The document provides examples of reported speech, where direct statements are rewritten as indirect speech by using reporting verbs like "say" and changing pronouns and tenses appropriately. For each direct statement, it asks what is being said and provides the corresponding reported version, teaching the rules of moving between direct and indirect speech.
The Tasmanian Monster is hungry and encounters various fruits that introduce themselves, including an apple, banana, orange, cherry, grape, and another fruit pleading not to be eaten. The fruits encourage the Tasmanian Monster to say their names so it can eat them.
The document provides examples of reported speech, where direct statements are rewritten as indirect speech by using reporting verbs like "say" and changing pronouns and tenses appropriately. For each direct statement, it asks what is being said and provides the corresponding reported version, teaching the rules of moving between direct and indirect speech.
The Tasmanian Monster is hungry and encounters various fruits that introduce themselves, including an apple, banana, orange, cherry, grape, and another fruit pleading not to be eaten. The fruits encourage the Tasmanian Monster to say their names so it can eat them.
The document discusses the different types of multiple intelligences:
1. Visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, and intrapersonal.
2. Each type of intelligence is defined along with examples of possible career paths that suit each intelligence.
3. Visual/spatial involves visual perception and thinking in pictures. Verbal/linguistic involves language and words. Logical/mathematical uses logic and numbers. Bodily/kinesthetic controls body movement and skills. Musical/rhythmic produces and appreciates music. Interpersonal relates and understands others. Intrapersonal recognizes
This document discusses the nature of friendship. It provides several quotes that define friendship, such as friends taking care of each other and being like a single soul in two bodies. The document also lists ways to be a good friend, including listening, not putting each other down, understanding each other's feelings, helping solve problems, giving compliments, respecting each other, and caring about each other. It emphasizes that to have good friends, one must also be a good friend themselves.
The document discusses the use of "should" and "shouldn't" to provide advice or recommendations. "Should" is used to suggest what someone ought to do, like "You should drink milk at breakfast." "Shouldn't" is used to suggest what someone ought not to do, like "You shouldn't go out, the weather is too cold." Examples are provided of using should/shouldn't in positive and negative sentences, questions, and sample dialogues providing recommendations.
The document discusses multiple types of intelligence as described by different students. Caroline likes to move around when studying and learns best kinesthetically. Paula enjoys drawing, designing clothes, and learning from visual aids. Robert cares about relationships and learns best interpersonally. George prefers studying alone and learns best intrapersonally. Steven is good at math and learns best mathematically. Samanta is talented at piano and learns best musically. David remembers things best when reading.
The document lists the capital cities of several countries. The capital of Spain is Madrid, the capital of Bulgaria is Sofia, the capital of England is London, the capital of Turkey is Ankara, the capital of Germany is Berlin, the capital of Japan is Tokyo, the capital of Italy is Rome, and the capital of Norway is Oslo. The document was prepared by Alperen Topcu, Berkay Keleş, and Mehmet Eryılmaz and sources various country flag websites.
The document provides directions from the speaker's current location to various places around town. When asked how to get to the school, the speaker responds to walk straight and then turn right. When asked where the library is located, the speaker says to walk straight and then turn right. When asked if there is a museum nearby, the speaker responds to walk straight, go straight again, and then you will be opposite the museum.
The document discusses the use of "too" and "enough" in English. It provides examples of how "too" is used with adjectives or adverbs to indicate something is beyond a limit, such as "too young". It also explains how "enough" is used with adjectives or nouns to indicate sufficiency, like "hot enough". The document contains exercises for learners to practice using "too" and "enough" in different contexts.
At a dinner in Columbus' honor, some Spanish gentlemen mocked his discoveries, claiming anyone could sail across the ocean and explore islands. To prove them wrong, Columbus had each man try to balance an egg on its end without success. He then gently cracked the egg slightly and easily balanced it, telling the men discovering new lands was simple once you knew how, just as balancing the egg was once the trick was revealed.
The document discusses the passive voice and provides examples of sentences written in both the active and passive voice. It begins by listing the basic tenses (present simple, present continuous, past simple, etc.) in active forms and their equivalent passive forms. It then provides sentences in the active voice and rewrites them in the passive voice. Finally, it poses additional sentences and asks the reader to rewrite them in the passive voice.
The document provides examples of common social expressions used for greetings, goodbyes, apologies, and small talk in daily conversations. It also gives examples of expressions used to ask and respond to questions about plans, activities, opinions and feelings. Finally, it lists expressions used with "so" and "such" to emphasize opinions, quantities, or experiences.
This person wakes up at 6am, gets ready and has breakfast by 7am. They take the bus to school, have lunch at noon, study English, eat dinner at 6pm and watch TV before sleeping.
This document provides information about regions and geographical features in Turkey. It mentions that Izmir is located in the Aegean Region, Ankara is in the Central Anatolia Region, and Istanbul is in the Marmara Region. Key geographical features of each region are also listed, including Mount Erciyes, Lake Van, and the Kizilirmak River.
The document describes the work of a Czech school team on their astronomy project. Their project involved measuring the sun's height above the horizon, taking photos of sunrises and sunsets, observing the moon's phases and a lunar eclipse, visiting a regional observatory, creating a project website, studying space objects and mythology, old calendars, and presenting their project in their community and internationally. They found success with their astronomy outreach work, being named one of the top 100 Czech schools of 2007.
The document provides an overview of Turkish mythology and history. It discusses how the Turks originated in Central Asia and established 16 great empires spanning Europe, Asia and North Africa by 1000 AD. It then summarizes some of the major empires founded by Turks. The document also discusses elements of Turkish mythology like the Book of Dede Korkut epic of the Oghuz Turks, as well as Turkish beliefs involving the moon, stars and sky.
This document describes an educational partnership between Fatih College in Turkey and four schools in other countries called "Under the Same Sky". The partnership focuses on intercultural dialogue and subjects like foreign languages, astronomy, space, and geography. It lists the participating schools and countries and details the five meetings that have taken place between 2007-2009 in Spain, Turkey, the Czech Republic, and Bulgaria.
The document discusses the different types of multiple intelligences:
1. Visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, and intrapersonal.
2. Each type of intelligence is defined along with examples of possible career paths that suit each intelligence.
3. Visual/spatial involves visual perception and thinking in pictures. Verbal/linguistic involves language and words. Logical/mathematical uses logic and numbers. Bodily/kinesthetic controls body movement and skills. Musical/rhythmic produces and appreciates music. Interpersonal relates and understands others. Intrapersonal recognizes
This document discusses the nature of friendship. It provides several quotes that define friendship, such as friends taking care of each other and being like a single soul in two bodies. The document also lists ways to be a good friend, including listening, not putting each other down, understanding each other's feelings, helping solve problems, giving compliments, respecting each other, and caring about each other. It emphasizes that to have good friends, one must also be a good friend themselves.
The document discusses the use of "should" and "shouldn't" to provide advice or recommendations. "Should" is used to suggest what someone ought to do, like "You should drink milk at breakfast." "Shouldn't" is used to suggest what someone ought not to do, like "You shouldn't go out, the weather is too cold." Examples are provided of using should/shouldn't in positive and negative sentences, questions, and sample dialogues providing recommendations.
The document discusses multiple types of intelligence as described by different students. Caroline likes to move around when studying and learns best kinesthetically. Paula enjoys drawing, designing clothes, and learning from visual aids. Robert cares about relationships and learns best interpersonally. George prefers studying alone and learns best intrapersonally. Steven is good at math and learns best mathematically. Samanta is talented at piano and learns best musically. David remembers things best when reading.
The document lists the capital cities of several countries. The capital of Spain is Madrid, the capital of Bulgaria is Sofia, the capital of England is London, the capital of Turkey is Ankara, the capital of Germany is Berlin, the capital of Japan is Tokyo, the capital of Italy is Rome, and the capital of Norway is Oslo. The document was prepared by Alperen Topcu, Berkay Keleş, and Mehmet Eryılmaz and sources various country flag websites.
The document provides directions from the speaker's current location to various places around town. When asked how to get to the school, the speaker responds to walk straight and then turn right. When asked where the library is located, the speaker says to walk straight and then turn right. When asked if there is a museum nearby, the speaker responds to walk straight, go straight again, and then you will be opposite the museum.
The document discusses the use of "too" and "enough" in English. It provides examples of how "too" is used with adjectives or adverbs to indicate something is beyond a limit, such as "too young". It also explains how "enough" is used with adjectives or nouns to indicate sufficiency, like "hot enough". The document contains exercises for learners to practice using "too" and "enough" in different contexts.
At a dinner in Columbus' honor, some Spanish gentlemen mocked his discoveries, claiming anyone could sail across the ocean and explore islands. To prove them wrong, Columbus had each man try to balance an egg on its end without success. He then gently cracked the egg slightly and easily balanced it, telling the men discovering new lands was simple once you knew how, just as balancing the egg was once the trick was revealed.
The document discusses the passive voice and provides examples of sentences written in both the active and passive voice. It begins by listing the basic tenses (present simple, present continuous, past simple, etc.) in active forms and their equivalent passive forms. It then provides sentences in the active voice and rewrites them in the passive voice. Finally, it poses additional sentences and asks the reader to rewrite them in the passive voice.
The document provides examples of common social expressions used for greetings, goodbyes, apologies, and small talk in daily conversations. It also gives examples of expressions used to ask and respond to questions about plans, activities, opinions and feelings. Finally, it lists expressions used with "so" and "such" to emphasize opinions, quantities, or experiences.
This person wakes up at 6am, gets ready and has breakfast by 7am. They take the bus to school, have lunch at noon, study English, eat dinner at 6pm and watch TV before sleeping.
This document provides information about regions and geographical features in Turkey. It mentions that Izmir is located in the Aegean Region, Ankara is in the Central Anatolia Region, and Istanbul is in the Marmara Region. Key geographical features of each region are also listed, including Mount Erciyes, Lake Van, and the Kizilirmak River.
The document describes the work of a Czech school team on their astronomy project. Their project involved measuring the sun's height above the horizon, taking photos of sunrises and sunsets, observing the moon's phases and a lunar eclipse, visiting a regional observatory, creating a project website, studying space objects and mythology, old calendars, and presenting their project in their community and internationally. They found success with their astronomy outreach work, being named one of the top 100 Czech schools of 2007.
The document provides an overview of Turkish mythology and history. It discusses how the Turks originated in Central Asia and established 16 great empires spanning Europe, Asia and North Africa by 1000 AD. It then summarizes some of the major empires founded by Turks. The document also discusses elements of Turkish mythology like the Book of Dede Korkut epic of the Oghuz Turks, as well as Turkish beliefs involving the moon, stars and sky.
This document describes an educational partnership between Fatih College in Turkey and four schools in other countries called "Under the Same Sky". The partnership focuses on intercultural dialogue and subjects like foreign languages, astronomy, space, and geography. It lists the participating schools and countries and details the five meetings that have taken place between 2007-2009 in Spain, Turkey, the Czech Republic, and Bulgaria.