This document provides vocabulary related to education. It defines key terms like nursery school, primary school, academic year, compulsory, state, private, and graduate. It clarifies meanings such as taking an exam refers to attempting questions while passing means being successful. Compulsory is defined as mandatory while voluntary is optional. Schools and universities are for education while parents are responsible for raising children. Pupils are younger students while older learners are called students. Prepositions are also defined for use with some of the education terms.
This document provides Christmas homework assignments for students, including revising class notes and the syllabus, working on workbooks and CDs, preparing monologues and summaries on topics covered, practicing dialogues using new vocabulary and structures, reading and listening practice using links on the blog, revising pronunciation notes and common mistakes, revising the writing process and connectors, and completing two writing assignments - a dialogue in a restaurant and an optional recipe from Murcia to be emailed by the deadline of January 10th, 2014. It wishes students a Merry Christmas and Happy New Year.
The document provides examples of verbs in the present and past progressive tenses, as well as the present, past, and future perfect tenses. It also gives examples of interrogative pronouns like who, whose, which, and where. The document appears to be teaching grammar concepts through example sentences for educational purposes.
1. The document contains answer keys and exercises for revision files 1-9.
2. It includes grammar exercises focusing on topics like tenses, modals, comparatives, and passive voice.
3. The exercises provide answers to fill in blanks related to various grammar structures.
This document provides vocabulary related to education. It defines key terms like nursery school, primary school, academic year, compulsory, state, private, and graduate. It clarifies meanings such as taking an exam refers to attempting questions while passing means being successful. Compulsory is defined as mandatory while voluntary is optional. Schools and universities are for education while parents are responsible for raising children. Pupils are younger students while older learners are called students. Prepositions are also defined for use with some of the education terms.
This document provides Christmas homework assignments for students, including revising class notes and the syllabus, working on workbooks and CDs, preparing monologues and summaries on topics covered, practicing dialogues using new vocabulary and structures, reading and listening practice using links on the blog, revising pronunciation notes and common mistakes, revising the writing process and connectors, and completing two writing assignments - a dialogue in a restaurant and an optional recipe from Murcia to be emailed by the deadline of January 10th, 2014. It wishes students a Merry Christmas and Happy New Year.
The document provides examples of verbs in the present and past progressive tenses, as well as the present, past, and future perfect tenses. It also gives examples of interrogative pronouns like who, whose, which, and where. The document appears to be teaching grammar concepts through example sentences for educational purposes.
1. The document contains answer keys and exercises for revision files 1-9.
2. It includes grammar exercises focusing on topics like tenses, modals, comparatives, and passive voice.
3. The exercises provide answers to fill in blanks related to various grammar structures.
This document provides a list of useful expressions and questions to use at a party. It includes greetings like "Hi, how are you?" and "Hello". It also lists questions to get to know people better such as "Are you having a good time?", "How do you know the host?", and "What do you do with yourself?". The document also includes compliments like "You look great tonight" and ways to express surprise like "Really?!" or "No way!".
The document outlines three role play scenarios for students. In the first, Student A prefers adventurous holidays while Student B likes relaxing holidays. They must decide on a holiday plan together. The second has the students deciding on a trip's location, transportation, duration, and accommodation. The third features Student A asking their friend Student B, who visited last year, for recommendations about visiting Bolnuevo village in Spain, including best times, sights, transportation, food, lodging, and festivals.
The document describes various symptoms a person is experiencing that could indicate they are getting sick, including a sore throat, headache, stomach ache, backache, faintness, shoulder pain, splitting headache, cough, flu-like symptoms, chest pain, sneezing, allergies to penicillin. It also contains questions a doctor might ask to evaluate the symptoms and determine if the person needs medication, rest, or to return for a follow up visit if not improving.
The document discusses the differences between using "can" and "be able to" when talking about ability in English. It states that "can" is used in the present tense to talk about ability, while "could" is used for past ability. "Be able to" is more formal than "can" in the present, but is necessary to talk about specific past successes or failures, rather than general past ability. Both "could" and "be able to" can be used to talk about not being capable of something in the past.
This document contains a Spanish language exercise reviewing intermediate grammar concepts. It includes 10 exercises testing the use of verbs in different tenses, prepositions, adjectives, indirect object pronouns, and other grammar points. The exercises contain examples sentences to choose the correct verb form or grammar structure. The document provides practice for an intermediate Spanish language learner.
The document asks a series of questions about someone's school experiences, including the condition of their school grounds, whether they participated in extracurricular activities, their academic performance and subjects they excelled in, any instances of cheating on tests and their methods/consequences, whether they had to retake any exams and how many times, their pre-exam preparation routines, how they feel when failing exams, if they ever gave up an exam due to frustration, whether they ever took a year off school, their English language qualifications, and their plans after completing Intermediate level 1.
The document lists various key terms related to cinema and films, including parts of a movie theater (e.g., cinema, foyer, auditorium, screen), aspects of films (e.g., review, critic, performance, cartoon, trailer, horror), and elements involved in film production and evaluation (e.g., role, cast, director, studio, location, documentary, box office, plot). It also lists various prepositions (e.g., on, in, at, for, to) and provides examples of sentences using the passive voice.
The document asks a series of questions about one's school experiences including favorite subjects, teachers, talents, type of school attended, class size, homework habits, behavior, punishments, and university education if pursued. It inquires about subjects one excelled in and enjoyed most as well as teachers that left an impression and the type of school environment from elementary through secondary levels. Class dynamics, uniform policies, and the perceived value of homework are also addressed.
The document provides information on quantifiers in English used with countable and uncountable nouns. It defines the quantifiers some, any, much, many, how much/many, a lot of, lots of, plenty of, too, enough, little, few, any, and no and provides examples of their use in positive, negative, and interrogative sentences. Quantifiers take plural or singular verbs depending on whether they are used with countable or uncountable nouns.
This document provides a list of useful expressions and questions to use at a party. It includes greetings like "Hi, how are you?" and "Hello". It also lists questions to get to know people better such as "Are you having a good time?", "How do you know the host?", and "What do you do with yourself?". The document also includes compliments like "You look great tonight" and ways to express surprise like "Really?!" or "No way!".
The document outlines three role play scenarios for students. In the first, Student A prefers adventurous holidays while Student B likes relaxing holidays. They must decide on a holiday plan together. The second has the students deciding on a trip's location, transportation, duration, and accommodation. The third features Student A asking their friend Student B, who visited last year, for recommendations about visiting Bolnuevo village in Spain, including best times, sights, transportation, food, lodging, and festivals.
The document describes various symptoms a person is experiencing that could indicate they are getting sick, including a sore throat, headache, stomach ache, backache, faintness, shoulder pain, splitting headache, cough, flu-like symptoms, chest pain, sneezing, allergies to penicillin. It also contains questions a doctor might ask to evaluate the symptoms and determine if the person needs medication, rest, or to return for a follow up visit if not improving.
The document discusses the differences between using "can" and "be able to" when talking about ability in English. It states that "can" is used in the present tense to talk about ability, while "could" is used for past ability. "Be able to" is more formal than "can" in the present, but is necessary to talk about specific past successes or failures, rather than general past ability. Both "could" and "be able to" can be used to talk about not being capable of something in the past.
This document contains a Spanish language exercise reviewing intermediate grammar concepts. It includes 10 exercises testing the use of verbs in different tenses, prepositions, adjectives, indirect object pronouns, and other grammar points. The exercises contain examples sentences to choose the correct verb form or grammar structure. The document provides practice for an intermediate Spanish language learner.
The document asks a series of questions about someone's school experiences, including the condition of their school grounds, whether they participated in extracurricular activities, their academic performance and subjects they excelled in, any instances of cheating on tests and their methods/consequences, whether they had to retake any exams and how many times, their pre-exam preparation routines, how they feel when failing exams, if they ever gave up an exam due to frustration, whether they ever took a year off school, their English language qualifications, and their plans after completing Intermediate level 1.
The document lists various key terms related to cinema and films, including parts of a movie theater (e.g., cinema, foyer, auditorium, screen), aspects of films (e.g., review, critic, performance, cartoon, trailer, horror), and elements involved in film production and evaluation (e.g., role, cast, director, studio, location, documentary, box office, plot). It also lists various prepositions (e.g., on, in, at, for, to) and provides examples of sentences using the passive voice.
The document asks a series of questions about one's school experiences including favorite subjects, teachers, talents, type of school attended, class size, homework habits, behavior, punishments, and university education if pursued. It inquires about subjects one excelled in and enjoyed most as well as teachers that left an impression and the type of school environment from elementary through secondary levels. Class dynamics, uniform policies, and the perceived value of homework are also addressed.
The document provides information on quantifiers in English used with countable and uncountable nouns. It defines the quantifiers some, any, much, many, how much/many, a lot of, lots of, plenty of, too, enough, little, few, any, and no and provides examples of their use in positive, negative, and interrogative sentences. Quantifiers take plural or singular verbs depending on whether they are used with countable or uncountable nouns.