to describe prices like "a good deal", "a bargain", "a rip-off", and "a high-way robbery".
SDC11 G1-2 class 6 Oct 8th-9th
The document discusses using gerunds and infinitives as direct objects, and identifies expressions followed by gerunds that can cheer someone up, such as cheering someone up about, excited about, or happy about something. It also lists verbs that can be followed by a preposition and gerund, such as cheer someone up, complain about, talk about, or worry about something.
SDC11 G1-2 class 5 Oct 6th-7th
The document provides definitions for gerunds, infinitives, and direct objects. It defines a gerund as a verb form ending in "-ing", an infinitive as a verb form using "to" followed by the base verb form, and a direct object as answering the question "what + verb?". It then lists verbs and asks the reader to classify which can be followed by a gerund or infinitive.
GE20 G1 class 4 Oct 2nd
This document provides a schedule for an English lesson that includes four activities: a unit preview on reading skills practice, an exercise on identifying and using adjective clauses for reading and grammar practice, identifying and practicing vocabulary expressions related to compassion and admiration through an exercise and listening activity, and a reading skills activity to tell a story with a moral.
GE20 G1 class 3 Sep 30th
The document outlines an English lesson plan that includes practicing reading, speaking, listening, and vocabulary skills. The lesson plan focuses on using and identifying adjective clauses, previewing a unit, and identifying and using vocabulary related to taking responsibility, expressing compassion, and helping people in need.
SDC11 G2 class 4 Oct 2nd
This document provides instruction on language skills practice exercises, including using negative yes/no questions to make excuses for declining food, identifying and describing vocabulary related to food, and inferring vocabulary from context during reading. Exercises are scheduled for October 12th and focus on listening, writing, and reading comprehension skills.
GE18 G1 class 4 Oct 1st
This document appears to be notes related to an English lesson, listing the date of 10/1, page numbers for exercises on identifying vocabulary through listening between 66-68, and noting a task was completed on that date.
GE18 G1 class 3 Sep 29th
This document provides instructions for a lesson on describing how animals are treated. It includes identifying vocabulary related to how animals are used or treated. Students will then classify descriptors of pets and their traits as positive or negative. Finally, students will practice using passive voice with modals to express how animals are treated, drawing on the identified vocabulary. As part of the speaking activity, students will decide whether listed adjectives describe positive or negative traits and exchange opinions about animal treatment.
SDC11 G1 class 4 Oct 1st
This document provides an agenda for an English class that includes listening practice to identify vocabulary from the previous class, identifying and using vocabulary to describe food, and practicing listening skills.
SDC11 G1 class 3 Sep 29th
This document contains an agenda for an English lesson that includes three activities: speaking practice about food passions, learning expressions to decline food offers, and learning about negative yes/no questions. It provides definitions and structures for yes/no questions and negative yes/no questions, stating that yes/no questions can be answered with "yes" or "no" and include an auxiliary verb plus the main verb plus a question mark, while negative yes/no questions replace the auxiliary verb with "not".
GE20 G1 class 2 Sep 25th
This document discusses writing paragraphs and adjective clauses. It defines a paragraph as a group of sentences that includes a topic sentence, supporting details, and a concluding sentence. A paragraph can be as long as needed, typically 3-5 sentences. It then defines an adjective as a word that describes a noun, a clause as a part of a sentence with a subject and verb, and an adjective clause as a clause that describes a noun. Relative pronouns are used to begin adjective clauses and substitute for nouns. Examples of adjective clauses using relative pronouns like who, whose, where, when, which, and that are provided.
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- 2. • 3 • Practice listening and speaking to ask for a recommendation. • Identify and use the structure of Too and enough to bargain for a lower price. 2 3/19
- 3. 3 3/19 Too + adjective O Too is an intensifier. This means that it is an adverb that describes an adjective or another adverb. O Too is similar to very, BUT….. Bargain for a lower price
- 4. 3 3/19 Too + adjective O What's the difference between the following two sentences? O It's very cold. O It's too cold. O The first sentence is just a statement. The second sentence, however, implies some sort of difficulty. For example, maybe it's too cold togo outside. Bargain for a lower price
- 5. 3 3/18 Too + adjective O The giraffe is too tall to dance with the rabbit. Bargain for a lower price
- 6. 3 3/19 Too + adjective His glasses are too big to wear. Bargain for a lower price
- 7. 3 3/19 Too + adjective O He is too fat to ride this motorbike Bargain for a lower price
- 8. 3 3/19 Too + adjective O This limousin is too long for the streets! Bargain for a lower price
- 10. 3 3/19 Compare: too and enough 1. It's too late to stop him. 2. Jerry was too young to watch the movie. 3. Your clothes are big enough to fit me. 4. You've done enough work. You can stop now. 5. You're not working fast enough, you won't finish on time. 6. Sorry, I haven't got enough food for everyone. CONCLUSIONS: OWe use too to mean more than sufficient or more/less than necessary. OWe use enough to mean sufficient. OWe use enough in Bargain for a lower price