I visited Mexico and enjoyed the food, beaches, and historical sites like the Temple of Kukulcán and Our Lady of Guadalupe. The author shares some of the typical things they experienced in Mexico in a short travelogue.
tips on how to enhance the impact of post observation feedback conferences to teachers anchored on the Biophysical model of responses to threat from a paper presented by Jeannie Young and Krissia Martinez (July 2013)
This document provides information about Sir Isaac Newton in both Spanish and English. It includes a fact file about Newton's life in three paragraphs that details his birthplace and date, occupation, important works, places he lived, and cause of death. It also includes a similar fact file and biography of Marie Curie in three paragraphs with additional details. The document teaches vocabulary for describing life events and provides examples of fact files and biographies about important historical figures.
This document contains vocabulary, grammar explanations, and exercises related to school subjects and daily activities. It introduces vocabulary words for school subjects like science, literature, and microscope. It also covers grammar topics such as prepositions of time, countable and uncountable nouns, and adverbs used with present tenses. Pictures are included of a student's favorite class, which is described as yoga, and fairytale forests.
During lunch period, the school will be testing its new bell system. Students should ignore any bells they hear and follow instructions from teachers and staff about when lunch is over and when to proceed to their next classes. The usual bell will not ring at the scheduled time.
This PowerPoint presentation provides templates and prompts for a student to describe themselves, including their name, physical appearance, personality traits, hobbies, family, and things they would change about their life. It prompts the student to fill in details about who they are and what is important to them.
The document provides instructions and examples for students to work in groups to create a brochure for their ideal hotel. It includes questions they must answer such as the hotel name, location, weather, reasons to stay, views from the window, activities available, and costs. Examples are provided for responses to each question that use descriptive adjectives, superlatives, and comparatives to make the hotel sound appealing. The last part provides an example brochure created by a student for a real luxury hotel in the Maldives.
The document provides guidance on writing formal, neutral, and informal emails. It discusses characteristics of each style such as tone, vocabulary, and level of detail. The neutral/standard style is recommended for most professional emails. Examples demonstrate rewriting phrases from formal to informal style using contractions. Guidelines for abbreviations, openings/closings, subject lines, and key email phrases are also included to help write clearly for the intended reader.
Pip was training to be a guide dog at Canine University. While she struggled at first due to her short height, feeling overwhelmed in class, Pip did not give up and gradually improved. On exam day, Pip encountered a blind woman in need of assistance and helped guide her to safety, demonstrating that she had what it takes to be a successful guide dog.
tips on how to enhance the impact of post observation feedback conferences to teachers anchored on the Biophysical model of responses to threat from a paper presented by Jeannie Young and Krissia Martinez (July 2013)
This document provides information about Sir Isaac Newton in both Spanish and English. It includes a fact file about Newton's life in three paragraphs that details his birthplace and date, occupation, important works, places he lived, and cause of death. It also includes a similar fact file and biography of Marie Curie in three paragraphs with additional details. The document teaches vocabulary for describing life events and provides examples of fact files and biographies about important historical figures.
This document contains vocabulary, grammar explanations, and exercises related to school subjects and daily activities. It introduces vocabulary words for school subjects like science, literature, and microscope. It also covers grammar topics such as prepositions of time, countable and uncountable nouns, and adverbs used with present tenses. Pictures are included of a student's favorite class, which is described as yoga, and fairytale forests.
During lunch period, the school will be testing its new bell system. Students should ignore any bells they hear and follow instructions from teachers and staff about when lunch is over and when to proceed to their next classes. The usual bell will not ring at the scheduled time.
This PowerPoint presentation provides templates and prompts for a student to describe themselves, including their name, physical appearance, personality traits, hobbies, family, and things they would change about their life. It prompts the student to fill in details about who they are and what is important to them.
The document provides instructions and examples for students to work in groups to create a brochure for their ideal hotel. It includes questions they must answer such as the hotel name, location, weather, reasons to stay, views from the window, activities available, and costs. Examples are provided for responses to each question that use descriptive adjectives, superlatives, and comparatives to make the hotel sound appealing. The last part provides an example brochure created by a student for a real luxury hotel in the Maldives.
The document provides guidance on writing formal, neutral, and informal emails. It discusses characteristics of each style such as tone, vocabulary, and level of detail. The neutral/standard style is recommended for most professional emails. Examples demonstrate rewriting phrases from formal to informal style using contractions. Guidelines for abbreviations, openings/closings, subject lines, and key email phrases are also included to help write clearly for the intended reader.
Pip was training to be a guide dog at Canine University. While she struggled at first due to her short height, feeling overwhelmed in class, Pip did not give up and gradually improved. On exam day, Pip encountered a blind woman in need of assistance and helped guide her to safety, demonstrating that she had what it takes to be a successful guide dog.
Ellie gets trapped in a cave during a survival session. Sid's herd needs him and they would be lost without him. In the final scene, the characters choose to go after Ellie together and not because they feel obligated, hoping to find what they are looking for and be together because they want to rather than due to outside pressures.
The document appears to be questions and vocabulary about a scene from the movie Ice Age II. It asks questions about who is responsible for the water, who kidnapped and worshiped Sid, and if Manny and Diego believe Sid's story. It then provides vocabulary like "figure of speech", "catchy", "fur", and "unattended" related to descriptions in the scene where Sid is referred to as the "Fire King" and the group crosses a geyser field. It matches arrows with directions like "go straight through" and "go back."
This document contains snippets of dialogue from various scenes in an Ice Age film. It includes phrases in both English and Spanish. In scene 1, Manny encourages Diego to take a leap and learn to swim. Scene 2 focuses on Ellie and includes phrases about personal space and doing something right. Scene 3 takes place at night, with references to a ledge, trunk, and other lives being at stake. General questions at the end cover what separates animals from rocks, what a sabre is, what rocks do according to Sid, who rules according to Ellie's brothers, who apologizes in the end, and why Ellie's brothers consider Manny a "pervert."
The document provides questions and prompts about various scenes from the movie Ice Age 2. It asks about characters' actions and motivations, including Diego walking on thin ice, why Manny is not trying to make friends with Ellie, and Ellie discovering her origins. It also provides vocabulary words and sentence starters for describing the scenes and using language related to abilities.
This document contains a summary of session 3 of the animated film "Ellie the Possum" including:
1) Scene summaries that describe Ellie meeting Manny, Diego, and Sid and deciding to join their group for survival.
2) Vocabulary from the session including terms like "possum", "twig", and "get on my nerves".
3) A section with true/false questions about events and characters in the session like Ellie realizing she and Manny have things in common.
The animals must take action to save their lives from an impending flood. They have to move out of their homes to higher ground to escape the rising waters. Manny starts running in a panic because he realizes the severity of the situation and how little time they have to escape. Fast Tony presents a new gizmo to help them with their escape, though it is unclear what the device is. Sid tries to convince the others that a flood is coming by talking to a whale, though the others are skeptical and question whether they can trust Sid's prediction.
The document contains example phrases and sentences that could be used for role playing characters from Ice Age II, including:
- The more [subjects] do something, the better/easier/less something else will be
- What if something happens?
- You are already something as something else.
- That was the most/smallest something I've ever seen.
- I am going to do something again and this time I'll do it differently.
- You are going to have to do something sooner or later.
- I don't care if something happens.
- He said he could do something.
- It's about time something happened.
- I would like to do something.
The document appears to be notes from multiple sessions of Ice Age 2, including descriptions of characters like Sid, Diego, and Manny. It mentions herd, flood, and extinction. Various vocabulary words are also listed like acorn, nut, bark, rattlesnake, twig, lame, and embarrass which seem related to the story, characters, or themes in Ice Age 2.
The document provides instructions for making a peanut butter and jelly sandwich. It lists the necessary materials which include bread, peanut butter, jelly, and a butter knife. It then outlines 6 steps to make the sandwich which are to prepare the bread slices, apply a layer of peanut butter to each, spread jelly on one slice, and combine the slices so the peanut butter is on the outside and jelly is in the center. The finished sandwich is then ready to enjoy.
The document provides an overview of characters and events in the first 21 chapters of the novel "The Client". It introduces the two main characters, Ricky and Mark, and describes some of the key events they experience including being kidnapped by Romey. It also lists important secondary characters like Sergeant Hardy, Barry Muldano, and various law enforcement figures. The document poses questions about each character's role, relationships, and their involvement in the central mystery and crimes described in the novel.
The document contains short descriptions of several students from Joanot Martorell school. Iker describes himself as intelligent as a dolphin but going in the wrong direction, and sometimes as stupid as a leprechaun. Soraya says she is neither tall nor short, likes dogs, and does her best. Marc describes himself as as friendly as a warm hug, as good at cooking as a celebrity chef, and as lazy as a cat.
The document describes several classmates. It provides comparisons of each classmate to animals or objects to describe their personality traits and characteristics. For example, it states that Lucia is as passionate about football as Messi, Andrea is as lazy as a cat, and Zixiang is as funny as a comedian. Each classmate's description is 1-2 sentences and focuses on comparing them to something to illustrate a quality about them.
The document provides guidance on using punctuation correctly with full stops and semi-colons in sentences. It also discusses making inferences when reading, using relative pronouns to join sentences, and includes vocabulary and examples of defining and non-defining relative clauses. The reading comprehension section asks questions to test inferences that can be made from the provided text.
The document provides descriptions of several classmates:
- Soukaina is talkative but hard-working, passionate about drawing, and helps cheer people up when they're sad.
- Bania likes paintings and sports but often gets tired, and is shy unless with friends.
- Adner sometimes gets angry, loves football, and enjoys video games at friends' houses.
- Iván is passionate about football and talks a lot in class.
- Adrián is intelligent, brave, and passionate about sports especially football but doesn't study enough.
- Rocio looks like an owl with big eyes and is adventurous and intelligent.
- Cristian is a good student but not brave or strong
This document provides instructions and prompts for an activity where students will describe themselves and their classmates using comparisons and similes. The activity aims to practice comparative language, understand descriptive phrases, provide details in explanations, and present a slideshow to the class. Students are given examples of descriptive phrases and prompts to find words in sentences. They work in groups to generate descriptive phrases for themselves and their group members using models provided.
The document provides information about special activities during Christmas, questions to ask about Christmas plans, adjectives to describe places, comparing adjectives of different types, irregular adjectives, geography vocabulary, and an activity to create a brochure for an ideal hotel. It includes tips for writing an effective brochure such as using positive adjectives, superlatives, and comparatives to persuade the reader. An example brochure is also provided describing a luxury hotel located in the Maldives with an underwater bedroom and panoramic ocean views.
This document discusses the passive voice and its uses. It provides examples of passive structures with verbs followed by infinitives like "be asked to send" and impersonal passives using "be" and past participles like "it is believed that...". Finally, it discusses causative verbs like "have" and "get" followed by a past participle to indicate something being done by another.
This document discusses various uses of future tenses in English. It explains that there are several ways to talk about the future in English, including using will, going to, the present continuous, the present simple, the future perfect, and the future continuous. It provides examples of when each future tense is used, such as using will for predictions, promises, requests, and spontaneous decisions, and using the future continuous to talk about something that will be in progress at a specific time in the future. The document contrasts the uses of will and the present simple, and provides exercises to practice using will, be going to, and the present continuous to talk about the future. It also provides examples of when to use the future continuous versus the
This document provides descriptions of people's physical appearances, clothing, personalities, and ways to compare two people. It includes vocabulary and phrases for describing looks, outfits, and characteristics. Examples describe facial features, hair, body type, and clothing items and colors. Descriptions are also provided for pictures and ways to discuss similarities and differences between two subjects.
This document provides advice and language for describing pictures in an exam. It recommends taking time to look at the picture before speaking, using all the time given to talk, and practicing useful language. Some useful language includes describing what can be seen in the picture, what is happening, and the location of objects using terms like "at the top," "in the middle," "on the left." It also provides phrases for when something is unclear like "it looks like" or "it might be." The document includes example descriptions of pictures and questions teachers could ask students to describe pictures.
Ellie gets trapped in a cave during a survival session. Sid's herd needs him and they would be lost without him. In the final scene, the characters choose to go after Ellie together and not because they feel obligated, hoping to find what they are looking for and be together because they want to rather than due to outside pressures.
The document appears to be questions and vocabulary about a scene from the movie Ice Age II. It asks questions about who is responsible for the water, who kidnapped and worshiped Sid, and if Manny and Diego believe Sid's story. It then provides vocabulary like "figure of speech", "catchy", "fur", and "unattended" related to descriptions in the scene where Sid is referred to as the "Fire King" and the group crosses a geyser field. It matches arrows with directions like "go straight through" and "go back."
This document contains snippets of dialogue from various scenes in an Ice Age film. It includes phrases in both English and Spanish. In scene 1, Manny encourages Diego to take a leap and learn to swim. Scene 2 focuses on Ellie and includes phrases about personal space and doing something right. Scene 3 takes place at night, with references to a ledge, trunk, and other lives being at stake. General questions at the end cover what separates animals from rocks, what a sabre is, what rocks do according to Sid, who rules according to Ellie's brothers, who apologizes in the end, and why Ellie's brothers consider Manny a "pervert."
The document provides questions and prompts about various scenes from the movie Ice Age 2. It asks about characters' actions and motivations, including Diego walking on thin ice, why Manny is not trying to make friends with Ellie, and Ellie discovering her origins. It also provides vocabulary words and sentence starters for describing the scenes and using language related to abilities.
This document contains a summary of session 3 of the animated film "Ellie the Possum" including:
1) Scene summaries that describe Ellie meeting Manny, Diego, and Sid and deciding to join their group for survival.
2) Vocabulary from the session including terms like "possum", "twig", and "get on my nerves".
3) A section with true/false questions about events and characters in the session like Ellie realizing she and Manny have things in common.
The animals must take action to save their lives from an impending flood. They have to move out of their homes to higher ground to escape the rising waters. Manny starts running in a panic because he realizes the severity of the situation and how little time they have to escape. Fast Tony presents a new gizmo to help them with their escape, though it is unclear what the device is. Sid tries to convince the others that a flood is coming by talking to a whale, though the others are skeptical and question whether they can trust Sid's prediction.
The document contains example phrases and sentences that could be used for role playing characters from Ice Age II, including:
- The more [subjects] do something, the better/easier/less something else will be
- What if something happens?
- You are already something as something else.
- That was the most/smallest something I've ever seen.
- I am going to do something again and this time I'll do it differently.
- You are going to have to do something sooner or later.
- I don't care if something happens.
- He said he could do something.
- It's about time something happened.
- I would like to do something.
The document appears to be notes from multiple sessions of Ice Age 2, including descriptions of characters like Sid, Diego, and Manny. It mentions herd, flood, and extinction. Various vocabulary words are also listed like acorn, nut, bark, rattlesnake, twig, lame, and embarrass which seem related to the story, characters, or themes in Ice Age 2.
The document provides instructions for making a peanut butter and jelly sandwich. It lists the necessary materials which include bread, peanut butter, jelly, and a butter knife. It then outlines 6 steps to make the sandwich which are to prepare the bread slices, apply a layer of peanut butter to each, spread jelly on one slice, and combine the slices so the peanut butter is on the outside and jelly is in the center. The finished sandwich is then ready to enjoy.
The document provides an overview of characters and events in the first 21 chapters of the novel "The Client". It introduces the two main characters, Ricky and Mark, and describes some of the key events they experience including being kidnapped by Romey. It also lists important secondary characters like Sergeant Hardy, Barry Muldano, and various law enforcement figures. The document poses questions about each character's role, relationships, and their involvement in the central mystery and crimes described in the novel.
The document contains short descriptions of several students from Joanot Martorell school. Iker describes himself as intelligent as a dolphin but going in the wrong direction, and sometimes as stupid as a leprechaun. Soraya says she is neither tall nor short, likes dogs, and does her best. Marc describes himself as as friendly as a warm hug, as good at cooking as a celebrity chef, and as lazy as a cat.
The document describes several classmates. It provides comparisons of each classmate to animals or objects to describe their personality traits and characteristics. For example, it states that Lucia is as passionate about football as Messi, Andrea is as lazy as a cat, and Zixiang is as funny as a comedian. Each classmate's description is 1-2 sentences and focuses on comparing them to something to illustrate a quality about them.
The document provides guidance on using punctuation correctly with full stops and semi-colons in sentences. It also discusses making inferences when reading, using relative pronouns to join sentences, and includes vocabulary and examples of defining and non-defining relative clauses. The reading comprehension section asks questions to test inferences that can be made from the provided text.
The document provides descriptions of several classmates:
- Soukaina is talkative but hard-working, passionate about drawing, and helps cheer people up when they're sad.
- Bania likes paintings and sports but often gets tired, and is shy unless with friends.
- Adner sometimes gets angry, loves football, and enjoys video games at friends' houses.
- Iván is passionate about football and talks a lot in class.
- Adrián is intelligent, brave, and passionate about sports especially football but doesn't study enough.
- Rocio looks like an owl with big eyes and is adventurous and intelligent.
- Cristian is a good student but not brave or strong
This document provides instructions and prompts for an activity where students will describe themselves and their classmates using comparisons and similes. The activity aims to practice comparative language, understand descriptive phrases, provide details in explanations, and present a slideshow to the class. Students are given examples of descriptive phrases and prompts to find words in sentences. They work in groups to generate descriptive phrases for themselves and their group members using models provided.
The document provides information about special activities during Christmas, questions to ask about Christmas plans, adjectives to describe places, comparing adjectives of different types, irregular adjectives, geography vocabulary, and an activity to create a brochure for an ideal hotel. It includes tips for writing an effective brochure such as using positive adjectives, superlatives, and comparatives to persuade the reader. An example brochure is also provided describing a luxury hotel located in the Maldives with an underwater bedroom and panoramic ocean views.
This document discusses the passive voice and its uses. It provides examples of passive structures with verbs followed by infinitives like "be asked to send" and impersonal passives using "be" and past participles like "it is believed that...". Finally, it discusses causative verbs like "have" and "get" followed by a past participle to indicate something being done by another.
This document discusses various uses of future tenses in English. It explains that there are several ways to talk about the future in English, including using will, going to, the present continuous, the present simple, the future perfect, and the future continuous. It provides examples of when each future tense is used, such as using will for predictions, promises, requests, and spontaneous decisions, and using the future continuous to talk about something that will be in progress at a specific time in the future. The document contrasts the uses of will and the present simple, and provides exercises to practice using will, be going to, and the present continuous to talk about the future. It also provides examples of when to use the future continuous versus the
This document provides descriptions of people's physical appearances, clothing, personalities, and ways to compare two people. It includes vocabulary and phrases for describing looks, outfits, and characteristics. Examples describe facial features, hair, body type, and clothing items and colors. Descriptions are also provided for pictures and ways to discuss similarities and differences between two subjects.
This document provides advice and language for describing pictures in an exam. It recommends taking time to look at the picture before speaking, using all the time given to talk, and practicing useful language. Some useful language includes describing what can be seen in the picture, what is happening, and the location of objects using terms like "at the top," "in the middle," "on the left." It also provides phrases for when something is unclear like "it looks like" or "it might be." The document includes example descriptions of pictures and questions teachers could ask students to describe pictures.