This document provides information about different types of questions in English, including yes/no questions and wh- questions. It discusses the structure of questions and how to form questions using auxiliary verbs like "do" and "be". It also explains the use of question words like who, what, when, where, why and how in questions. Specifically, it covers when these question words can be used as subjects, objects, complements or adverbials in a question. The document aims to give the reader the basic tools to understand and construct different types of questions in English.
The document provides a list of test prep activities and strategies for NJ ASK Grades 3-4. It includes pre-reading, during reading, and post reading strategies such as KWL charts, anticipation guides, think-pair-shares, concept maps, story maps, question-answer relationships, and summarizing techniques. Specific strategies are explained and examples of how they can be implemented in the classroom are provided.
The document provides sample responses to speaking tasks that ask for personal preferences, experiences, opinions, and descriptions with varying levels of detail. It includes prompts about favorite activities, music, movies, most challenging experiences, important childhood events, holidays celebrated in one's country, what three items one would bring to a deserted island, something one would like to learn, a good role model for youth, a received gift, good advice received, a meal for a visitor, and how one would feel if ordered to do something unwanted. It emphasizes the need to provide reasons, examples, and details in responses as requested. Sample answers of varying quality are provided.
This document provides a series of prompts for paired-choice responses on various topics. Some of the prompts ask the respondent to choose between two options and provide reasons and examples to support their choice. Other prompts ask the respondent to agree or disagree with a statement and again provide supporting details. The prompts cover topics such as education priorities for TV, preferences for foreign or domestic films, the benefits of in-person vs. online study, the usefulness of inventions, spending habits, art education funding, cell phone policies, course attendance structure, indoor vs. outdoor activities, leadership preferences, information sources, physical education requirements, views on zoos, risk tolerance, class size, transportation methods, and perceptions of historical challenges faced by grandparents.
The document provides an outline of the activities covered in an English lesson. It includes: reviewing the previous day's work, taking a short quiz, listening to a song using grammar structures, reading a text on technology and problems, surveying classmates in the present perfect tense, reviewing and practicing the use of "yet" and "already", reading about creativity and gift ideas, and listening to suggestions.
The document provides a checklist for writing FCE essays. It includes instructions on planning an essay with an introduction, body, and conclusion. In the body, it advises using formal language, a range of adjectives and linking phrases. Writers are told to use statements confidently and check their work carefully for spelling, grammar, verb forms, and answering the original question. The checklist aims to help writers organize their ideas and produce a well-structured, cohesive essay using appropriate academic language and style.
Wh question in english and arabic languageshoosha_za
This document discusses wh-questions in Arabic and English. It provides examples of common wh-words like what, when, where, who, why and how and their uses in questions in both languages. Wh-questions in English begin with a wh-word and expect an answer providing information, not just yes or no. In Arabic, question words include ماذا, متى, أين, كيف, من, لماذا and أي. Questions with هل and الهمزة are answered with yes or no
How we translate wh questions in english & arabic (2)Montaha-Alamri
This document provides an overview of a group project to compare the structure of WH questions in Arabic and English. The 11-member group plans to discuss: 1) Translating the structure of WH questions in both languages. 2) The English question structure with examples. 3) Summarizing their research findings. 4) Using APA style for references. Various WH question words are then analyzed in both languages, including what, when, which, who, why, and how/how many. Examples are provided to illustrate the typical structure of questions using each word in English and Arabic.
This document provides tips for students to improve their English grades and succeed on exams. It outlines strategies like using PALL (Purpose, Audience, Language, Layout) and PEE (Point, Evidence, Explain) to plan and structure answers. Key advice includes highlighting questions, using topic sentences and paragraphs, checking for errors, and practicing active reading skills like identifying an author's purpose and language features. The document stresses the importance of preparation, revision, and proving one has answered the question fully to attain a C grade or higher.
The document provides a list of test prep activities and strategies for NJ ASK Grades 3-4. It includes pre-reading, during reading, and post reading strategies such as KWL charts, anticipation guides, think-pair-shares, concept maps, story maps, question-answer relationships, and summarizing techniques. Specific strategies are explained and examples of how they can be implemented in the classroom are provided.
The document provides sample responses to speaking tasks that ask for personal preferences, experiences, opinions, and descriptions with varying levels of detail. It includes prompts about favorite activities, music, movies, most challenging experiences, important childhood events, holidays celebrated in one's country, what three items one would bring to a deserted island, something one would like to learn, a good role model for youth, a received gift, good advice received, a meal for a visitor, and how one would feel if ordered to do something unwanted. It emphasizes the need to provide reasons, examples, and details in responses as requested. Sample answers of varying quality are provided.
This document provides a series of prompts for paired-choice responses on various topics. Some of the prompts ask the respondent to choose between two options and provide reasons and examples to support their choice. Other prompts ask the respondent to agree or disagree with a statement and again provide supporting details. The prompts cover topics such as education priorities for TV, preferences for foreign or domestic films, the benefits of in-person vs. online study, the usefulness of inventions, spending habits, art education funding, cell phone policies, course attendance structure, indoor vs. outdoor activities, leadership preferences, information sources, physical education requirements, views on zoos, risk tolerance, class size, transportation methods, and perceptions of historical challenges faced by grandparents.
The document provides an outline of the activities covered in an English lesson. It includes: reviewing the previous day's work, taking a short quiz, listening to a song using grammar structures, reading a text on technology and problems, surveying classmates in the present perfect tense, reviewing and practicing the use of "yet" and "already", reading about creativity and gift ideas, and listening to suggestions.
The document provides a checklist for writing FCE essays. It includes instructions on planning an essay with an introduction, body, and conclusion. In the body, it advises using formal language, a range of adjectives and linking phrases. Writers are told to use statements confidently and check their work carefully for spelling, grammar, verb forms, and answering the original question. The checklist aims to help writers organize their ideas and produce a well-structured, cohesive essay using appropriate academic language and style.
Wh question in english and arabic languageshoosha_za
This document discusses wh-questions in Arabic and English. It provides examples of common wh-words like what, when, where, who, why and how and their uses in questions in both languages. Wh-questions in English begin with a wh-word and expect an answer providing information, not just yes or no. In Arabic, question words include ماذا, متى, أين, كيف, من, لماذا and أي. Questions with هل and الهمزة are answered with yes or no
How we translate wh questions in english & arabic (2)Montaha-Alamri
This document provides an overview of a group project to compare the structure of WH questions in Arabic and English. The 11-member group plans to discuss: 1) Translating the structure of WH questions in both languages. 2) The English question structure with examples. 3) Summarizing their research findings. 4) Using APA style for references. Various WH question words are then analyzed in both languages, including what, when, which, who, why, and how/how many. Examples are provided to illustrate the typical structure of questions using each word in English and Arabic.
This document provides tips for students to improve their English grades and succeed on exams. It outlines strategies like using PALL (Purpose, Audience, Language, Layout) and PEE (Point, Evidence, Explain) to plan and structure answers. Key advice includes highlighting questions, using topic sentences and paragraphs, checking for errors, and practicing active reading skills like identifying an author's purpose and language features. The document stresses the importance of preparation, revision, and proving one has answered the question fully to attain a C grade or higher.
This document provides guidance on developing fluency in spoken English. It emphasizes that English should be learned as a spoken language first by focusing on idea units, which are groups of words that convey a single idea, rather than full sentences. Reading practice material aloud is key to training the speech organs and gaining familiarity with English pronunciation. Mastering the sounds of individual letters and common letter combinations allows for more natural pronunciation in speech. The overall message is that spoken English requires a different approach than written English, with a focus on fluid delivery of ideas rather than grammatically correct sentences.
This document discusses the structure of WH questions in English and Arabic. It begins by introducing WH questions as questions that begin with interrogative words like who, what, when, where, why, and how. It then provides examples of different WH questions in English and explains their functions. The document also discusses how to translate WH questions from English to Arabic by following specific grammatical structures. It concludes by noting that translating questions requires understanding differences between English and Arabic grammar.
This document provides strategies for the TOEFL Listening Comprehension Section, Part B. Part B contains two long conversations between a man and woman, with several multiple choice questions for each conversation. The document recommends previewing the answer choices to guess the topic and questions before listening. It also advises listening carefully to the opening lines to understand the main idea and situation, and following along with answers while listening to choose the correct response.
The document provides information about the Listening Comprehension section of the TOEFL exam. It is divided into three parts: Part A consists of 30 short conversations with one question each; Part B has 2 long conversations with several questions each; Part C includes 3 longer talks with several questions each. The document then provides strategies for each part, with a focus on Part A. For Part A, it emphasizes focusing on the second line of conversations, choosing answers with synonyms rather than same words, avoiding answers with similar sounds, and drawing conclusions about people, events or locations based on context clues.
This document provides 75 potential topics for the TOEFL ibt Speaking section. The topics cover a wide range of subjects including personal interests and experiences, opinions on various issues, and descriptions of people, places, objects and events. Some example topics are favorite pet, future plans, favorite subject in school, qualities of a good teacher, preferred mode of transportation, and memorable challenge overcome.
The document outlines the different types of questions that may be asked in Part One of the IELTS Speaking Test. It includes questions about describing topics like one's home, family, job or studies. It also includes questions about personal preferences on topics like food, music, shopping. Other question types ask about disliking certain things, common activities in one's country, frequencies of certain activities and yes/no questions. Sample responses are provided highlighting the level of detail and vocabulary expected in answers for each question type in the test.
This document provides guidance on strategies for the Listening Comprehension section of the TOEFL exam, specifically Part A which involves short conversations. It discusses language functions assessed in Part A such as agreement, disagreement, suggestions, and wishes. Expressions used to convey each function are outlined, for example "So do I" to agree or "I disagree" to disagree. The document explains how to interpret implied meanings from language like conditional sentences and wishes, which suggest the opposite of what is stated. Overall, the document aims to help test-takers understand language functions and implied meanings that may appear in short conversations on the TOEFL exam.
This document provides information about the Listening Comprehension Section, Part C of the TOEFL test. Part C contains three longer talks of about 2.5 minutes each, followed by several multiple choice questions for each talk. The document recommends strategies for this section such as guessing the topic from the answer choices, guessing the questions, focusing on the first sentence or two of each talk for the main idea, drawing conclusions about details of each talk, and listening carefully for the answers in order while staying focused.
When it comes to doing any piece of writing , it is always helpful to have some examples so that you can get an idea of what you need to do. This is what you will find in this book. This book contains 36 examples of different texts, such as reports, proposals, articles, etc., written by real students who took either the FCE or the CAE writing examinations. These texts achieved a pass at grade A, which means that they were awarded a score of over 80% .
The document provides strategies and examples for preparing for the TOEFL listening comprehension section. It discusses 6 key skills: 1) focusing on the last line of dialogues, 2) choosing answers with synonyms, 3) avoiding similar sounding answers, 4) drawing conclusions about who, what, where, 5) listening for passive verbs, and 6) listening for who and what with multiple nouns. General strategies include being familiar with directions, listening carefully, and never leaving questions blank.
This document provides guidance and sample answers for the IELTS speaking part 1 exam. It discusses that part 1 consists of short questions about personal topics that can be answered in 1 sentence with a reason. It provides examples of common questions, sample answers, and advice like being honest if you don't know an answer. Positive and negative sample answers are given for questions about work, home, neighbors, numbers, transportation, sports and writing.
30 incredibly useful phrases for speaking part 2Booksknot
The document provides a list of 30 phrases that can be useful for IELTS Speaking Part 2 to help structure responses and keep the conversation flowing. Some of the phrases include "actually...", "anyway...", "first of all...", "for a number of reasons", "on the other hand...", and "overall..." which can be used to introduce opinions, provide structure, contrast ideas, and conclude responses. It encourages test takers to study and practice using these phrases to improve organization and avoid hesitation during the speaking exam.
This document provides guidance on completing the writing section of an English exam, which consists of two non-fiction writing tasks worth 16 and 24 marks respectively. It outlines the timing, structure, and content of the tasks, and offers tips for planning, developing ideas, using language effectively, and structuring writing to achieve a high grade. Key points include spending 25 minutes on the shorter task and 35 minutes on the longer one, aiming for 3-4 paragraphs on the first and 5-6 on the second. Advice is given on creating topic sentences, linking paragraphs, openings, endings, using similes, metaphors, emotive language and statistics.
The document provides tips for the IELTS speaking test. It recommends that test takers be confident, know they are prepared, and speak naturally. It emphasizes focusing on content over memorized phrases or complex grammar. Personal examples are encouraged. If a question topic is unknown, test takers can be honest about lack of knowledge or guess while noting it is a guess.
The documents discuss exams and language tasks. The first document lists reasons why learners hate exams, such as exams trying to catch learners not knowing something and being unpredictable. The second document discusses characteristics of good exams, including interesting preparation, enjoyable tasks reflecting real-world needs, and educating teachers. It asks what tasks represent these characteristics and how performance can be marked. The following documents discuss language tasks, such as note-making, writing memos, and translation. They provide assessment criteria for speaking skills based on the Common European Framework, including interaction fluency, coherence, and range/accuracy. Sample speaking tasks are provided to assess these skills.
The second lecture in the First-Year Composition series; it addresses writing an effective introduction for a college-level essay. Recorded live on September 10, 2007.
The blog post discusses the concept of "teenage love" and whether it is meaningful. The writer is skeptical of most teenage relationships, seeing them as brief and often ending messily. However, the writer acknowledges that some teenage dating can be positive. Readers are asked to share their own views on whether serious teenage relationships are worthwhile or if teens should just focus on fun and non-serious dating during high school years.
A second blog post discusses what it means to be considered "well-read." The writer reflects on changing reading habits over time and questions whether volume of books read or types of books matter more. While reading classics can be impressive, the writer believes understanding and finding meaning is more important than titles alone.
The document provides guidance on teaching essay writing and addresses common problems students have with essays such as task achievement, organization, and developing ideas. It includes examples of IELTS essay questions and analyzes their types, and provides tips for students on planning essays, using linking words, and checking their work against criteria. The goal is to help students understand what makes a good essay and how to structure their writing effectively.
NCV 2 Language Hands-On Support Slide Show - Module 4Future Managers
This slide show complements the learner guide NCV 2 Language Hands-On Training by Frieda Wade, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This document discusses motivations for language learning and provides ideas for making language classes engaging. It lists challenges, fun, communication, learning new things, feeling successful, and being part of a community as motivating factors. It also provides classroom techniques like having students draw pictures from categories in the target language and give opinions on each other's drawings to facilitate communication practice.
The document discusses wh-questions in English. It explains that wh-questions begin with interrogative words like who, what, when, where, why, how, which, whose and whom. These question words are used to seek information that the asker does not know. The purpose of wh-questions is to obtain specific information from the respondent rather than a simple yes or no answer. Examples of different wh-questions using these question words are provided.
This document provides guidance on developing fluency in spoken English. It emphasizes that English should be learned as a spoken language first by focusing on idea units, which are groups of words that convey a single idea, rather than full sentences. Reading practice material aloud is key to training the speech organs and gaining familiarity with English pronunciation. Mastering the sounds of individual letters and common letter combinations allows for more natural pronunciation in speech. The overall message is that spoken English requires a different approach than written English, with a focus on fluid delivery of ideas rather than grammatically correct sentences.
This document discusses the structure of WH questions in English and Arabic. It begins by introducing WH questions as questions that begin with interrogative words like who, what, when, where, why, and how. It then provides examples of different WH questions in English and explains their functions. The document also discusses how to translate WH questions from English to Arabic by following specific grammatical structures. It concludes by noting that translating questions requires understanding differences between English and Arabic grammar.
This document provides strategies for the TOEFL Listening Comprehension Section, Part B. Part B contains two long conversations between a man and woman, with several multiple choice questions for each conversation. The document recommends previewing the answer choices to guess the topic and questions before listening. It also advises listening carefully to the opening lines to understand the main idea and situation, and following along with answers while listening to choose the correct response.
The document provides information about the Listening Comprehension section of the TOEFL exam. It is divided into three parts: Part A consists of 30 short conversations with one question each; Part B has 2 long conversations with several questions each; Part C includes 3 longer talks with several questions each. The document then provides strategies for each part, with a focus on Part A. For Part A, it emphasizes focusing on the second line of conversations, choosing answers with synonyms rather than same words, avoiding answers with similar sounds, and drawing conclusions about people, events or locations based on context clues.
This document provides 75 potential topics for the TOEFL ibt Speaking section. The topics cover a wide range of subjects including personal interests and experiences, opinions on various issues, and descriptions of people, places, objects and events. Some example topics are favorite pet, future plans, favorite subject in school, qualities of a good teacher, preferred mode of transportation, and memorable challenge overcome.
The document outlines the different types of questions that may be asked in Part One of the IELTS Speaking Test. It includes questions about describing topics like one's home, family, job or studies. It also includes questions about personal preferences on topics like food, music, shopping. Other question types ask about disliking certain things, common activities in one's country, frequencies of certain activities and yes/no questions. Sample responses are provided highlighting the level of detail and vocabulary expected in answers for each question type in the test.
This document provides guidance on strategies for the Listening Comprehension section of the TOEFL exam, specifically Part A which involves short conversations. It discusses language functions assessed in Part A such as agreement, disagreement, suggestions, and wishes. Expressions used to convey each function are outlined, for example "So do I" to agree or "I disagree" to disagree. The document explains how to interpret implied meanings from language like conditional sentences and wishes, which suggest the opposite of what is stated. Overall, the document aims to help test-takers understand language functions and implied meanings that may appear in short conversations on the TOEFL exam.
This document provides information about the Listening Comprehension Section, Part C of the TOEFL test. Part C contains three longer talks of about 2.5 minutes each, followed by several multiple choice questions for each talk. The document recommends strategies for this section such as guessing the topic from the answer choices, guessing the questions, focusing on the first sentence or two of each talk for the main idea, drawing conclusions about details of each talk, and listening carefully for the answers in order while staying focused.
When it comes to doing any piece of writing , it is always helpful to have some examples so that you can get an idea of what you need to do. This is what you will find in this book. This book contains 36 examples of different texts, such as reports, proposals, articles, etc., written by real students who took either the FCE or the CAE writing examinations. These texts achieved a pass at grade A, which means that they were awarded a score of over 80% .
The document provides strategies and examples for preparing for the TOEFL listening comprehension section. It discusses 6 key skills: 1) focusing on the last line of dialogues, 2) choosing answers with synonyms, 3) avoiding similar sounding answers, 4) drawing conclusions about who, what, where, 5) listening for passive verbs, and 6) listening for who and what with multiple nouns. General strategies include being familiar with directions, listening carefully, and never leaving questions blank.
This document provides guidance and sample answers for the IELTS speaking part 1 exam. It discusses that part 1 consists of short questions about personal topics that can be answered in 1 sentence with a reason. It provides examples of common questions, sample answers, and advice like being honest if you don't know an answer. Positive and negative sample answers are given for questions about work, home, neighbors, numbers, transportation, sports and writing.
30 incredibly useful phrases for speaking part 2Booksknot
The document provides a list of 30 phrases that can be useful for IELTS Speaking Part 2 to help structure responses and keep the conversation flowing. Some of the phrases include "actually...", "anyway...", "first of all...", "for a number of reasons", "on the other hand...", and "overall..." which can be used to introduce opinions, provide structure, contrast ideas, and conclude responses. It encourages test takers to study and practice using these phrases to improve organization and avoid hesitation during the speaking exam.
This document provides guidance on completing the writing section of an English exam, which consists of two non-fiction writing tasks worth 16 and 24 marks respectively. It outlines the timing, structure, and content of the tasks, and offers tips for planning, developing ideas, using language effectively, and structuring writing to achieve a high grade. Key points include spending 25 minutes on the shorter task and 35 minutes on the longer one, aiming for 3-4 paragraphs on the first and 5-6 on the second. Advice is given on creating topic sentences, linking paragraphs, openings, endings, using similes, metaphors, emotive language and statistics.
The document provides tips for the IELTS speaking test. It recommends that test takers be confident, know they are prepared, and speak naturally. It emphasizes focusing on content over memorized phrases or complex grammar. Personal examples are encouraged. If a question topic is unknown, test takers can be honest about lack of knowledge or guess while noting it is a guess.
The documents discuss exams and language tasks. The first document lists reasons why learners hate exams, such as exams trying to catch learners not knowing something and being unpredictable. The second document discusses characteristics of good exams, including interesting preparation, enjoyable tasks reflecting real-world needs, and educating teachers. It asks what tasks represent these characteristics and how performance can be marked. The following documents discuss language tasks, such as note-making, writing memos, and translation. They provide assessment criteria for speaking skills based on the Common European Framework, including interaction fluency, coherence, and range/accuracy. Sample speaking tasks are provided to assess these skills.
The second lecture in the First-Year Composition series; it addresses writing an effective introduction for a college-level essay. Recorded live on September 10, 2007.
The blog post discusses the concept of "teenage love" and whether it is meaningful. The writer is skeptical of most teenage relationships, seeing them as brief and often ending messily. However, the writer acknowledges that some teenage dating can be positive. Readers are asked to share their own views on whether serious teenage relationships are worthwhile or if teens should just focus on fun and non-serious dating during high school years.
A second blog post discusses what it means to be considered "well-read." The writer reflects on changing reading habits over time and questions whether volume of books read or types of books matter more. While reading classics can be impressive, the writer believes understanding and finding meaning is more important than titles alone.
The document provides guidance on teaching essay writing and addresses common problems students have with essays such as task achievement, organization, and developing ideas. It includes examples of IELTS essay questions and analyzes their types, and provides tips for students on planning essays, using linking words, and checking their work against criteria. The goal is to help students understand what makes a good essay and how to structure their writing effectively.
NCV 2 Language Hands-On Support Slide Show - Module 4Future Managers
This slide show complements the learner guide NCV 2 Language Hands-On Training by Frieda Wade, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This document discusses motivations for language learning and provides ideas for making language classes engaging. It lists challenges, fun, communication, learning new things, feeling successful, and being part of a community as motivating factors. It also provides classroom techniques like having students draw pictures from categories in the target language and give opinions on each other's drawings to facilitate communication practice.
The document discusses wh-questions in English. It explains that wh-questions begin with interrogative words like who, what, when, where, why, how, which, whose and whom. These question words are used to seek information that the asker does not know. The purpose of wh-questions is to obtain specific information from the respondent rather than a simple yes or no answer. Examples of different wh-questions using these question words are provided.
The document provides an agenda for a Spanish language lesson that includes reviewing verb conjugations, discussing strategies for learning Spanish, and brainstorming about the importance and benefits of language learning. The lesson plans to review estar verb conjugations, discuss ways to manage frustration with Spanish, and get students' ideas about why it's important to learn the same language and how communication works through shared language.
The document provides guidance on developing effective questioning skills in students. It discusses the importance of questioning, lists strategies for responding to questions, and provides examples of questioning tools and frameworks teachers can use to scaffold questioning skills including Bloom's Taxonomy, Thinking Hats, Thinking Maps, and Anderson's Revised Taxonomy. The document emphasizes the role of teachers in explicitly teaching, modeling and providing opportunities to practice questioning.
Joined up real communication with real meaningRachel Hawkes
1. The document discusses strategies for developing students' spontaneous speaking skills in a foreign language, including listening carefully to the question, thinking of a quick response using known language, and asking a follow up question to continue the conversation.
2. A survey of students found that most equate spontaneous speaking with real-life conversations and see it as important for building confidence. However, many did not mention strategies for coping in an unplanned speaking situation.
3. The document provides examples of questions students could ask each other to practice spontaneous speaking and lists online resources available for language teaching.
Prof. Shreesh Chaudhary gives an introduction to the course "Better Spoken English" at IIT Madras. He welcomes the students and explains the objectives of the course are to help students improve their presentation skills, public speaking abilities, and fundamentals of English pronunciation. The course will involve four presentations by each student of increasing length to be evaluated over the semester in place of examinations. Students are asked to prepare a 50 second self-introduction presentation for the next class.
This document discusses different types of questions in Spanish: tag questions, yes/no questions, and information questions. It provides examples of how to form tag questions using "¿no?" and "¿verdad?", and how yes/no questions are formed by placing the verb first. It also discusses Spanish question words like "¿quién?", "¿dónde?", "¿cuándo?", "¿cuánto?", and their English equivalents, and provides examples of questions using these words.
The document provides information about intonation patterns in English and how intonation is used to convey meaning, attitude, and questions. It discusses the falling intonation used for statements and the rising intonation used for yes/no questions. It also covers intonation patterns for lists, contrast, and focus words. Examples are provided to illustrate proper intonation for different sentence types. The purpose is to help learners understand and correctly use intonation in English.
Preparing Trinity Grade 4 5 With Spanish Year Four StudentsCEIP JOSÉ BERGAMÍN
The document provides strategies for preparing grade 4-5 students in Spain for the Trinity English exam, including focusing on common conversation questions, developing topics, practicing grammar structures, and getting parents and older students involved to help with practice. Sample questions are provided for various topics that may come up on the exam like hobbies, holidays, food, and transportation. Resources for additional practice are also recommended.
The document provides guidance for preparing grade 4-5 students in Spain for the Trinity English exam, including focusing on common conversation questions, developing topics, practicing grammar structures, and getting parents and older students involved to help prepare the younger ones through question practice. Specific advice is given for vocabulary, sample questions, and strategies to make exam preparation fun and ensure all students pass.
Kent Sayre's Business Launching WorksheetKent Sayre
A guide to leverage your resources. Just go through the questionnaire and you will find out all ideas coming from your mind, producing all the needed resources you required in starting your own micro-business.
The document provides instructions and tasks for practicing active listening skills. It includes exercises where students work in pairs or groups to have conversations and give feedback on how well their partner demonstrates active listening through body language, eye contact, and verbal responses. Some exercises involve watching a video discussion and answering questions, sorting common responses into categories, coming up with responses to sample conversations, and matching questions to common topics of discussion. One task instructs one student to observe and analyze how well their partners engage in active listening during their conversation.
The document discusses different types of questions in Spanish. It describes closed questions that require a "yes" or "no" answer and open questions that require more information. Open questions are formed using interrogative pronouns. Within open questions, there are object questions that require the use of an auxiliary verb "do" and subject questions where the interrogative pronoun serves as the subject of the sentence without an auxiliary verb. The document then explains the uses of specific interrogative words - who, where, when, what, why, how - in forming questions.
This document provides an overview and syllabus for a Primary 3 skills trainer. It contains 6 modules focused on real-world skills like making friends, going shopping, and using technology. Each module includes learning outcomes, vocabulary, language functions, and a final project. The introduction explains that the skills trainer brings authentic English into the classroom through topics relevant to students' lives. Teachers can select and reorder modules and activities flexibly based on students' needs. The goal is to give students meaningful contexts to explore and build confidence in their English abilities.
Linguistics is the scientific study of language. It involves studying many aspects of language including its history, sound system, structure, meaning and how it is acquired. A linguistics course would cover topics such as morphology, syntax, phonetics, phonology, semantics, pragmatics, sociolinguistics, psycholinguistics and historical linguistics. Studying linguistics provides valuable skills in logical thinking, problem solving, communication and understanding human behavior that are useful for a wide range of careers. Students find linguistics courses fascinating as they learn about language development and the workings of their own and other languages.
A simple introduction to using questions with the idea of encouraging you to think of, and ask, more. In this way you will develop greater depth in conversations and understand more.
The document provides guidance on making effective presentations. It discusses the importance of preparation, including planning the content, structure, visual aids, and handling questions. When giving the presentation, speakers should use simple language, maintain eye contact with the audience, and practice to manage nerves. The introduction should attract attention and the conclusion should summarize key points. Preparation, practice, and good delivery are essential to engage audiences and communicate messages clearly.
This session will aim to comprehensively review the current state of artificial intelligence techniques for emotional recognition and their potential applications in optimizing digital advertising strategies. Key studies developing AI models for multimodal emotion recognition from videos, images, and neurophysiological signals were analyzed to build content for this session. The session delves deeper into the current challenges, opportunities to help realize the full benefits of emotion AI for personalized digital marketing.
Trust Element Assessment: How Your Online Presence Affects Outbound Lead Gene...Martal Group
Learn how your business's online presence affects outbound lead generation and what you can do to improve it with a complimentary 13-Point Trust Element Assessment.
The digital marketing industry is changing faster than ever and those who don’t adapt with the times are losing market share. Where should marketers be focusing their efforts? What strategies are the experts seeing get the best results? Get up-to-speed with the latest industry insights, trends and predictions for the future in this panel discussion with some leading digital marketing experts.
As the call for for skilled experts continues to develop, investing in quality education and education from a reputable https://www.safalta.com/online-digital-marketing/best-digital-marketing-institute-in-noida Digital advertising institute in Noida can lead to a a success career on this eve
Unlock the secrets to enhancing your digital presence with our masterclass on mastering online visibility. Learn actionable strategies to boost your brand, optimize your social media, and leverage SEO. Transform your online footprint into a powerful tool for growth and engagement.
Key Takeaways:
1. Effective techniques to increase your brand's visibility across various online platforms.
2. Strategies for optimizing social media profiles and content to maximize reach and engagement.
3. Insights into leveraging SEO best practices to improve search engine rankings and drive organic traffic.
In this humorous and data-heavy session, join us in a joyous celebration of life honoring the long list of SEO tactics and concepts we lost this year. Remember fondly the beautiful time you shared with defunct ideas like link building, keyword cannibalization, search volume as a value indicator, and even our most cherished of friends: the funnel. Make peace with their loss as you embrace a new paradigm for organic content: Pillar-Based Marketing. Along the way, discover that the results that old SEO and all its trappings brought you weren’t really very good at all, actually.
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2. Tabla de contenido
Introducción........................................................................................................... 1
Mapa conceptual ................................................................................................... 1
1. Yes/No questions and Wh- questions ............................................................. 2
Yes/No questions................................................................................................. 2
Wh- questions ...................................................................................................... 4
Questions structure............................................................................................ 10
2. Questions for a CV .......................................................................................... 12
What are your greatest strengths?..................................................................... 12
What are your weaknesses?.............................................................................. 13
Why are you interested in working for [company name]?................................... 13
Why do you want to leave your current company? ............................................ 14
Where do you see yourself in 5 years, 10 years? .............................................. 15
Why should I hire you?....................................................................................... 15
“Tell us about yourself!”...................................................................................... 16
3. How to make the summary of a text .............................................................. 17
What is a summary? .......................................................................................... 17
Referencias.......................................................................................................... 19
3. 1
Introducción
Actualmente no es extraño que muchas empresas hayan tenido dificultades al
momento de comunicarse con posibles clientes de otros países en el idioma
inglés, ya que el panorama de los negocios internacionales ha cambiado
últimamente, dado que cada vez, nuevas empresas con novedosas herramientas
tecnológicas superen otras, por ello es importante que las páginas web estén en
inglés, si el objetivo de la misma es proyectarse a mercados internacionales.
El inglés está pasando de ser un idioma más y se ha convertido en una necesidad
o requisito para el campo laboral; cabe mencionar que es el idioma universal en el
mundo de los negocios, puesto que más del 70% de la información contenida en
internet se encuentra en inglés y las negociaciones internacionales son dirigidas
en inglés con términos técnicos, necesarios para desarrollar un negocio con éxito.
Todo esto conduce a la siguiente conclusión, tener conciencia frente a la
importancia de aprender inglés como herramienta esencial en los negocios, dicho
valor agregado es el que los gerentes quieren que sus empleados tengan, por lo
tanto, se le invita analizar y leer detenidamente el siguiente material de formación.
Mapa conceptual
En el mapa conceptual que se comparte a continuación, se evidencia la
interrelación temática del contenido que se plantea en este material de formación.
4. 2
1. Yes/No questions and Wh- questions
En la vida diaria es necesario el uso de preguntas para obtener información
personal, tanto en el trabajo como para cualquier otro tipo de necesidad. Por lo
tanto, este material de formación le proporciona las herramientas básicas para
comprender y construir preguntas con dos tipos de respuestas (si o no).
Nota: si requiere el uso de un traductor puede hacerlo.
Yes/No questions
Para hacer una pregunta utilizando el verbo "to be" se debe colocar el
verbo al principio de la oración.
Questions Preguntas
Are you ready?
• Yes
• No
• Not yet
Are they crazy?
Is she serious?
Is that your baby?
• Yes, it is. Robert is the father.
• No, it isn't.
Was it under the table?
¿Estás listo?
• Sí
• No
• Todavía no
¿Están (ellos) locos?
¿Está (ella) hablando en serio?
¿Es ese tu/su bebé?
• Sí, él/ella es. Robert es el padre.
• No, él/ella no es.
¿Estuvo debajo de la mesa?
5. 3
• Yes, it was.
• No, it wasn't.
• Sí, estuvo.
• No, no estuvo.
Will they work today?
Will she hate me?
• Yes, she will.
• No, she won't.
Will he be ready?
¿Trabajarán ellos hoy?
¿Me odiará?
• Sí, te odiará.
• No, no te odiará.
¿Estará él listo?
Preguntas para casi todos los otros verbos son formados por
poner do delante del sujeto.
Do you speak English?
• Yes, I do.
• No, I don't.
• Just a little.
Did they talk to you?
• No, they didn't.
Does she understand?
Do you love Pat?
Did he smile?
¿Hablas inglés?
• Sí, lo hablo.
• No, no lo hablo.
• Apenas un poco.
¿Ellos te hablaron?
• No, no lo hicieron.
¿Ella comprende?
¿Tú amas a Pat?
¿Él sonrió? (LanguageGuide.org,
s.f.)
6. 4
Wh- questions
A question word can be subject, object, complement or adverbial. Compare
the positive statements (in brackets).
Subject: Who can give me some help?
(Someone can give me some help.)
Object: What will tomorrow bring?
(Tomorrow will bring something.)
Complement: Whose is this umbrella?
(This umbrella is someone's.)
Adverbial: When are you coming back?
(You are coming back some time.)
Where is this bus going?
(This bus is going somewhere.)
Why did everyone laugh? (Everyone laughed for some
reason.)
When a question word is the subject, there is no inversion. The word order
is the same as in a statement.
Who can give me some help?
But when a question word is the object, complement or adverbial (not the
subject), then there is inversion of the subject and auxiliary. For details.
What will tomorrow bring? Whose is this umbrella?
7. 5
Note:
a. A question can sometimes be just a question word.
I'm going to London. ~ When?
b. A question word can be part of a sub clause.
What did you think I said? (You thought I said something.)
When would everyone like to leave? (Everyone would like to leave some
time.)
c. A question can have two question words.
When and where did this happen? Who paid for what?
Compare who as subject and object of a question.
Subject: Who invited you to the party? ~ Laura did.
(Someone invited you.)
Object: Who did you invite to the party? ~ Oh, lots of people.
(You invited someone.)
Who saw the detective? (Someone saw him.)
Who did the detective see? (He saw someone.)
Here are some more examples of question words as subject.
What happens next? Which came first, the chicken or the egg?
Who is organizing the trip? Which biscuits taste the best?
Whose cat has been run over, did you say?
8. 6
How many people know the secret?
A question word can also be the object of a preposition.
Who was the parcel addressed to?
(The parcel was addressed to someone.)
Where does Maria come from? (Maria comes from somewhere.)
What are young people interested in these days?
(Young people are interested in something these days.)
In informal questions, the preposition comes in the same place as in a
statement (addressed to, come from). But in more formal English it can
come before the question word.
To whom was the parcel addressed?
On what evidence was it decided to make the arrest?
Note:
a. For who and whom,
b. Since comes before when even in informal English.
Since when has this area been closed to the public?
This often expresses surprise. A question with How long...? Is more neutral.
(Warp Theme Framework, s.f.)
Question words
I what, which and whose before a noun
These question words can be pronouns, without a noun after them.
9. 7
What will be the best train?
There are lots of books here. Which do you want?
Whose was the idea?
They can also be determiners, coming before a noun:
What train will you catch? (You will catch a train.)
Which books do you want? (You want some of the books.)
Whose idea was it? (It was someone's idea.)
Which can come before one/ones or before an of-phrase.
Which ones do you want?
Which of these postcards shall we send to Angela?
The use of who, what and which
Who always refers to people. Which can refer to people or to something not
human. What refers mostly to something not human, but it can refer to
people when it comes before a noun.
Human Non-human
Who isyour maths teacher?
Which teacher do you have? Which supermarket is cheapest?
What idiot wrote this? What book are you reading?
What do you do in the evenings?
Who is a pronoun and cannot come before a noun or before an of-phrase.
10. 8
NOT Who teacher do you have? and NOT Who of the teachers do you
have?
There is a difference in meaning between what and which.
What do you do in your spare time? What sport do you play?
Which is the best route? Which way do we go now?
We use what when there is an indefinite (and often large) number of
possible answers. We use which when there is a definite (and often small)
number of possible answers. What relates to the indefinite word a, and
which to the definite word the.
What sport...? (a sport)
(Tennis, or golf, or football, or...)
Which way...? (one of the ways)
(Right or left?)
The choice of what or which depends on how the speaker sees the number
of possible answers. In some contexts either word is possible.
What newspaper/Which newspaper do you read?
What parts/Which parts of France have you visited?
What size/Which size do you take?
Note: We can use what to suggest that there are no possible answers.
Why don't you invite a few friends? What friends? I haven't got any
friends.
11. 9
Who and whom
When who is the object, we can use whom instead.
Who/Whom did you invite?
Whom is formal and rather old-fashioned. Who is more common in
everyday speech.
When who/whom is the object of a preposition, there are two possible
patterns.
Who were you talking to?
To whom were you talking?
The pattern with whom is formal.
How
a. How can express means or manner.
How do you open this bottle? (You open this bottle somehow.)
How did the children behave? (The children behaved well/badly.)
b. When it expresses degree, how can come before an adjective or adverb.
How wide is the river? (20 metres/30 metres wide?)
How soon can you let me know? (very soon/quite soon?)
c. We also use how as an adjective or adverb in friendly enquiries about
someone's well-being, enjoyment or progress.
How are you? ~ Fine, thanks.
12. 10
How did you like the party? - Oh, it was great.
How are you getting on at college? ~ Fine, thanks. I'm enjoying it.
Note: What... like? asks about quality. Sometimes it has a very similar
meaning to How...?
How was the film?/What was the film like?
But What... like? does not refer to well-being.
How's your brother? ~ Oh, he's fine, thanks.
What's your brother like? ~ Well, he's much quieter than I am.
What does your brother look like? ~ He's taller than me, and he's got dark
hair.
A special pattern with why
Why (not) can come before a noun phrase or a verb.
Why the panic? (= What is the reason for the panic?)
Look at our prices - why pay more? (= Why should you pay more?)
Why not stay for a while? (= Why don't you stay for a while?) (English
Grammar, s.f.)
Questions structure
La estructura básica de una pregunta es la siguiente:
Auxiliary verb + Subject + Main verb
Si se tiene en cuenta la estructura básica de una oración y se le agrega el verbo
auxiliar, dicha estructura se convierte en pregunta:
Affirmative: They - play - tennis.
Question: Do - they - play - tennis?
Where – do – they – play – tennis?
13. 11
Prácticamente, formar oraciones, ya sean afirmativas, negativas o interrogativas,
solo es cuestión de agregar o quitar palabras como si fuera un rompecabezas.
Ejemplos:
Wh- Verbo auxiliar Sujeto Verbo principal Complemento
Do you like pizza?
Is she reading a book?
Will we travel to France?
Did he buy a car?
What is she doing?
When do they start the class?
Para las oraciones que contienen el verbo “to be”, la organización se hace de la
siguiente manera:
Verbo principal Sujeto Complemento
Am I wrong?
Are they students?
Why were you late?
What were you Doing?
Importante
Hay que tener en cuenta el uso de los verbos principales para la tercera persona
del singular:
Affirmative: She works in a big company.
Question: Where does she work?
Al escribir una pregunta utilizando un verbo diferente al “to be” y en tercera
persona del singular, el verbo principal pierde la -s final, dada la presencia del
verbo auxiliar.
El verbo principal que va conjugado con la tercera persona del singular (he, she, it)
en afirmativo, tiene agregado el sufijo -s, -es, -ies:
Verbos que terminan en…
14. 12
S-CH-SH-X-Z O Consonante + Y Vocal + Y
Miss - misses go - goes fly – flies buy - buys
Kiss - kisses do - does cry – cries say - says
Watch - watches study – studies play - plays
Push - pushes try - tries pay - pays
Mix - mixes enjoy - enjoys
Fix - fixes
Buzz - buzzes
2. Questions for a CV
This is a comprehensive list of common interview questions, and how to
answer them. Click the question you are interested in:
What are your greatest strengths?
From this list of common responses, think of examples from your work
experience and/or academic achievements that you can use to back up
your answer.
If you have already written an Achievement Oriented Resume, you can
simply take those examples and expand on them during the interview.
• Detail oriented.
• Hard working.
• Managerial skills.
• Quick learner.
• Team player.
• Interpersonal skills.
• Creative.
• Analytical.
15. 13
• Efficient.
• Ask good questions.
• Self-motivated.
• Organized.
What are your weaknesses?
Do not respond with “I work too hard.” This response is now considered
cliché.
Do respond with areas where you used to have problems, but have
since fixed them.
Example 1: If you used to be disorganized, tell the hiring manager what
steps you took to create new habits and processes to keep yourself
organized.
Example 2: If you used to work inefficiently, tell the hiring manager how you
increased your work output by learning new skills or asking for help from
more experienced team members.
If the hiring manager presses you for areas where you are currently weak,
try to talk about an area where you might have a knowledge deficit, and
outline the steps you are currently taking to get yourself up to speed.
Why are you interested in working for [company name]?
You’ll need to research the company you’re applying for to competently
respond to this question. Here are a few general reasons why you may be
interested in working for a specific company:
16. 14
• You believe in their misión.
• You have an interest in the industry.
• You like their brand.
• You believe your skill set can help the company succeed.
Why do you want to leave your current company?
The golden rule with your response here: Do not say anything negative. If
you talk negatively about your company or your boss, then the hiring
manager will think that you’re capable of doing the same to them. Frame
everything in a positive manner.
• If you got fired: Resist the desire to blame your bosses and trash the
company. Explain the situation as best you can, and tell the hiring
manager how you’ve taken the decision to heart, and will improve
yourself as an employee as a result.
• If you got laid off: Say that you understand management’s reasoning
behind the decision to lay off employees, and that it’s freed you up to
take on new challenges and explore different aspects of the industry.
Although you regret the decision, you’re excited to move on and earn
new achievements.
• If you’re searching for new employment: Tell the hiring manager that
you have a different philosophy, and different expectations than your
management. Inform them that you felt as though the time had come to
take on more difficult challenges, and learn new skills. Explain that you
felt that your skill base wasn’t being used to its full potential, and that
you’d like a new arena to test yourself in.
17. 15
Where do you see yourself in 5 years, 10 years?
This question may seem tricky, but it’s actually fairly simple to answer. The
hiring manager asks this question to figure out if you’re going to use the
company as a stepping-stone, or if you have long term plans.
No one really expects you to have a 5-10 year plan. Your answer should
follow these parameters:
• You hope to increase your skills and learn more about the industry.
• You aren’t sure exactly where you’ll be in 5 years, but you’d like to have
worked your way up into a management position.
• Avoid saying that you do not know the answer.
Why should I hire you?
In actuality, you’re answering this question the entire time you’re being
interviewed. But, if you hear this question directly, this one is easy to
answer.
• Tell them how your history and work experience makes you an ideal
candidate.
• Reference the skills, abilities, and knowledge you have that is either
directly applicable to the job, or transferable in some way.
• Tell the interviewer that you hope to make their job easier by taking on as
much responsibility as possible.
Before the interview, you should research what role you’d be filling in the
company. Have responses that directly respond to how you’d be the best
candidate to do the job.
18. 16
“Tell us about yourself!”
Some interviewers actually use this as a trick question, to make you reveal
information about yourself that you should not. Older candidates can find
themselves talking about spouses and children, which can give away their
age, or make recruiters believe that you wouldn’t be able to devote as much
time to the company as another candidate. Legally, they aren’t allowed to
ask questions like that — so the more you spill, the better for them.
How should you answer this?
• Stick to talking about the job, and why you’re interested in it.
• Talk about yourself in terms of your interpersonal and communication
skills.
• Let them know that you’re a serious person who is goal and achievement
oriented. (Have an anecdote prepared.) (Resumengenius, s.f.)
Importante:
Se debe tener en cuenta que una hoja de vida destacada debe ser simple, sencilla
y clara sin caer en los extremos. Al escribir sobre el perfil profesional hay que
tener presente que el modo de redactarlo depende de la ventaja que se tendrá
sobre otros candidatos.
Otro asunto de suma importancia, es ser enfático en los logros alcanzados en
puestos anteriores porque en realidad esta es una información que buscan los
empleadores. Otro aspecto a tener en cuenta es incluir la información completa
sobre la experiencia laboral y la formación educativa; debe incluir fechas
completas junto con los datos de contacto para que los empleadores puedan
verificar dicha información.
Finalmente, si se tiene conocimiento de un idioma extranjero o algún tipo de
formación como seminarios, cursos u otros que sean de ayuda para el puesto al
19. 17
cual se aspira. Esto puede ser un asunto que marque la diferencia entre los
candidatos a una vacante.
3. How to make the summary of a text
What is a summary?
• A summary article is a condensation of ideas and information, so you cannot
include every detail. In other words, it is a brief restatement - IN YOUR OWN
WORDS – of what the contents of the passage.
• Strictly speaking, you simply report back what the author has said. It is not your
job to make value judgments about the “rightness” or “wrongness” of what (s) he
says.
• While it is hard to give exact guidelines for length, many good summaries are
about 1/4 to 1/3 the length of the original. What are the steps in writing a
summary?
• Make a photocopy of the passage so that you can write on it or mark it in some
way.
• Read through the whole piece – carefully. Underline, highlight, star, flag, asterisk
ideas/words; comment in the margins as you read.
• When you finish, look back for the 1-2 sentences that state the writer’s main
point. Write it/them down or place some special note in the margin of the
passage. This is the article’s thesis statement. While it may appear early in the
essay, the first paragraph as you were taught to place yours, it may not be
stated until the end of the piece (almost as if it were a conclusion).
• Read the passage a second time, dividing it into sections of thought. Each
section may be one paragraph, but more commonly, each section will include
several paragraphs.
• Write a sentence or two summarizing each section of thought. If you have
trouble doing this, you might try writing a summary sentence for each paragraph
and revising where you see yourself repeating ideas.
20. 18
• Write a first draft of your summary if you can and include the following
information:
a. In the first sentence or two –
The author’s name.
The article’s or chapter’s name, the magazine’s or book’s name in which
the article in which the article or chapter appeared.
The author’s thesis statement.
Example: According to Burger in his book Personality, people can be
categorized into welldefined personality types on the basis of their average
behavior.
b. Next, add your summary sentences for each paragraph or section. Put them
in the same order that the writer presents them in the essay.
c. You should make every effort to put the author’s ideas into your own words –
to avoid plagiarism (copying the author’s without quotes). However, you may
occasionally choose to quote an idea directly from the author. That’s fine, but
just be sure to place quotation marks around what you have used and cite the
page number of the essay.
d. Occasional supporting details may be added if you consider them significant
ones.
Check your draft with the original to make sure that it is an accurate
representation of what the author says.
Revise the summary to “smooth out” its choppiness. In other words, link
your section of summary sentences together with good transitional words
or phrases (like in addition, moreover, on the other hand, however, finally).
Proofread and spellcheck.
21. 19
Referencias
• Behrens, L. y Rosen, L. (2003). Writing and reading across the curriculum. (8a
ed.). Nueva York, Estados Unidos: Pearson Education.
• English Grammar. (s.f.). Guide to English Grammar. Consultado el 11 de julio de
2016, en http://bluelook.net
• LanguageGuide.org. (s.f.). Gramática. Consultado el 11 de julio de 2016, en
http://www.languageguide.org/
• Resumengenius. (s.f.). Common Interview Questions and Answers. Consultado
el 11 de julio de 2016, en https://resumegenius.com/
• Warp Theme Framework. (s.f.). English Grammar. Consultado el 11 de julio de
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Control del documento
Nombre Cargo Dependencia Fecha
Autor Ismari Herrera Jerez
Experta
técnica
Centro de Servicios
Empresariales y
Turísticos
Regional Santander
Mayo de
2016
Adaptación
Paola Andrea
Bobadilla Gutiérrez
Guionista -
Línea de
producción
Centro Agroindustrial
Regional Quindío
Julio de
2016