The document provides guidance on effectively keeping a vocabulary notebook. It recommends organizing vocabulary by topic to group related words and phrases together. Examples of topics include food, work, health, and films. The document also emphasizes recording full sentences that include collocations and show how words are used in patterns, rather than single words alone. By organizing vocabulary notebooks in this way and practicing example sentences, students can better learn and remember new words in a meaningful context.
1. The document outlines a multi-step activity where students will be paired into British and American penpals. They will research each other's cultures and communicate online to develop characters and share interests.
2. Next, students will create avatars to introduce themselves and record audio presentations. They will then make a comic introducing their characters' first meeting.
3. The activity will conclude with students performing their comic and reflecting on cultural similarities and differences they observed. Evaluation will assess speaking, writing, grammar, attitude and use of tools across the multiple parts of the activity.
The document provides instructions for an activity where students will write a short paragraph in English about how they reduce stress. It includes exercises where students identify stress-reducing activities done by a character named Joshua. They then write their own list of activities they do and do not do when feeling stressed. The final activity has students write a 3-sentence paragraph about their own stress-reducing activities using connectors like "and" and "then".
The document provides information about the Simple Present tense in English. It begins by stating that the Simple Present corresponds to the present indicative tense in Portuguese. It then discusses the use of the Simple Present to indicate habitual or routine actions, general truths, and permanent facts. The formation of the Simple Present is explained, including the affirmative, interrogative, negative, and short answer forms. Examples are provided throughout to illustrate usage. Adverbs of frequency that are commonly used with the Simple Present are also listed.
The document provides information about the Simple Present tense in English. It begins by stating that the Simple Present corresponds to the present indicative tense in Portuguese. It then discusses the use of the Simple Present to indicate habitual or routine actions, general truths, and permanent facts. The formation of the Simple Present is explained, including the affirmative, interrogative, negative, and short answer forms. Examples are provided throughout to illustrate usage. Adverbs of frequency that are commonly used with the Simple Present are also listed.
The document provides information about a Spanish class, including vocabulary and grammar concepts. It discusses nouns being masculine or feminine and using definite and indefinite articles accordingly. It also covers regular verb conjugation and gives examples of conjugating the verbs estudiar, escribir, leer, and hablar in sentences. Key details are provided about subject pronouns and differences between English and Spanish pronouns.
This document provides an overview and table of contents for the book "Better English ASAP: A Short-Cut for Spanish Speakers" by Jill Paquette. The book aims to help Spanish speakers improve their English skills quickly by focusing on essential grammar points that often cause issues. It was developed based on the author's experience teaching English to hundreds of Spanish speakers. The table of contents previews the chapters which cover topics like sentence structure, question formation, negative sentences, verb tenses, pronouns, prepositions and more. The author's qualifications and teaching philosophy are also briefly outlined.
The document covers preterite forms of the verb "ver" (to see), making comparisons in Spanish using "más" and "menos" plus an adjective, and uses of direct objects in Spanish sentences translated from English. Examples are provided to illustrate comparisons and how direct object pronouns "lo", "los", "la", and "las" replace nouns in Spanish sentences corresponding to English questions and responses.
The document provides guidance on effectively keeping a vocabulary notebook. It recommends organizing vocabulary by topic to group related words and phrases together. Examples of topics include food, work, health, and films. The document also emphasizes recording full sentences that include collocations and show how words are used in patterns, rather than single words alone. By organizing vocabulary notebooks in this way and practicing example sentences, students can better learn and remember new words in a meaningful context.
1. The document outlines a multi-step activity where students will be paired into British and American penpals. They will research each other's cultures and communicate online to develop characters and share interests.
2. Next, students will create avatars to introduce themselves and record audio presentations. They will then make a comic introducing their characters' first meeting.
3. The activity will conclude with students performing their comic and reflecting on cultural similarities and differences they observed. Evaluation will assess speaking, writing, grammar, attitude and use of tools across the multiple parts of the activity.
The document provides instructions for an activity where students will write a short paragraph in English about how they reduce stress. It includes exercises where students identify stress-reducing activities done by a character named Joshua. They then write their own list of activities they do and do not do when feeling stressed. The final activity has students write a 3-sentence paragraph about their own stress-reducing activities using connectors like "and" and "then".
The document provides information about the Simple Present tense in English. It begins by stating that the Simple Present corresponds to the present indicative tense in Portuguese. It then discusses the use of the Simple Present to indicate habitual or routine actions, general truths, and permanent facts. The formation of the Simple Present is explained, including the affirmative, interrogative, negative, and short answer forms. Examples are provided throughout to illustrate usage. Adverbs of frequency that are commonly used with the Simple Present are also listed.
The document provides information about the Simple Present tense in English. It begins by stating that the Simple Present corresponds to the present indicative tense in Portuguese. It then discusses the use of the Simple Present to indicate habitual or routine actions, general truths, and permanent facts. The formation of the Simple Present is explained, including the affirmative, interrogative, negative, and short answer forms. Examples are provided throughout to illustrate usage. Adverbs of frequency that are commonly used with the Simple Present are also listed.
The document provides information about a Spanish class, including vocabulary and grammar concepts. It discusses nouns being masculine or feminine and using definite and indefinite articles accordingly. It also covers regular verb conjugation and gives examples of conjugating the verbs estudiar, escribir, leer, and hablar in sentences. Key details are provided about subject pronouns and differences between English and Spanish pronouns.
This document provides an overview and table of contents for the book "Better English ASAP: A Short-Cut for Spanish Speakers" by Jill Paquette. The book aims to help Spanish speakers improve their English skills quickly by focusing on essential grammar points that often cause issues. It was developed based on the author's experience teaching English to hundreds of Spanish speakers. The table of contents previews the chapters which cover topics like sentence structure, question formation, negative sentences, verb tenses, pronouns, prepositions and more. The author's qualifications and teaching philosophy are also briefly outlined.
The document covers preterite forms of the verb "ver" (to see), making comparisons in Spanish using "más" and "menos" plus an adjective, and uses of direct objects in Spanish sentences translated from English. Examples are provided to illustrate comparisons and how direct object pronouns "lo", "los", "la", and "las" replace nouns in Spanish sentences corresponding to English questions and responses.
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, grammar exercises, vocabulary practice, and writing assignments. The goal is for students to practice English communication skills and learning strategies.
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written English skills, language awareness, and sociocultural awareness. It contains 8 sessions with activities focusing on vocabulary, grammar, reading, listening, speaking, writing, and self-assessment related to topics like personal information, hobbies, daily routines, household chores, and unusual jobs. The sessions include tasks like role-playing dialogues, completing sentences, answering true/false questions, and drafting and writing profiles.
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, vocabulary practice, grammar exercises, writing descriptions and sentences, and a final self-assessment. The overall goal is to help students learn and practice related vocabulary, grammar, pronunciation and language skills.
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, grammar exercises, vocabulary practice, and writing assignments. The goal is for students to practice English communication skills and learning strategies.
Japanese ESL students face several challenges when learning English. Verb tenses are problematic since Japanese lacks auxiliary verbs and verbs do not change based on person or number. Students may say "My brother work" instead of using the third person -s. They also sometimes use the present simple to discuss future events. Additionally, differences in grammar like the lack of relative pronouns in Japanese lead to mistakes like "He took out scissors and cut hair." Pronunciation is difficult as Japanese has fewer vowel and consonant sounds compared to English. Distinguishing /r/ and /l/ is particularly challenging. The logographic Japanese writing system also contrasts sharply with the alphabetic English system.
Module 1 informal interaction with peopledionesioable
This document provides an overview of the modules used in an English curriculum. It describes the various sections contained within each module, including the module number and title, introduction, learning objectives, instructions for working through the activities, pre-assessments, and post-assessments. The activities are designed to develop language skills like listening, speaking, reading, vocabulary, grammar, literature, and writing. Each activity is introduced by an icon identifying the language skill. The document explains that completing the modules and assessments is intended to help students achieve the learning objectives and communicate better in English.
The document provides writing guidelines for a Spanish class, including deducting points for basic accent errors, errors in verb conjugation and agreement, capitalization rules, and formatting requirements for submitting assignments. It also addresses policies on plagiarism, getting help from others while still learning the material yourself, and consequences for poor performance in prerequisites.
Marielle's term two portfolio provides reflections on her performance in various subjects. She describes taking detailed notes for an assignment in Language Arts and doing well on comprehension questions. In Math, she covered topics like measures of central tendency, percents, ratios, and proportions. For Social Studies, she learned about ancient Greece and Egypt, creating assignments on the Legend of Osiris and writing an essay about Cleopatra.
Pronunciation is the bridge between you and a native English speaker. It is the first thing that anyone notices about you, when you start to speak. It connects you. Without clear pronunciation, messages can get lost or confused. The listener might even start to feel frustrated because they don't understand what is being said.
The document provides instructions for an English lesson focusing on the topic of seasons. Students are asked to interview classmates about their favorite season and create a chart to record their answers. Vocabulary about different seasons is then introduced through images and an IPA chart for students to practice pronunciation.
The document provides tips for improving motivation to learn English well. It recommends imagining yourself using English fluently in the future, remembering what you have already learned, and using English whenever possible by reading, watching shows, and talking to others about learning English. Regular practice in using English through these activities will help build motivation and improve language skills over time.
This document contains speaking test sheets for an intermediate level Spanish class. It provides tasks and prompts for student dialogues and monologues on various topics. The tasks involve comparing opinions, making plans, apologizing, asking for and offering help, and discussing rules and etiquette. Students are prompted to use modal verbs and hedging language in their roleplays. There are multiple models with different topic prompts for students to choose from.
This document compares and contrasts features of the Spanish and English languages. It discusses the origins of the languages, with Spanish originating from Latin and English having Germanic roots. The alphabets of the languages are examined, noting differences in vowels and additional letters in Spanish. Variations between formal and informal address are unique to Spanish. Word order and verb conjugations are also contrasted between the languages. The document concludes with a case study of an English language learner, Lola, and analyzes common errors that stem from influences from her native Spanish language.
This document compares and contrasts features of the Spanish and English languages. It discusses the origins of the languages, with Spanish being a Romance language and English being Germanic. Key differences discussed include vowels, additional letters in the Spanish alphabet, formal vs informal address, adjective placement, pronoun elimination in Spanish verbs, and typical word order. The document also provides a case study of an English language learner named Lola, analyzing errors that could be due to developmental factors or interference from her native Spanish language.
This document compares and contrasts features of the Spanish and English languages. It discusses the origins of the languages, with Spanish originating from Latin and English having Germanic roots. The alphabets of the two languages are examined, noting differences in vowels and additional letters in Spanish. Variations between formal and informal address are described as requiring different verb forms and pronouns in Spanish. Word order and pronoun elimination are also summarized. The document concludes with a case study of an English language learner named Lola, noting errors that could be attributed to developmental issues or interference from her native Spanish.
The document provides information on simple present, present continuous, and present perfect tenses in English. It discusses the forms, uses, and examples of each tense. For simple present, the uses include repeated actions, facts/generalizations, and scheduled events. For present continuous, the uses include actions happening now, longer actions in progress now, and planned future events. For present perfect, the uses include unspecified past events, duration from past to present, and experience.
Hi everyone! This PowerpointPresentation is produced by a student. This presentation includes some English topics for Grade 8 learners. Enjoy learning!
This document provides an overview of the objectives and content covered in the Phonetics 290B course. The first module focuses on the vocal features of stress, rhythm, and intonation. Students will practice and analyze how these features can change the meaning of words and sentences. They will also compare the use of these features between English and Spanish. The goal is for students to understand the importance of stress, rhythm, and intonation in acquiring good pronunciation in English.
This document provides an overview of the objectives and content covered in the Phonetics 290B course. The first module focuses on the vocal features of stress, rhythm, and intonation. Students will practice and analyze how these features can change the meaning of words and sentences. They will also compare the use of these features between English and Spanish. The goal is for students to understand the importance of stress, rhythm, and intonation in acquiring good pronunciation in English.
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In the heart of Singapore’s bustling culinary scene, a visionary chef named Ang Chong Yi is quietly revolutionizing the way we think about food. His mission? To create delectable Ang Chong Yi Singapore — Plant-based meat: Next-gen food alternatives that not only tantalize our taste buds but also contribute to a more sustainable future.
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This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, grammar exercises, vocabulary practice, and writing assignments. The goal is for students to practice English communication skills and learning strategies.
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written English skills, language awareness, and sociocultural awareness. It contains 8 sessions with activities focusing on vocabulary, grammar, reading, listening, speaking, writing, and self-assessment related to topics like personal information, hobbies, daily routines, household chores, and unusual jobs. The sessions include tasks like role-playing dialogues, completing sentences, answering true/false questions, and drafting and writing profiles.
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, vocabulary practice, grammar exercises, writing descriptions and sentences, and a final self-assessment. The overall goal is to help students learn and practice related vocabulary, grammar, pronunciation and language skills.
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, grammar exercises, vocabulary practice, and writing assignments. The goal is for students to practice English communication skills and learning strategies.
Japanese ESL students face several challenges when learning English. Verb tenses are problematic since Japanese lacks auxiliary verbs and verbs do not change based on person or number. Students may say "My brother work" instead of using the third person -s. They also sometimes use the present simple to discuss future events. Additionally, differences in grammar like the lack of relative pronouns in Japanese lead to mistakes like "He took out scissors and cut hair." Pronunciation is difficult as Japanese has fewer vowel and consonant sounds compared to English. Distinguishing /r/ and /l/ is particularly challenging. The logographic Japanese writing system also contrasts sharply with the alphabetic English system.
Module 1 informal interaction with peopledionesioable
This document provides an overview of the modules used in an English curriculum. It describes the various sections contained within each module, including the module number and title, introduction, learning objectives, instructions for working through the activities, pre-assessments, and post-assessments. The activities are designed to develop language skills like listening, speaking, reading, vocabulary, grammar, literature, and writing. Each activity is introduced by an icon identifying the language skill. The document explains that completing the modules and assessments is intended to help students achieve the learning objectives and communicate better in English.
The document provides writing guidelines for a Spanish class, including deducting points for basic accent errors, errors in verb conjugation and agreement, capitalization rules, and formatting requirements for submitting assignments. It also addresses policies on plagiarism, getting help from others while still learning the material yourself, and consequences for poor performance in prerequisites.
Marielle's term two portfolio provides reflections on her performance in various subjects. She describes taking detailed notes for an assignment in Language Arts and doing well on comprehension questions. In Math, she covered topics like measures of central tendency, percents, ratios, and proportions. For Social Studies, she learned about ancient Greece and Egypt, creating assignments on the Legend of Osiris and writing an essay about Cleopatra.
Pronunciation is the bridge between you and a native English speaker. It is the first thing that anyone notices about you, when you start to speak. It connects you. Without clear pronunciation, messages can get lost or confused. The listener might even start to feel frustrated because they don't understand what is being said.
The document provides instructions for an English lesson focusing on the topic of seasons. Students are asked to interview classmates about their favorite season and create a chart to record their answers. Vocabulary about different seasons is then introduced through images and an IPA chart for students to practice pronunciation.
The document provides tips for improving motivation to learn English well. It recommends imagining yourself using English fluently in the future, remembering what you have already learned, and using English whenever possible by reading, watching shows, and talking to others about learning English. Regular practice in using English through these activities will help build motivation and improve language skills over time.
This document contains speaking test sheets for an intermediate level Spanish class. It provides tasks and prompts for student dialogues and monologues on various topics. The tasks involve comparing opinions, making plans, apologizing, asking for and offering help, and discussing rules and etiquette. Students are prompted to use modal verbs and hedging language in their roleplays. There are multiple models with different topic prompts for students to choose from.
This document compares and contrasts features of the Spanish and English languages. It discusses the origins of the languages, with Spanish originating from Latin and English having Germanic roots. The alphabets of the languages are examined, noting differences in vowels and additional letters in Spanish. Variations between formal and informal address are unique to Spanish. Word order and verb conjugations are also contrasted between the languages. The document concludes with a case study of an English language learner, Lola, and analyzes common errors that stem from influences from her native Spanish language.
This document compares and contrasts features of the Spanish and English languages. It discusses the origins of the languages, with Spanish being a Romance language and English being Germanic. Key differences discussed include vowels, additional letters in the Spanish alphabet, formal vs informal address, adjective placement, pronoun elimination in Spanish verbs, and typical word order. The document also provides a case study of an English language learner named Lola, analyzing errors that could be due to developmental factors or interference from her native Spanish language.
This document compares and contrasts features of the Spanish and English languages. It discusses the origins of the languages, with Spanish originating from Latin and English having Germanic roots. The alphabets of the two languages are examined, noting differences in vowels and additional letters in Spanish. Variations between formal and informal address are described as requiring different verb forms and pronouns in Spanish. Word order and pronoun elimination are also summarized. The document concludes with a case study of an English language learner named Lola, noting errors that could be attributed to developmental issues or interference from her native Spanish.
The document provides information on simple present, present continuous, and present perfect tenses in English. It discusses the forms, uses, and examples of each tense. For simple present, the uses include repeated actions, facts/generalizations, and scheduled events. For present continuous, the uses include actions happening now, longer actions in progress now, and planned future events. For present perfect, the uses include unspecified past events, duration from past to present, and experience.
Hi everyone! This PowerpointPresentation is produced by a student. This presentation includes some English topics for Grade 8 learners. Enjoy learning!
This document provides an overview of the objectives and content covered in the Phonetics 290B course. The first module focuses on the vocal features of stress, rhythm, and intonation. Students will practice and analyze how these features can change the meaning of words and sentences. They will also compare the use of these features between English and Spanish. The goal is for students to understand the importance of stress, rhythm, and intonation in acquiring good pronunciation in English.
This document provides an overview of the objectives and content covered in the Phonetics 290B course. The first module focuses on the vocal features of stress, rhythm, and intonation. Students will practice and analyze how these features can change the meaning of words and sentences. They will also compare the use of these features between English and Spanish. The goal is for students to understand the importance of stress, rhythm, and intonation in acquiring good pronunciation in English.
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INGLES SEMANA 13 presentacion fulll.pptx
1. Let’s protect our mental health
PROPOSITOS DE LA SESION: Leerás dos correos electrónicos en los
que dos adolescentes describen las actividades que les gustan realizar y aquellas
que odian hacer en sus ratos libres.
Identificarán el vocabulario y la estructura que se utilizan en inglés para expresar
esas actividades, finalmente, escribiras un correo electrónico en inglés sobre ti y
las actividades que te gustan y odias realizar en tu tiempo libre.
ENGLISH AT HOME LEVEL PRE A1
TOPIC :
ACTIVITY :
2. LET’S OBSERVE AND READ! OBSERVE: EXERCISE 1
Match the pictures with the correct action. Follow the
example:
3. LISTEN AND READ
Listen to and read Leo and Bania’s e-mails about the
activities they like doing in their free time.
8. PRACTISE: EXERCISE 1
Read the sentences, circle if the sentence is right or
wrong and correct the wrong ones. Follow the example:
Karina likes singing