Hello (3) Language of Conversations
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This document provides examples of common language structures and questions for talking about families and work life. It includes examples of possessive forms, verbs like "have got" to discuss family members, terms for marital status, asking for and stating names. For work, it gives examples for discussing occupation, place of work, duties, ambitions, work schedules, and questions for job interviews. It also reviews present simple, present continuous, and question forms in English.
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Universidad Técnica Particular de Loja
Ingles I
Comunicación Social
I Bimestre
Octubre 2007 / Febrero 2008
Ponente: Lic. Karina Salcedo Vieteri
People
This document contains questions about family members, jobs, and personal career aspirations. It asks the reader to provide details about their family including parents, number of cousins, parents' names and origins. Questions also cover parents' jobs, what they like/dislike doing, and hobbies. The reader is asked about their friend's job preferences as well as their own future career goals and strengths in school. Additional questions cover typical work schedules and responsibilities.
Self introduction
This document provides sample responses for introducing oneself in English. It includes responses for introducing one's name, country of origin, address, age, family, birthday, phone number, jobs or occupation, hobbies, and education. For each category, it lists questions one may be asked and suggested answers to provide details about oneself. The responses are meant to help English language learners practice self-introductions in a conversational context.
Greetings - Verb to be pptx
This document provides an introduction to basic English vocabulary and grammar for Spanish speakers learning English. It includes greetings and farewells, numbers, the alphabet, days of the week, and basic verb conjugations with "to be". It presents the material through examples, exercises for students to practice, and embedded audio and video resources to aid pronunciation. The overall document serves as a lesson plan and study guide for beginner English language learners.
Present Simple
An overview of present simple tense for the Elementary level. Appropriate for working adults. Assist in constructing simple sentences, negatives, questions and short answers. Students will be able to practice them effectively in written and in spoken form.
Present simple
This document provides information about the present simple tense in English. It discusses:
1) How the present simple is used to describe habitual or routine actions, as well as permanent states.
2) The conjugation of verbs in the present simple, including irregular verbs.
3) The use of the present simple in affirmative, negative, and interrogative sentences.
4) Additional structures like the progressive form and adverbs of frequency that are used with the present simple tense.
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CCQs: Vocab & Gram.
This document contains sample concept checking questions for a teaching methods MA program assignment. The first section involves a grammar concept question about whether a door was locked, with answer choices focusing on the door's current state and who was meant to lock it. The second section involves a vocabulary concept question about litter in a street, with answer choices asking about the street's cleanliness, presence of rubbish, and size of rubbish pieces.
Microteaching Lesson Plan
Sawsan Fawzy submitted a lesson plan titled "How often do you..." for a pre-intermediate English proficiency level. The lesson aims to teach learners to accurately express the frequency of events and activities using adverbs of frequency. The plan includes presentation of new vocabulary, controlled and less controlled practice activities like role plays, and a writing task where students describe their routines using the new language. The plan addresses potential difficulties students may have differentiating similar adverbs and asks how questions.
Designing a Test
This document provides an achievement test on a unit about backpacking. The test has two sections. The first section is about reading skills and contains multiple choice questions about a passage on backpacking. It asks about the two most important tips for backpacking according to Brien, defines terms like "backpacking" and "outdoor clothes", and identifies statements as opinions or facts. The second section involves writing skills and asks the test taker to write a short article for a school magazine about a vacation activity they've done and provide tips to make the most of the activity. The test is for a MA Assessment Course and was assigned by Sawsan Fawzy as the second assignment.
SampleTest Specifications Table
This document provides test specifications for an achievement test on a reading and writing unit from an EFL textbook. The test will examine 20 Egyptian adult students after completing a 16-session pre-intermediate English course. The test contains a 20-minute reading section and 40-minute writing section and evaluates students' reading comprehension, vocabulary, and writing skills related to vacation activities and travel. The document outlines the course and student descriptions, test content areas and objectives, and behavioral objectives for each test section.
CCQs Assignment
This document contains two pages of concept checking questions for a teaching methods MA program assignment. The first page includes four grammar concept questions about sentence structures involving tense, modality, and conditionals. The second page contains three vocabulary concept questions about reaching a mountain summit, contributing to a party, and offering a lift. The questions test understanding of key grammar concepts and vocabulary used in the sentences.
Sample Vocab Lesson: Family Vocab
The document contains information about family relationships between various people:
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- Mona and Hana are not nieces of Ghada and Mostafa.
- A cousin is the son/daughter of an aunt/uncle, not a parent.
- The document discusses engaged vs divorced and defines engaged as agreeing to marry and divorced as no longer living together.
- It identifies new vocabulary like engaged, divorced, father-in-law, and asks the reader to find and write them down.
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British English and American English differ in pronunciation at the vowel and consonant levels. Some key differences are:
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- Americans often replace the British diphthong endings in words like "near", "care", and "pure" with monophthongs.
- American vowels are more "r-colored" when followed by the letter "r" compared to British vowels.
- Some vowel sounds merge in American English that remain distinct in British English, such as the merger of /ɪ/ and /ə/ in unstressed syllables
Output Functions (Feedback)
This document discusses the role of output and feedback in second language acquisition. It covers Merill Swain's Comprehensible Output Hypothesis and identifies three main functions of output: the noticing function, the hypothesis-testing function, and the metalinguistic function. The document also analyzes different types of feedback that can push learners, including recasts, prompts, negotiation of meaning, and explicit correction. Effective feedback helps learners notice gaps in their language knowledge and incorporate correct forms.
Modified Input (Competition Model)
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Modified Input (Foreigner Talk)
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Halliday's Ch 6 Summary (Below the Clause Level: Groups and Phrases)
This document discusses the experiential and logical structure of nominal groups in clauses. It defines key terms like deictic, numerative, epithet, classifier, and qualifier that describe the types and functions of premodifiers and postmodifiers in a nominal group's experiential structure. It also examines the logical structure and hypotactic relations between elements in a nominal group, with the head being modified in a univariate structure. The functions and ranking of elements in a nominal group are important for understanding its meaning and role in a clause.
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This document outlines a 60-minute English lesson plan aimed at helping students use the third conditional to talk about an imaginary past and write sentences describing the fictional past of the main character in David Copperfield. The lesson includes a warmer discussing the character's problems, a presentation on third conditional grammar forms, a controlled practice activity completing sentences in the grammar forms, a listening activity to identify short grammar forms, and production activities where students write letters to the character and participate in a debate about positive versus negative thinking.
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This document provides an overview of a study that examines politeness strategies and impolite acts in the American movie "Ten Things I Hate About You" and the Egyptian movie "آداء من أنا". It uses Brown and Levinson's politeness model to analyze conversations between the heroines and heroes in both movies. The study aims to determine whether Brown and Levinson's model can fully account for politeness strategies and impolite acts in the Egyptian movie. Several impolite acts are identified in the first 10 minutes of both movies, including insults, ridicule, criticism, accusations, and interruptions threatening characters' positive and negative faces. The document also outlines the
Semantic Contrastive Analysis
The document analyzes the semantic components of words related to washing in English and Arabic. It finds that the words wash/غسل are the main terms, with other words like rinse/شطف and soak/نقع as hyponyms. However, the Arabic words اغتسل and توضأ related to religious ritual washing cannot be fully captured by direct translation to wash due to cultural differences between Christianity and Islam. While wash is a valid translation, it loses some specific religious meanings in the process.
Assignmemt (Sample Test Design)
This document provides an achievement test on a unit about backpacking. The test has two sections. The first section is about reading skills and contains multiple choice questions about a passage on backpacking. It asks about the two most important tips for backpacking according to Brien, defines terms, and identifies statements as opinions or facts. The second section involves writing skills and asks the test taker to write a short article for a school magazine about a vacation activity they've done and provide tips to make the most of the activity.
Assignmemt (Test Specifications)
This document provides test specifications for an achievement test on a unit in an English textbook. The test will examine students' reading and writing skills related to vacation activities and places. It will consist of a 20-minute reading section and a 40-minute writing section. The test is designed for 20 Egyptian EFL learners who have completed four prior levels of general English study focusing on reading, writing, speaking, listening, vocabulary, grammar and pronunciation. The students' course is at a pre-intermediate level and meets twice a week for 2 months to help students communicate in everyday English situations. The test will evaluate students' abilities to define words, understand meanings, express ideas, identify methods, and distinguish facts from opinions.
SFS School Activities
This document outlines events organized by Ms. Sawsan Fawzy between 2013-2015, including preparing classes as teams and co-organizing events with Ms. Dina. It lists Ms. Sawsan Fawzy as the sole organizer of some events and as a co-organizer with Ms. Dina for other events during that time period.
Certificates of Appreciation
The document is a one sentence statement that it was designed by Ms. Sawsan. It does not provide much context or details to summarize further in 3 sentences or less.
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Hello (3) Language of Conversations
- 2. Talking about families: Possessive (‘s) Soha’s dad Hala’s brother
- 3. Has/ have got: members of family: I’ve got one sister. She’s got one daughter and two sons. He hasn’t got any sons.
- 4. Marital status: Single is married to
- 5. Names: is/ are called He/ She is called … Q: What is he/she called? My dad’s name is … Q: What’s your dad’s name?
- 6. Talking about working life Where does he work? He works at a school/ in a company/ in a hospital What does he do? = What’s his job? What does a doctor do? = Nature of his job? What does he do in a hospital? = Nature of job
- 7. What do you want to be when you leave school? = Your dream job Why do you want to be a doctor? When does he get up? What time he gets up? When/What time does he start work? Where does he work in the morning?
- 8. Do you have a family? What do you do? = What’s your job? Where do you work? What do you do in/ at…? Why do you want to work here? What do you want to be in five/ ten years? = your ambitions? Why do you want to be a/ an …? When can you start work?
- 9. PRESENT SIMPLE Ending with: -ss es dismiss dismisses -ch es reach reaches -sh es finish finishes -x es fix fixes consonant + o es do does consonant + y ies fly flies vowel + y s play plays the rest of the alphabet… s
- 11. Present continuous Yes/No Qs: - Am/Is/ Are+ subject + v + ing + complement? Is he studying + these days? Q word: - Q word/ phrase + (am/is/are) + subject + v + ing + complement What/ Which subject is he studying now?
- 12. Practice Make Qs
- 13. Helping verbs? Present simple? Past simple? present perfect?