1) The document provides guidance on using determiners like "some", "any", "much", "many", "few", "little" correctly. It explains that "some" is used for positive statements and "any" for negative statements or questions.
2) It discusses that "much" is used with singular uncountable nouns and "many" with plural countable nouns. It also explains that "few", "a few", and "the few" are used with plural countable nouns while "little", "a little", and "the little" are used with singular uncountable nouns.
3) The document engages students through dialogues between a teacher and
Ix determiners part 2_master file by manjeetavtardhillon
1. The document provides lesson material on the usage of determiners for English class 9. It discusses the correct usage of determiners like some, any, much, many, few, little, each, every, either and neither.
2. The material includes examples of determiners used in sentences, exercises for students to identify the right determiner, and a summary of the key points about different determiners.
3. It aims to help students understand and appreciate the need to learn about determiners and choose the correct determiner based on context like affirmative/negative sentences and singular/plural nouns.
1. The document outlines an English lesson plan about diphthongs.
2. The lesson introduces the diphthongs /ɔɪ/ and /ə/ to students and has them practice identifying, reading, spelling and writing words containing these diphthongs.
3. Students work in groups to list words with the target diphthongs and then the class practices pronouncing and completing words with the diphthongs.
This document provides directions for using a set of remedial reading drills to help children who are behind in reading. It describes how to introduce the phonic method to students, teach sound blending, and use the drills with techniques like grapho-vocal exercises. Teachers are advised to start with Drill 1, stress accuracy over speed, and supplement the drills with simple sentence and story reading once students have mastered certain sounds. The goal is to help students develop correct responses to written symbols and gain independent reading skills.
This document provides a detailed lesson plan on teaching paragraph writing to students. The objectives are for students to learn how to write well-structured paragraphs, identify the steps and terms of paragraph writing, organize their thoughts into paragraphs, and enjoy the process of writing. The lesson materials include worksheets, templates, and visual aids. The lesson proper involves motivating students with a scrambled paragraph activity, presenting the objectives and steps of paragraph writing, having students practice changing sentences between active and passive voice, and evaluating their understanding with exercises.
This unit focuses on talking about things students miss from their home country or hometown. It provides conversation starters and models for discussing experiences studying abroad. Students will learn phrases for expressing personal needs and things people commonly miss, like food, weather, friends and family. A conversation model demonstrates how unimportant words are often unstressed in natural English. Students then practice substituting parts of the model conversation.
Program Syllabus- Family and Friends STARTERKatelyn Jones
This syllabus outlines a beginner English program for children designed to build language skills through fun lessons. The program introduces vocabulary, grammar, phonics, math, science and art concepts. Lessons focus on topics like colors, shapes, classroom objects and getting ready for school. Students practice speaking, reading, writing and games. The material is organized weekly and meant to be repetitive to help students learn.
The document is a lesson plan for teaching prepositions to first year English students. It has the objectives of students being able to use correct prepositions in sentences and construct their own sentences with prepositions. It outlines using a video, presentation, examples, student practice, and assignment to teach common prepositions and have students use them correctly in their own sentences. It provides a list of prepositions for an assignment where students choose the right preposition to complete sample sentences.
The document outlines an agenda for a two-day writing seminar-workshop for teachers. It includes discussions on the writing process, reading and writing across curriculums, text structures and book selection. Activities are planned to get participants thinking about writing prompts and their roles in group work. Strategies for prewriting, revising and assessing student writing are also presented.
Ix determiners part 2_master file by manjeetavtardhillon
1. The document provides lesson material on the usage of determiners for English class 9. It discusses the correct usage of determiners like some, any, much, many, few, little, each, every, either and neither.
2. The material includes examples of determiners used in sentences, exercises for students to identify the right determiner, and a summary of the key points about different determiners.
3. It aims to help students understand and appreciate the need to learn about determiners and choose the correct determiner based on context like affirmative/negative sentences and singular/plural nouns.
1. The document outlines an English lesson plan about diphthongs.
2. The lesson introduces the diphthongs /ɔɪ/ and /ə/ to students and has them practice identifying, reading, spelling and writing words containing these diphthongs.
3. Students work in groups to list words with the target diphthongs and then the class practices pronouncing and completing words with the diphthongs.
This document provides directions for using a set of remedial reading drills to help children who are behind in reading. It describes how to introduce the phonic method to students, teach sound blending, and use the drills with techniques like grapho-vocal exercises. Teachers are advised to start with Drill 1, stress accuracy over speed, and supplement the drills with simple sentence and story reading once students have mastered certain sounds. The goal is to help students develop correct responses to written symbols and gain independent reading skills.
This document provides a detailed lesson plan on teaching paragraph writing to students. The objectives are for students to learn how to write well-structured paragraphs, identify the steps and terms of paragraph writing, organize their thoughts into paragraphs, and enjoy the process of writing. The lesson materials include worksheets, templates, and visual aids. The lesson proper involves motivating students with a scrambled paragraph activity, presenting the objectives and steps of paragraph writing, having students practice changing sentences between active and passive voice, and evaluating their understanding with exercises.
This unit focuses on talking about things students miss from their home country or hometown. It provides conversation starters and models for discussing experiences studying abroad. Students will learn phrases for expressing personal needs and things people commonly miss, like food, weather, friends and family. A conversation model demonstrates how unimportant words are often unstressed in natural English. Students then practice substituting parts of the model conversation.
Program Syllabus- Family and Friends STARTERKatelyn Jones
This syllabus outlines a beginner English program for children designed to build language skills through fun lessons. The program introduces vocabulary, grammar, phonics, math, science and art concepts. Lessons focus on topics like colors, shapes, classroom objects and getting ready for school. Students practice speaking, reading, writing and games. The material is organized weekly and meant to be repetitive to help students learn.
The document is a lesson plan for teaching prepositions to first year English students. It has the objectives of students being able to use correct prepositions in sentences and construct their own sentences with prepositions. It outlines using a video, presentation, examples, student practice, and assignment to teach common prepositions and have students use them correctly in their own sentences. It provides a list of prepositions for an assignment where students choose the right preposition to complete sample sentences.
The document outlines an agenda for a two-day writing seminar-workshop for teachers. It includes discussions on the writing process, reading and writing across curriculums, text structures and book selection. Activities are planned to get participants thinking about writing prompts and their roles in group work. Strategies for prewriting, revising and assessing student writing are also presented.
This document appears to be from an elementary English workbook. It contains a table of contents listing the various grammar, vocabulary, reading, writing, listening, and function sections contained in the workbook. The table of contents lists over 50 sections covering topics such as greetings, prepositions, family, rooms/furniture, food/drink, travel, health, and activities. It provides a high-level overview of the content and structure of the English language lessons in the workbook.
This document provides the lesson plan for an English class focusing on introducing kindergarten students to the letters A and B. The lesson plan outlines five periods covering vocabulary words starting with the target letters (Adam, apple, Baz, bird), songs and activities to teach letter sounds and formations, and exercises to practice writing and recognizing the letters. Key activities include using flashcards of characters and objects, listening to audio tracks, singing songs, tracing letters, and games to reinforce letter-sound association. The goal is for students to gain foundational skills in identifying, saying, and writing the letters A and a and B b by the end of the lessons.
This document outlines a lesson plan for a teacher. The ultimate objective is for students to be able to profile changes in human capabilities. Key functions, grammar, vocabulary, and skills are identified. The plan includes listening exercises to practice modal verbs like can, may, and could. It also covers prefixes used to form opposites. Students will research and write a report on an endangered animal. The lesson aims to develop students' language skills while learning about animal life expectancy.
The document provides guidelines for teaching academic English programs in Moscow schools. It outlines the curriculum used from 1st to 11th grade, which includes Cambridge English exams. Lessons are typically 45 minutes, twice a week. The guidelines describe the structure and components of effective lessons, including warm-ups, reviews, skills practice, and wrap-ups. Teacher observations focus on lesson structure, technique, classroom management, and organization.
C:\Documents And Settings\Nx7400\Desktop\Teaching English Through Englishyasine
This document discusses teaching English through oral activities and exercises. It provides examples of dialogues, games, drills and other speaking activities that target listening, speaking, reading and writing skills. Some key strategies include using pictures to elicit language, substitution drills, role plays and discussions. The goal is to help students practice English in a meaningful way that mimics real-world conversation.
The document is a workbook for teaching English to children in Chile. It contains 8 units covering topics like greetings, family, toys, colors, animals, school objects, parts of the body and clothes. Each unit provides vocabulary, songs, stories and activities to practice the new language. Illustrations and clear instructions help guide the students through the exercises.
This document provides the lesson plan for two English lessons on family members and ages. The first lesson introduces family vocabulary like father, mother, brother and sister through pictures, repetition and role plays. It focuses on the question "Who's this?" and answer format "It's my father." The second lesson reviews family members and introduces asking names with "What's his name?" and responding "His name is John Brown." Comprehension is checked through games and songs.
The document describes a case study conducted on a struggling second grade reader named Jacob over the summer of 2018. Observations and assessments showed that Jacob had difficulty with reading fluency, sight words, decoding multisyllabic words, and letter sounds for B and D. Various literacy interventions including repeated reading, word jars, bookmarks, and reader's theater helped Jacob improve specific reading skills.
This lesson plan is for an English Grade 9 class on determining the relevance of ideas presented in materials viewed. Students will view video clips about kindness and resiliency. They will determine if the ideas in the videos are relevant to the topics by considering questions like whether the materials have organization, central themes, and narrative structure. Students will then analyze another video about teens helping each other and answer questions to evaluate its relevance. Finally, they will write a short reflection connecting the lessons to their own lives and commitments.
This document provides a teacher's guide for an English language unit on communities. It includes 4 lessons with objectives, procedures, materials, and assessments for each lesson. The lessons focus on oral language skills, reading, writing, and learning about communities. Students will read stories, have discussions, and do activities about characters, settings, sentences, punctuation, vocabulary, and helping their own communities. The lessons aim to develop the students' English skills while teaching them about the importance of communities.
Spring has started and it is the perfect time of the year to think about how we want to change our lives. University students may decide to go and study abroad, high school students may want to volunteer during the summer break or even take a gap year to explore the world. In general, we all feel more willing to go out and meet new people now that the days are longer and sunnier. At Cambridge Assessment English we also feel optimistic and adventurous so we have designed some activities to practise all skills while learning about different options to expand your horizons. Happy teaching!
PPA. BUS ENG 2.- 2nd term. ef17. 31pp. IlovePDFEugenioFouz
The document provides study tips for students who feel they do not study properly. It begins by acknowledging that the student wants to improve their studying but may not be meeting their full potential or what is required to achieve their goals. It then lists the following tips:
1. Plan out as much of your studying schedule as possible in advance. Block out dedicated time slots for different subjects each week.
2. Study in time blocks of 50 minutes followed by short 5-10 minute breaks, as this has been shown to maximize focus and retention.
3. Find a distraction-free study space where you can fully concentrate. Minimize distractions from your phone, social media, and other devices during study sessions.
The document contains the daily schedule and lesson plans for Rowdown Primary School for the week beginning September 23rd. On Mondays, the morning consists of independent activities, phonics, and literacy focusing on storytelling. Numeracy focuses on addition. Afternoon activities include science on senses, handwriting practice, and free play stations. Similar schedules are provided for the rest of the week with lessons in literacy, numeracy, science, PE, PSHE and history.
This document appears to be notes from a French lesson about where people live.
The lesson objectives are to learn how to talk about where you live in French. It includes vocabulary for different places (e.g. city, village, countryside) and prepositions (e.g. near, at).
The document provides exercises for students to practice the new vocabulary, including matching places to images, writing sentences about where they live, and conversations with a partner. It assigns homework of learning vocabulary for an upcoming test.
Kobe Naden completed a self-evaluation for Term 4, 2012. He received an A for effort in most subjects including math, literacy, Spanish, and PE. His spelling score was 94% and reading age increased. In art and homework, he received a B for effort. For poutama, he enjoyed cooking but his rocket project failed. His favorite subject was PE and he was proud to make the semi-finals for his speech on Maori water rights. His goal for next term is to study hard in college and complete homework to a high standard.
The document provides instructions for teachers to lead classroom activities around a reading passage. It includes:
1. Having students work in pairs to ask and answer questions from a personality quiz, to see who is most honest.
2. Explaining grammar points around the second conditional and "I wish" constructions.
3. Having students match vocabulary words to definitions and test their partners' recall of meanings.
The lesson plan aims to teach students about cyber-English and how modern technology has changed communication. It will have students reflect on the type of English used in text messages and online chatting. The plan involves warming students up to the topic, introducing a text on cyber-English for students to analyze, having students practice writing messages using the new vocabulary and symbols, and providing feedback. The plan anticipates some challenges like vocabulary being unfamiliar and has solutions like writing questions on the board.
S-LV-C pattern and The New Dress Lesson planYen Bunsoy
Mabel attends a party hosted by Clarissa Dalloway and immediately feels insecure about her new dress. She worries that her dress is inappropriate and that others will mock her appearance. Mabel's insecurities and feelings of inferiority overwhelm her at the party. The lesson teaches students about constructing sentences using the subject-linking verb-complement (S-LV-C) pattern and discusses how insecurities can negatively impact one's life, as shown through Mabel's experience in the story.
This lesson plan summarizes a speaking lesson that will teach students how to have basic conversations in a pub setting. The 80-minute lesson includes warm-up activities to introduce the topic of pub conversations. Students will learn greetings, small talk phrases, vocabulary about alcohol, and have the opportunity to practice dialogues through role plays. The lesson concludes with a quiz and role play assessment to evaluate students' new conversation skills in a simulated pub environment.
The document discusses the proper usage of different types of determiners such as some/any, much/many, few/little, each/every, either/neither, and interrogatives like what/whose/which. It provides examples to illustrate the differences between similar determiners and when to use them correctly with countable vs. uncountable nouns in positive, negative, and interrogative sentences. The goal is to help students properly apply determiners in their writing by understanding the nuanced differences between options.
1. The document provides lesson material for teaching determiners in English to class 9 students. It includes stories, explanations, examples and exercises.
2. Key determiners are defined as words that signal the coming of a noun. They are categorized into articles, possessives, demonstratives, numericals, quantifiers, and interrogatives.
3. Examples are given to illustrate the different types of determiners and how they are used correctly with singular, plural and uncountable nouns.
4. The differences between determiners and adjectives are explained. Determiners always precede nouns while adjectives can follow or precede nouns.
5
This document appears to be from an elementary English workbook. It contains a table of contents listing the various grammar, vocabulary, reading, writing, listening, and function sections contained in the workbook. The table of contents lists over 50 sections covering topics such as greetings, prepositions, family, rooms/furniture, food/drink, travel, health, and activities. It provides a high-level overview of the content and structure of the English language lessons in the workbook.
This document provides the lesson plan for an English class focusing on introducing kindergarten students to the letters A and B. The lesson plan outlines five periods covering vocabulary words starting with the target letters (Adam, apple, Baz, bird), songs and activities to teach letter sounds and formations, and exercises to practice writing and recognizing the letters. Key activities include using flashcards of characters and objects, listening to audio tracks, singing songs, tracing letters, and games to reinforce letter-sound association. The goal is for students to gain foundational skills in identifying, saying, and writing the letters A and a and B b by the end of the lessons.
This document outlines a lesson plan for a teacher. The ultimate objective is for students to be able to profile changes in human capabilities. Key functions, grammar, vocabulary, and skills are identified. The plan includes listening exercises to practice modal verbs like can, may, and could. It also covers prefixes used to form opposites. Students will research and write a report on an endangered animal. The lesson aims to develop students' language skills while learning about animal life expectancy.
The document provides guidelines for teaching academic English programs in Moscow schools. It outlines the curriculum used from 1st to 11th grade, which includes Cambridge English exams. Lessons are typically 45 minutes, twice a week. The guidelines describe the structure and components of effective lessons, including warm-ups, reviews, skills practice, and wrap-ups. Teacher observations focus on lesson structure, technique, classroom management, and organization.
C:\Documents And Settings\Nx7400\Desktop\Teaching English Through Englishyasine
This document discusses teaching English through oral activities and exercises. It provides examples of dialogues, games, drills and other speaking activities that target listening, speaking, reading and writing skills. Some key strategies include using pictures to elicit language, substitution drills, role plays and discussions. The goal is to help students practice English in a meaningful way that mimics real-world conversation.
The document is a workbook for teaching English to children in Chile. It contains 8 units covering topics like greetings, family, toys, colors, animals, school objects, parts of the body and clothes. Each unit provides vocabulary, songs, stories and activities to practice the new language. Illustrations and clear instructions help guide the students through the exercises.
This document provides the lesson plan for two English lessons on family members and ages. The first lesson introduces family vocabulary like father, mother, brother and sister through pictures, repetition and role plays. It focuses on the question "Who's this?" and answer format "It's my father." The second lesson reviews family members and introduces asking names with "What's his name?" and responding "His name is John Brown." Comprehension is checked through games and songs.
The document describes a case study conducted on a struggling second grade reader named Jacob over the summer of 2018. Observations and assessments showed that Jacob had difficulty with reading fluency, sight words, decoding multisyllabic words, and letter sounds for B and D. Various literacy interventions including repeated reading, word jars, bookmarks, and reader's theater helped Jacob improve specific reading skills.
This lesson plan is for an English Grade 9 class on determining the relevance of ideas presented in materials viewed. Students will view video clips about kindness and resiliency. They will determine if the ideas in the videos are relevant to the topics by considering questions like whether the materials have organization, central themes, and narrative structure. Students will then analyze another video about teens helping each other and answer questions to evaluate its relevance. Finally, they will write a short reflection connecting the lessons to their own lives and commitments.
This document provides a teacher's guide for an English language unit on communities. It includes 4 lessons with objectives, procedures, materials, and assessments for each lesson. The lessons focus on oral language skills, reading, writing, and learning about communities. Students will read stories, have discussions, and do activities about characters, settings, sentences, punctuation, vocabulary, and helping their own communities. The lessons aim to develop the students' English skills while teaching them about the importance of communities.
Spring has started and it is the perfect time of the year to think about how we want to change our lives. University students may decide to go and study abroad, high school students may want to volunteer during the summer break or even take a gap year to explore the world. In general, we all feel more willing to go out and meet new people now that the days are longer and sunnier. At Cambridge Assessment English we also feel optimistic and adventurous so we have designed some activities to practise all skills while learning about different options to expand your horizons. Happy teaching!
PPA. BUS ENG 2.- 2nd term. ef17. 31pp. IlovePDFEugenioFouz
The document provides study tips for students who feel they do not study properly. It begins by acknowledging that the student wants to improve their studying but may not be meeting their full potential or what is required to achieve their goals. It then lists the following tips:
1. Plan out as much of your studying schedule as possible in advance. Block out dedicated time slots for different subjects each week.
2. Study in time blocks of 50 minutes followed by short 5-10 minute breaks, as this has been shown to maximize focus and retention.
3. Find a distraction-free study space where you can fully concentrate. Minimize distractions from your phone, social media, and other devices during study sessions.
The document contains the daily schedule and lesson plans for Rowdown Primary School for the week beginning September 23rd. On Mondays, the morning consists of independent activities, phonics, and literacy focusing on storytelling. Numeracy focuses on addition. Afternoon activities include science on senses, handwriting practice, and free play stations. Similar schedules are provided for the rest of the week with lessons in literacy, numeracy, science, PE, PSHE and history.
This document appears to be notes from a French lesson about where people live.
The lesson objectives are to learn how to talk about where you live in French. It includes vocabulary for different places (e.g. city, village, countryside) and prepositions (e.g. near, at).
The document provides exercises for students to practice the new vocabulary, including matching places to images, writing sentences about where they live, and conversations with a partner. It assigns homework of learning vocabulary for an upcoming test.
Kobe Naden completed a self-evaluation for Term 4, 2012. He received an A for effort in most subjects including math, literacy, Spanish, and PE. His spelling score was 94% and reading age increased. In art and homework, he received a B for effort. For poutama, he enjoyed cooking but his rocket project failed. His favorite subject was PE and he was proud to make the semi-finals for his speech on Maori water rights. His goal for next term is to study hard in college and complete homework to a high standard.
The document provides instructions for teachers to lead classroom activities around a reading passage. It includes:
1. Having students work in pairs to ask and answer questions from a personality quiz, to see who is most honest.
2. Explaining grammar points around the second conditional and "I wish" constructions.
3. Having students match vocabulary words to definitions and test their partners' recall of meanings.
The lesson plan aims to teach students about cyber-English and how modern technology has changed communication. It will have students reflect on the type of English used in text messages and online chatting. The plan involves warming students up to the topic, introducing a text on cyber-English for students to analyze, having students practice writing messages using the new vocabulary and symbols, and providing feedback. The plan anticipates some challenges like vocabulary being unfamiliar and has solutions like writing questions on the board.
S-LV-C pattern and The New Dress Lesson planYen Bunsoy
Mabel attends a party hosted by Clarissa Dalloway and immediately feels insecure about her new dress. She worries that her dress is inappropriate and that others will mock her appearance. Mabel's insecurities and feelings of inferiority overwhelm her at the party. The lesson teaches students about constructing sentences using the subject-linking verb-complement (S-LV-C) pattern and discusses how insecurities can negatively impact one's life, as shown through Mabel's experience in the story.
This lesson plan summarizes a speaking lesson that will teach students how to have basic conversations in a pub setting. The 80-minute lesson includes warm-up activities to introduce the topic of pub conversations. Students will learn greetings, small talk phrases, vocabulary about alcohol, and have the opportunity to practice dialogues through role plays. The lesson concludes with a quiz and role play assessment to evaluate students' new conversation skills in a simulated pub environment.
The document discusses the proper usage of different types of determiners such as some/any, much/many, few/little, each/every, either/neither, and interrogatives like what/whose/which. It provides examples to illustrate the differences between similar determiners and when to use them correctly with countable vs. uncountable nouns in positive, negative, and interrogative sentences. The goal is to help students properly apply determiners in their writing by understanding the nuanced differences between options.
1. The document provides lesson material for teaching determiners in English to class 9 students. It includes stories, explanations, examples and exercises.
2. Key determiners are defined as words that signal the coming of a noun. They are categorized into articles, possessives, demonstratives, numericals, quantifiers, and interrogatives.
3. Examples are given to illustrate the different types of determiners and how they are used correctly with singular, plural and uncountable nouns.
4. The differences between determiners and adjectives are explained. Determiners always precede nouns while adjectives can follow or precede nouns.
5
The document outlines an English lesson for class 9 on determiners, beginning with an example story told with incorrect grammar to highlight the importance of determiners. It then defines determiners as words that give position to nouns and categorizes the six types of determiners. The lesson concludes by differentiating determiners from adjectives.
This document contains a daily lesson plan for an English class at the University of St. La Salle for Grade VII. The lesson plan aims to teach students about the four types of sentences according to their purpose: declarative, interrogative, imperative, and exclamatory. A variety of activities are outlined, including group work to construct different sentence types based on pictures and a short quiz to test understanding. The lesson concludes with an activity where students write a short story using at least four sentence types.
The document discusses determiners, which are words that modify nouns and indicate things like quantity, number, possession, and location. It provides examples of different types of determiners including articles (a, an, the), demonstratives (this, that), possessives (my, your), numerals (one, two), and indefinite determiners (some, any, few). It explains the usage of common determiners like a, an, the, this, that, some, any, all, both, each, every, either and neither. Exercises are included to reinforce understanding of determiner usage.
The document provides a schedule of times for various activities:
- Before 6:00 a.m.
- Between 6:00 a.m. and 7:00 a.m.
- Between 7:00 a.m. and 8:00 a.m.
- Between 8:00 a.m. and 9:00 a.m.
- After 9:00 a.m.
This PowerPoint presentation covers various topics related to vocabulary, grammar, listening, reading, and exercises about house and home furniture vocabulary. By the end of the presentation, learners will be able to widen their vocabulary about houses and home furniture, express existence and non-existence, and use English demonstrative adjectives appropriately. The presentation includes exercises where learners click on rooms and objects in a house to learn their names, complete sentences using house vocabulary, write positive, negative and interrogative sentences describing a room, and answer questions about Bill Gates' house based on a description. It also covers uses of "this", "that", "these" and "those" as demonstrative adjectives and includes exercises using weather
This document contains information about an English language textbook for 10th grade students in Ukraine. It was published in 2018 by Navchalna Knyha-Bohdan.
The textbook was written by M.O. Kuchma and I.P. Zadorozhna. It is 192 pages with illustrations. The textbook covers topics such as cities in the UK and Ukraine, famous people, music, school life, libraries, and media. It aims to help students improve their English grammar and vocabulary.
The authors welcome students to their sixth year of English and encourage them to continue enthusiastically learning about one of the most popular languages in the world.
1) The document outlines 10 speaking activities for an English language classroom including discussions, role plays, guessing games, and tongue twisters.
2) It also includes instructions for completing the activities in groups or pairs and evaluating student performance based on accuracy or fluency.
3) Resources for additional activities and rubrics for assessment are provided.
1) The document outlines 10 speaking activities for an English language classroom including discussions, role plays, guessing games, and tongue twisters.
2) It also provides examples of accuracy-focused and fluency-focused classroom speaking activities as well as websites with additional resources like discussions questions, crossword puzzles, and rubrics for evaluating student speaking.
3) The activities aim to integrate skills like reading, writing, and listening while practicing grammar, vocabulary, and pronunciation.
Intermediate level grammar review day 2annaflorence
This document provides an overview of several English grammar topics including:
- Prepositions of time such as "in", "on", "at"
- Using gerunds (-ing form) and infinitives after certain verbs
- Forming the present simple tense
- Using modal verbs like "can", "should", and "may"
- Distinguishing between the future tenses with "will" and "going to"
- Comparatives and superlatives
- Expressing time frames
Intermediate level grammar review day 2annaflorence
This document provides a summary of key grammar points taught in an intermediate English grammar review class. It covers the use of prepositions like "in", "on", and "at" to indicate time; gerunds and infinitives after verbs; the present simple tense; modal verbs like "can", "should", and "may"; the future tenses with "going to" and "will"; nouns for countries, languages and nationalities; countable and uncountable nouns; and comparatives and superlatives. Examples are provided to illustrate the proper use of each grammar structure.
This document appears to be a textbook for 10th grade English language learners in Ukraine. It includes:
- An introduction from the authors welcoming students to their 6th year of English and outlining what they will learn, including about cities and famous people in the UK and Ukraine.
- Sections on autobiography, cinema and theatre, and literature, including exercises for students to practice their English skills in these topic areas.
- Pictures and diagrams to accompany the lessons.
- The textbook is intended to help students expand their English vocabulary and grammar knowledge over the course of the school year.
This document discusses nouns and determiners. It explains that nouns can be countable or uncountable. Countable nouns can be singular or plural, while uncountable nouns only have one form. It also discusses the different types of determiners including articles, demonstratives, possessives, quantifiers and how they are used with nouns. Determiners modify nouns and indicate reference. The document provides examples of countable and uncountable nouns as well as the different types of determiners and their usage.
This document provides information about a lesson on the present simple tense, including:
1. Instructions for students on how to prepare for the online class such as finding materials, checking their technology, and uploading a photo.
2. An overview of the lesson objectives which is to review and practice using the present simple tense in affirmative, negative, and interrogative forms.
3. Examples of sentences using the present simple tense about a teacher and her daily activities that students will analyze to identify facts, routines, and timetables.
The document provides an educational script for a lesson on pronouns in English for 9th grade students. It begins with a dialogue between a boy named Sunny and his mother where he struggles to use pronouns correctly in place of repeating his own name. It then outlines learning objectives for the lesson, which are to define nouns and pronouns, identify examples of each, and correctly use pronouns based on number, gender, and person. The rest of the script acts out scenarios and examples to teach these concepts, including different types of pronouns like personal pronouns for the 1st, 2nd, and 3rd person. It emphasizes the importance of pronouns agreeing in number with the nou
- More people speak English as a second language than as a first language, with over 2 billion non-native speakers compared to around 350 million native speakers. This number is predicted to rise to over 3.5 billion people, or half the world's population, speaking English within 5 years.
- English has become the dominant language for international business, academia, science, technology and tourism due to its role in providing employment opportunities around the world.
- The way English is learned and used is changing as it spreads globally. Countries like South Korea are establishing immersion schools where students live in an English-only environment. As more people learn English, the language is evolving as speakers change it to suit their own needs
The article discusses the relationship between testing and creativity in schools. It argues that exams are testing students too early and that this discourages creativity and original thinking. While exams are meant to evaluate students' abilities, they may not be the best way to do so and some talented children could be going unnoticed. The writer believes schools should focus less on exams and more on developing students' natural talents.
Activities grouped by type. Perfect for teacher training or ideas for the classroom. Get here - http://eflclassroom.com/store/products/listening-activities/
Eng xii transformation of sentences part 2 master_129avtardhillon
Here are the completed compound sentences with coordinating conjunctions:
1. My dog likes to eat grass, even though she's not allowed to eat grass inside.
2. The dog likes to play fetch, while the cat likes to roll in the grass.
3. Samuel seldom thinks for himself, so he is always not presentable in his appearance.
4. My mother follows her horoscope, but my father does not follow horoscopes.
5. The media often exaggerates events and promote sales. The teacher is not always right, nor is she perfect.
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Eng xii transformation of sentences part i_128 master frozenavtardhillon
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Xii transformation of sentences part 2 129-revisedavtardhillon
Here are the responses with added independent clauses:
1. I finished my homework, and __I went outside to play__.
2. The dog barked loudly, but __the owner did not hear it__.
3. We went to the beach, or __we could have gone to the park__.
4. I ate an apple, so __I was not hungry for lunch__.
5. She studied all night, nor __did she get enough sleep__.
ANCHOR
Very good students.
You have done it correctly.
Now let us do one more exercise.
VO WITH TEXT ON SCREEN
EXERCISE 2
Identify the type of each sentence - simple,
The document summarizes Ted's story of wanting to go to the moon. As a child, Ted dreamed of seeing the stars from the moon. As an adult, Ted excelled in his studies of astronomy but was rejected from a position on the moon due to a heart condition. Despite this, Ted was determined to find a way to the moon. He discovered an old space suit and began hatching a plan to launch himself to the moon in a homemade rocket.
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Eng xii essay writting ii_125_16.11.09avtardhillon
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1. PES/ENG/IX/019
Note- File for Final Evaluation
A PUNJAB EDUSAT SOCIETY PRODUCTION
SUBJECT- ENGLISH
CLASS- IX
TOPIC: DETERMINERS-USAGE-II
MM1:
(An answer sheet is shown where a student’s answer to a question is shown. The question
paper may be shown on the top in the form of a printed paper with the question written. The
answer sheet could be shown as a handwritten paper written with a blue ink pen) Reference
images I and II given.
Answer:
Ques.Write The hotter month of
a short summers is May. An
paragraph temperature varies from
on ‘Summer 40-50 degree Celsius in it.
Season’ People prefer things like
ice cream, lemonade etc.
than coffee to beat a heat.
Only a little of them like
IMAGE I
to go out in the scorching
heat. The schools are
closed for a vacation of
nearly 2 months and
IMAGE II
ANCHOR: 1
Hello Children! Welcome back to the IInd. Part on the usage of ‘Determiners’ .Let us know what Babli
wrote for her paragraph on ‘Summer Season’.
VO with the text on screen, as shown in the above images.
QUESTION: Write a short paragraph on ‘ Summer Season’
ANSWER:
(A girl, called Babli, answers as below)
1
2. PES/ENG/IX/019
The hotter month of summers is May. An temperature varies from 40-50 degree Celsius in it. People
prefer things like ice cream, lemonade etc. than coffee to beat a heat. Only a little of them like to go out
in the scorching heat. The schools are closed for a vacation of nearly 2 months and both children enjoy
playing in her homes. Since there is many heat outside much parents don’t allow their to go out. I love
summers as I get to visit new places in the vacations, enjoy swimming and eat ice creams and pastries.
MM-1
(A dialogue between the teacher, Mrs. Puri, and the student, Babli, in a classroom environment,
as in Episode 1.to maintain a continuity.The dialogues to be shown in bubbles.)
Mrs. Puri: Babli, have you seen your English answer sheet? You have made a number of mistakes.
“An temperature”, “The hotter month of summers”, “beat a heat” – that is all incorrect.
Babli: Madam, I am sorry. Last week, you told us what determiners are- I learnt everything you told
us- much, more, little are determiners. But I still cannot use them correctly. Can you please explain how
to use such words?
Mrs. Puri: I am glad you have realised where you are going wrong. I will be happy to help you out my
dear. But let us first quickly recall what we learnt in our last class for the benefit of all of us.
VO with text on screen: (show one major point on one screen. Pause for 2-3 seconds before
going to the next point. The following 2 points should be shown on2different screens)
• Determiners are words 1` which signal the coming of a’ noun’ in a sentence.
• They can be categorized into 6 categories:
Articles – a, an, the
Possessives – my, her, their, etc.
Demonstratives- this, that, etc.
Numericals and Number expressions – few, several, lots of, one, two, every, each, etc
Quantifiers- much, some, no, etc.
Interrogatives or ‘wh ‘ words - what, where, etc.
ANCHOR- 2:
You just saw how Babli was able to recall everything her teacher had taught on Determiners. Yet, the
child made mistakes. Simply knowing about determiners and their different types, is just not enough.
We need to understand their correct usage too. This is what our current module is all about. Here, have
a look at what’s in store for today.
LEARNING OBJECTIVES
After this session, you will be able to
• Appreciate the need for learning usage of determiners
• Choose the correct alternative between similar meaning determiners such as
2
3. PES/ENG/IX/019
Much, Many
Few, A Few ,the few, Little,a little, the little
Each, Every All
Either, Neither
What, Whose and Which
SUPER 1
USING DETERMINERS
Voice over with text on screen: (Please show each point eg. i,ii, etc on different screens)
VERY IMPORTANT- Pls use different colour for each set of determiners marked A, B, C, etc. Part
A (Some, Any) – Use Red. Part B (Few, a Few, Little)- Use Blue, etc There are SIX parts in all-
from A to F.
• ‘Some’ and ‘Any’(Show animated sentences)
MM 2.
-Each pair of sentence is to be animated for the correct sentence, marked with a tick.
• ‘Some’ means a small number and is followed by an uncountable singular Noun, or a
plural countable Noun (normally in place of ‘a few.’)
• Mostly, ’Some’ is always used in an affirmative or positive sentence.
Eg: He has got some flowers (Show a tick mark) Ref.IMAGE I
He has got any flowers (Show a cross)
Ref. IMAGE II
He will get some coffee for you if you want.(Show a tick mark)
He will get any coffee for you if you want. (Show a cross)
3
4. PES/ENG/IX/019
There are some children in the room.(Show a tick mark)
There are any children in the room.(Show a cross.) Ref. IMAGE-III
• ‘Any’ is used in a negative statement, or question. I haven’t got
Eg: I haven’t got any book. (Show a tick mark) any book!!!
I have got any book. (Show a cross)
Hasn’t she got any pets?. (Show a tick mark) Ref. IMAGE IV
Ref. IMAGEV.
She hasn’t got some pets?. (Show a cross)
• ‘Any’ can also be used with negative adverbs.
Eg: They scarcely go to any program.(referring to ‘scarcely’ , the negative adverb.)
• He is hardly able to complete any work on time.(referring to ‘hardly’, the negative
adverb.)
• ‘Any’ is also used after ‘if’ or ‘whether’ and expressions of doubt.
4
5. PES/ENG/IX/019
Eg: If you find any material, please tell me.
Whether today or tomorrow, any day suits me.
• Either ‘some’ or ‘any’ can be used with simple questions.
Eg: Have you got some water?
Have you got any water?
• ‘some’ can also be used before a noun to indicate a considerable amount.
Eg: This is really some help from the staff.
MM 3:
Babli , the girl and Mrs. Puri the Teacher seen Talking. Lip movement with dialogues in
bubbles.
Babli: fJ; B/ ;kohnk rZbK B/ ;gZFN eo fdZsk j?. w? jw/Fk jh fJj efjzdh ;h fe “I am going out to play
anything with my friends. go j[D w?~ ;wM nk frnk j? fe w?I rbs ;h w?~ efjDk ukjhdk ;h fe “I am going out
to play some thing with my friends!”
Mrs.Puri: fpbe[b mhe my dear child! fJE/ n;hI SOME ns/ ANY pko/ Quiz eoKr/. Let’s see how many of
these you can get right!
VOICE OVER WITH TEXT ON SCREEN:
(Show one question with a blank and then fill in the blank with the answer after 2 seconds)
Fill up the blanks using some or any.
• Have you _______ idea where I kept my glasses? (Ans- any)
• You can come and visit me ____ time. You are always welcome. (Ans. any)
• Can I borrow ____________ milk, please? I had __________ left in my kitchen but I
want more. (Ans. some, some)
ANCHOR 3:
Children, I am sure now you have clarity regarding the use of ‘some’ and ‘any’. Let us shift our focus
to some other types of determiners, especially the ones that talk about numbers. Like each, every,
either ,neither , much, many. It’s interesting actually. I have many ideas, no, much ideas, no, all ideas,
oh what the heck! I guess I am going to come and sit with you and learn myself!
Voice over with text on screen Please insert colourful animated images wherever possible)
• .Much and Many
• Much is used before singular uncountable nouns to denote quantity.
Eg: I haven’t got much money.
She hasn’t got much time.
• Many is used before plural countable nouns to denote number.
Eg: She hasn’t got many dresses now.
I haven’t received many entries for the competition.
5
6. PES/ENG/IX/019
i. Much and many are usually used in negative and interrogative sentences.
Eg: There aren’t many boys in my group.
How many people were there in the hotel?
• Few, A Few, Little,a little, the little
• ‘Few’ denotes number. Plural countable nouns are used with’ few’, ‘a few’ and ‘the
few.’
Eg. Few people are always late.
Few animals can’t run fast.
They came to the party only for a few minutes
The basket had a few apples.
They sold the few eggs in the basket.
They took the few cards that were left.
• ‘Little’ denotes quantity, so singular uncountable nouns are used with ‘little’, ‘a little’
and ‘the little’.
Eg.. He has little money.
Put very little sugar.
Can I ask for a little favour from you?
The child needed a little attention in the class.
I have spent the little money that I had.
The beggar took the little rice that Bobby gave. ns/ fJE/ fJZe rZb j'o :kd oZyD tkbh j?
fe little negative sense oZydk j?.
• Each and Every
• Each is used for everyone out of a known number of a group of people or objects.
Eg: Each of the members in the meeting had a different point of view.
Each pencil in the box is sharpened.
• ‘Every’ is used for everyone out of an unknown number of a group people or things.
Eg: Every small shop in this area sells junk food.
Every person in this office is well- qualified.
• Either and Neither
• Either means one of the two objects, places or persons while neither means ‘not
one nor the other of the two’.
• Either and neither are used only in the case of two objects ,persons or places.
Eg: You can take either of the two books.
Neither of the dresses suits me.
6
7. PES/ENG/IX/019
• Interrogatives or’ Wh’ words.
What, whose, which can also be used as determiners while asking general questions.
Eg. Whose book is this?
What shape is this box?
Which kof the dresses have you tried from these?
ANCHOR:4
So we saw the usage of various determiners in different situations. By now I hope you all will be able to
solve any problem given to you. But before some brain storming, let’s have a quick revision of what we
have learnt today.
SUPER 2:
SUMMARY
• ‘Some’ is used with affirmative sentences while any is used with negative sentences.
• .’Much’ is used before single uncountable nouns while ‘many’ is used before plural countable
nouns.
• Plural countable nouns are used with ‘few’ while singular uncountable nouns are used with
‘little’.
• Both ‘little’ and ‘few’ are used in negative sense.
• ‘Each’ and ‘every’ both are used for two or more people or things or places.
• ‘Either’ means ‘one’ of the two while ‘neither’ means ‘none’ of the two. They are used only in
the case of two objects, persons, or places.
• Interrogatives’ or ‘wh’ words like’ what’, ‘which’ etc. can also be used as determiners, while
asking questions.
SUPER 3
EXERCISE
VO with Text on screen
QUES. Choose the right alternative.( Show the correct answer after 1 second and let it fill up
the blank space)
• How ____________ hours do you work?
i. Much
ii. Many (correct because ’hours’ is a countable noun.)
• She had different nail paint on __________ finger.
iii. Each (correct because ‘fingers’ is a known number of a group)
7
8. PES/ENG/IX/019
iv. Every
• Each of us ________ to wear uniform to school.
v. Has (correct because ‘has’ is used with a singular number ,’Each’, which means
one.
vi. Have
• d .Very___ __dogs could run fast.
i little
ii few (correct because ’few’ is used with ‘countable nouns ‘and here the noun ,’dogs’ is
countable.)
• Every girl ________ to look pretty.
1 want
Ii wants (correct because we add an ‘s’ to the verb when it is used for a singular
noun or a pronoun.)
ANCHOR 5
QUES. Choose the correct possessive determiners in the following letter Raji wrote for her
friend. Possessive determiners are words like his, her, their, our, it’s, my, your, etc.
Text on screen , to freeze for one minute so that the studentscan copy and fill in the blanks.
23, Rouse Avenue,
New Delhi.
1.06.09
Dear Savita,
Hi! Since------holidays will be over very soon,it would be good if we take------books and go to the Public
Library.-----been long since we went there.--------books are very good. How is -----mother? I remember
-----pet dog.-------hair is so fluffy.--------My sister is doing well now. Hope to meet you soon
.
Thanks,
------ Friend ,Rajji.
QUES. Which determiner completes the sentence: "some" or "any"? (Remember ‘some’ for
positive sentences and ‘any’ for negative sentences.)
8
9. PES/ENG/IX/019
Vicky has candles.
Katrina doesn't have money.
Sarika will give us information.
There is milk in the fridge.
There isn't bread at home.
There aren't boys in my family.
Bose won't give me help.
Arti shouldn't eat chocolates.
Shubham must do homework tonight.
My brother can't speak Chinese.
My sister can speak Spanish.
I can't speak Chinese or Spanish.
I must study second languages.
Dheera isn't smarter than Arun.
Anahita should eat fresh fruit.
THANK YOU.
9