Present continuous describing people
•Download as PPTX, PDF•
0 likes•99 views
The English class covered present continuous tenses, including how to form positive and negative statements as well as questions using the present continuous. Students watched videos and did exercises to practice greetings, describing people, and pronunciation. The class focused on speaking activities using the present continuous to talk about what people are doing at the moment.
Report
Share
Report
Share
Recommended
Unit11 C
This document provides conversation strategies for maintaining a dialogue, including asking reciprocal questions to the previous speaker, using transition words like "anyway" to change topics or end a discussion politely, and defined some vocabulary words for snacks, crowds, gorgeous things, and embarrassment. It recommends asking follow up questions like "What about you?" or "How was yours?" after answering a question to reciprocate interest and continue the conversation.
Modals presented by: Monir Hossen
The document discusses modal verbs such as must, may, will, should, and can. It provides examples of how these modal verbs are used with main verbs to indicate obligation, possibility, advice, and future tense. It also discusses exercises for learners to practice using modal verbs correctly with main verbs.
2008may
The document discusses lesson planning and personal growth for TEFL teachers. It provides tips for effective lesson planning such as having starting and ending points in lessons, making lessons multi-sensory, incorporating physical movement, and moving roadblocks to learning like unclear phonics instruction. It also emphasizes the importance of personal growth for teachers through professional development, trying new classroom techniques, and sharing ideas with other teachers.
Powerful english speaking
This document provides an overview of the Effortless English teaching system created by AJ Hoge. The system focuses on improving English speaking skills through mastery of three key areas: Body, Mind, and Method. For Body, it emphasizes using physical movement, gestures, strong posture, and smiling to increase energy and learning. For Mind, it discusses replacing negative beliefs about English learning with positive beliefs like believing in constant, never-ending improvement. For Method, it describes the specific techniques used in the system, including learning with listening, using mini-story lessons that involve asking and answering questions, and point-of-view lessons that retell stories from different perspectives. The goal is to make English speaking automatic and effortless.
Phrasal verbs
Phrasal verbs are special verbs in English that consist of a verb and a preposition or adverb. Some examples of phrasal verbs provided in the document are "turn on", "break down", and "act up". The document then provides definitions and examples of 14 additional phrasal verbs: break down, act up, add up, ask after, ball up, bash about, be along, be onto, bear on, book out.
5 keys to becoming Fluent
Some hints and tips to become fluent in English language, even it can be applied to another languages.
The key to excellent speaking
This document discusses the importance of listening for developing English fluency. It states that the key to fluency is having a lot of understandable and repetitive listening. Listening to easier English material multiple times allows the information to sink in and be remembered. The document provides suggestions for powerful listening, including narrow listening to topics or speakers, dividing listening throughout the day, using an MP3 player, and reading while listening. Following these methods consistently for 6 months is recommended to achieve excellent English speaking abilities.
Flipping Your Class
This document discusses flipped learning and how to implement it in the classroom. It defines flipped learning as making content available online for students to learn at their own pace outside of class. This frees up class time for teachers to work directly with students and for increased interaction and feedback. Potential downsides include students not engaging with pre-class content and not all students preferring this learning style. The document provides examples of tools that can be used to create digital content and instructions for how to create videos and digital essays for flipped learning.
Recommended
Unit11 C
This document provides conversation strategies for maintaining a dialogue, including asking reciprocal questions to the previous speaker, using transition words like "anyway" to change topics or end a discussion politely, and defined some vocabulary words for snacks, crowds, gorgeous things, and embarrassment. It recommends asking follow up questions like "What about you?" or "How was yours?" after answering a question to reciprocate interest and continue the conversation.
Modals presented by: Monir Hossen
The document discusses modal verbs such as must, may, will, should, and can. It provides examples of how these modal verbs are used with main verbs to indicate obligation, possibility, advice, and future tense. It also discusses exercises for learners to practice using modal verbs correctly with main verbs.
2008may
The document discusses lesson planning and personal growth for TEFL teachers. It provides tips for effective lesson planning such as having starting and ending points in lessons, making lessons multi-sensory, incorporating physical movement, and moving roadblocks to learning like unclear phonics instruction. It also emphasizes the importance of personal growth for teachers through professional development, trying new classroom techniques, and sharing ideas with other teachers.
Powerful english speaking
This document provides an overview of the Effortless English teaching system created by AJ Hoge. The system focuses on improving English speaking skills through mastery of three key areas: Body, Mind, and Method. For Body, it emphasizes using physical movement, gestures, strong posture, and smiling to increase energy and learning. For Mind, it discusses replacing negative beliefs about English learning with positive beliefs like believing in constant, never-ending improvement. For Method, it describes the specific techniques used in the system, including learning with listening, using mini-story lessons that involve asking and answering questions, and point-of-view lessons that retell stories from different perspectives. The goal is to make English speaking automatic and effortless.
Phrasal verbs
Phrasal verbs are special verbs in English that consist of a verb and a preposition or adverb. Some examples of phrasal verbs provided in the document are "turn on", "break down", and "act up". The document then provides definitions and examples of 14 additional phrasal verbs: break down, act up, add up, ask after, ball up, bash about, be along, be onto, bear on, book out.
5 keys to becoming Fluent
Some hints and tips to become fluent in English language, even it can be applied to another languages.
The key to excellent speaking
This document discusses the importance of listening for developing English fluency. It states that the key to fluency is having a lot of understandable and repetitive listening. Listening to easier English material multiple times allows the information to sink in and be remembered. The document provides suggestions for powerful listening, including narrow listening to topics or speakers, dividing listening throughout the day, using an MP3 player, and reading while listening. Following these methods consistently for 6 months is recommended to achieve excellent English speaking abilities.
Flipping Your Class
This document discusses flipped learning and how to implement it in the classroom. It defines flipped learning as making content available online for students to learn at their own pace outside of class. This frees up class time for teachers to work directly with students and for increased interaction and feedback. Potential downsides include students not engaging with pre-class content and not all students preferring this learning style. The document provides examples of tools that can be used to create digital content and instructions for how to create videos and digital essays for flipped learning.
b1-listening-syllabus-2016-2017
This document outlines the syllabus for an English B1 listening course. It provides information about the instructor, course description, exam structure, topics that will be covered over the semester, and recommended resources for additional study. The course aims to develop students' listening skills through topics related to psychology, culture, language, and business. Practice exams will be held throughout the year to simulate the final exam. Students are expected to study independently from materials provided online and are encouraged to attend all classes and exam simulations.
Youtube clip Assignment066733_Varaphon Kanphon
This document recommends learning English through songs, as it helps with speaking, conversation, vocabulary, pronunciation, listening and grammar skills. It provides a link to a YouTube video called "Learn English Through Song Lesson 4 Common Phrase" that teaches common phrases through the song "Back Home Again." Additional resources for song lyrics and exercises are available on the website listed.
Building Digital Confidence in EFL Teachers
Help EFL teachers feel more confident using social media in class. This PPT highlights ways to use Facebook & YouTube in various EFL/ESL classes ( tourism, conversation, writing & reading and extracurricular).
Schneider vanesa final reflection_practicadocenteii
Vanesa Schneider reflects on her teaching practicum experience at the primary level. She found planning lessons and using visual aids helped children learn vocabulary. While the children were engaged, she realized she needs to speak more English to improve their comprehension. Going forward, she will focus more on oral language, speak English slower when explaining, and plan fewer activities to allow more practice time. She believes the experience was invaluable for improving her teaching skills.
All 01
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have when they don't understand everything. It recommends encouraging students to listen for short periods several times a week and be patient with progress. For speaking, it notes the peer pressure students feel and suggests having them do small group conversations about familiar topics to build confidence. It also discusses difficulties non-native English speaking teachers may face and provides tips like avoiding slang, being polite, and using activities to engage students.
542 d 5considerations team2
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have and encourages them to listen for short periods multiple times a week. It also discusses using movies to improve listening by exposing students to different accents and dialects. For speaking, it notes that students feel peer pressure and are overly worried about mistakes. Having small group conversations about familiar topics can help reduce this. The document also addresses difficulties non-native English speaking teachers may face, such as students not understanding everything, and provides suggestions like avoiding slang and making lessons engaging through activities.
Moure secondary intermediate_lesson_plan1 - 10
This document provides details about a teaching practice conducted by Regina Moure. It took place at the Instituto Marcelo Spínola in Caleta Olivia, Santa Cruz, Argentina. The practice involved teaching English to a class of 33 secondary students. The lesson focused on introducing vocabulary related to music and having students practice making predictions using "will + infinitive". Assessment of the lesson would focus on student participation levels as it was the first class. The document outlines the lesson plan, including objectives, language focus, materials, activities and approach. It also addresses potential student issues and how the teacher plans to integrate skills and establish rapport.
Classroom Language Journal
The document discusses strategies for teaching English to young learners in the classroom. It recommends using simple language and focusing on everyday instructions when first teaching English. Activities like Total Physical Response exercises are suggested, where students listen and do actions based on instructions. Developing social skills is also emphasized through lessons on topics like feelings, behavior, and hygiene. The document provides examples of classroom language to use for greetings, organizing students, and ending lessons.
Final Assingment and E-Portfolio - Post Graduate in English
This is the Final Assingment of the Post Graduate in English Education by Estacio de Sá in due to conclude the last module of the course to Professor Ana Paula Cypriano.
542 d 5considerations_team1(revised)
1. The document discusses considerations in teaching listening and speaking skills to ESL students. It identifies challenges like a lack of proper teaching methods, exposure to different accents, and opportunities for interaction.
2. It proposes effective teaching methods like incorporating pre-listening, during listening and post-listening activities. It also suggests exposing students to various English accents through activities using videos, songs and news clips.
3. Providing role-plays, discussions and authentic tasks can help address the lack of real-world experience. Increasing interaction through games, group activities and multimedia can make speaking classes more engaging.
Strategies for Developing Speaking Skills in English
This document provides strategies for developing speaking skills. It discusses motivation, confidence, and practice as key factors. Specific strategies covered include improving pronunciation with repetition, minimal pairs, and tongue twisters; expanding vocabulary through movies, podcasts, and patterned responses; and improving fluency, comprehension, and grammar through self-recording, speaking aloud, and listening feedback. The overall message is not to be afraid of making mistakes while practicing these skills.
Using video-in-the-classroom
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas.
Using video in_the_classroom
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas like discussing, describing, predicting, and teaching language points.
English courses melbourne, english
English courses melbourne, The General English Courses (ELICOS) are intended to provide international students with the English language foundation and skills they need to function in social contexts in Australian society and to undertake further vocational courses. VIT
Pron madeeasy apr2015
Presentation given on Apr. 30, 2015 at the APPI Conference in Lisbon, Portugal about _Pronunciation Made Easy for Portuguese-Speaking Learners of English_, an e-dictionary that I published in Sep. 2014.
ESP SYLLABUS English and focus: (English for Doctor)
English in focus: ENGLISH FOR DOCTOR
I. COURSE DESCRIPTION.
This work plan focuses on learning the different skills of a new language such as English; in addition, the main objective is to teach the necessary skills for language learning to a doctor. Likewise, the professional must be prepared with their specific area of work so that they can have a greater profitability in their work and a better performance, using the appropriate vocabulary to the situations that arise. The levels of competencies are developed in the learning that the person requires so they must have different levels of skills such as reading, writing, listening and speaking.
II. COURSE OBJETIVE.
The importance of the increase of strategies and methodologies that will be carried out for the teaching of a new language to a health professional will be developed, with this it is important to know that the most used and most learned vocabulary will be related to the job you have, In order to have more profitability in future opportunities, in such a way determinations will be carried out for learning in each of the corresponding skills.
III. SPECIFIC OBJETIVES
-Help the doctor learn and improve speaking and listening skills.
-Create more vocabulary related to his profession, and increase this in conversations.
-Increase confidence in the health professional, creating strategies that help them improve.
- Increase in learning several strategies that help the student to learn in a more creative way and in a short time.
-Develop activities that involve ICTs for the teaching of the student in their improvement of speaking and listening skills.
Classroom language journal
The document provides guidance for teaching English to young learners, with a focus on oral communication. It includes examples of caretaker talk to help children learn in a familiar way. Tips are given for starting lessons, such as using songs, routines and role calls. Organizing the classroom with short, clear instructions is also discussed. Ending lessons properly and adapting approaches for very young versus young learners completes the overview. The overall aim is to create a safe, positive environment where children feel comfortable practicing their oral English skills.
542 d 5considerations_team1_show
There are 4 special considerations in teachiing listening and speaking for EFL learners and also effective teaching tips for English teachers.
Classroom Language Journal
This document provides an overview of strategies for developing classroom language skills in young English language learners. It discusses the importance of using English consistently in the classroom from greetings to instructions. Specific language is suggested for greetings, taking attendance, starting and ending lessons, and giving everyday instructions. Developing social skills like behavior, feelings, hygiene and sharing are also addressed. The document emphasizes using gestures, visuals and the students' first language for support. Listening and movement activities are recommended to actively involve students and promote language acquisition in a fun, engaging way.
Tips for how to improve english speaking
Tips for how to improve English speaking is described by English speaking course in Chandigarh sector 34.For more information call us @ 9914641983.
Phrasal verbs
This document provides resources for learning about phrasal verbs in English, including a website with information on phrasal verbs using "to get", a YouTube video demonstrating phrasal verbs, and a link to interpret the lyrics of a song to learn phrasal verbs. It encourages the reader to utilize these online resources to improve their understanding of English phrasal verbs.
Verb get
The document provides instructions and exercises on how to use the verb "get" in English sentences. It includes a link to a video explaining how to use get, examples of sentences using get in different tenses and forms, exercises to write sentences using get with other verbs, and additional links for reference on phrasal verbs using get. The homework is to write 20 sentences using get and changing the following verb in each sentence.
More Related Content
Similar to Present continuous describing people
b1-listening-syllabus-2016-2017
This document outlines the syllabus for an English B1 listening course. It provides information about the instructor, course description, exam structure, topics that will be covered over the semester, and recommended resources for additional study. The course aims to develop students' listening skills through topics related to psychology, culture, language, and business. Practice exams will be held throughout the year to simulate the final exam. Students are expected to study independently from materials provided online and are encouraged to attend all classes and exam simulations.
Youtube clip Assignment066733_Varaphon Kanphon
This document recommends learning English through songs, as it helps with speaking, conversation, vocabulary, pronunciation, listening and grammar skills. It provides a link to a YouTube video called "Learn English Through Song Lesson 4 Common Phrase" that teaches common phrases through the song "Back Home Again." Additional resources for song lyrics and exercises are available on the website listed.
Building Digital Confidence in EFL Teachers
Help EFL teachers feel more confident using social media in class. This PPT highlights ways to use Facebook & YouTube in various EFL/ESL classes ( tourism, conversation, writing & reading and extracurricular).
Schneider vanesa final reflection_practicadocenteii
Vanesa Schneider reflects on her teaching practicum experience at the primary level. She found planning lessons and using visual aids helped children learn vocabulary. While the children were engaged, she realized she needs to speak more English to improve their comprehension. Going forward, she will focus more on oral language, speak English slower when explaining, and plan fewer activities to allow more practice time. She believes the experience was invaluable for improving her teaching skills.
All 01
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have when they don't understand everything. It recommends encouraging students to listen for short periods several times a week and be patient with progress. For speaking, it notes the peer pressure students feel and suggests having them do small group conversations about familiar topics to build confidence. It also discusses difficulties non-native English speaking teachers may face and provides tips like avoiding slang, being polite, and using activities to engage students.
542 d 5considerations team2
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have and encourages them to listen for short periods multiple times a week. It also discusses using movies to improve listening by exposing students to different accents and dialects. For speaking, it notes that students feel peer pressure and are overly worried about mistakes. Having small group conversations about familiar topics can help reduce this. The document also addresses difficulties non-native English speaking teachers may face, such as students not understanding everything, and provides suggestions like avoiding slang and making lessons engaging through activities.
Moure secondary intermediate_lesson_plan1 - 10
This document provides details about a teaching practice conducted by Regina Moure. It took place at the Instituto Marcelo Spínola in Caleta Olivia, Santa Cruz, Argentina. The practice involved teaching English to a class of 33 secondary students. The lesson focused on introducing vocabulary related to music and having students practice making predictions using "will + infinitive". Assessment of the lesson would focus on student participation levels as it was the first class. The document outlines the lesson plan, including objectives, language focus, materials, activities and approach. It also addresses potential student issues and how the teacher plans to integrate skills and establish rapport.
Classroom Language Journal
The document discusses strategies for teaching English to young learners in the classroom. It recommends using simple language and focusing on everyday instructions when first teaching English. Activities like Total Physical Response exercises are suggested, where students listen and do actions based on instructions. Developing social skills is also emphasized through lessons on topics like feelings, behavior, and hygiene. The document provides examples of classroom language to use for greetings, organizing students, and ending lessons.
Final Assingment and E-Portfolio - Post Graduate in English
This is the Final Assingment of the Post Graduate in English Education by Estacio de Sá in due to conclude the last module of the course to Professor Ana Paula Cypriano.
542 d 5considerations_team1(revised)
1. The document discusses considerations in teaching listening and speaking skills to ESL students. It identifies challenges like a lack of proper teaching methods, exposure to different accents, and opportunities for interaction.
2. It proposes effective teaching methods like incorporating pre-listening, during listening and post-listening activities. It also suggests exposing students to various English accents through activities using videos, songs and news clips.
3. Providing role-plays, discussions and authentic tasks can help address the lack of real-world experience. Increasing interaction through games, group activities and multimedia can make speaking classes more engaging.
Strategies for Developing Speaking Skills in English
This document provides strategies for developing speaking skills. It discusses motivation, confidence, and practice as key factors. Specific strategies covered include improving pronunciation with repetition, minimal pairs, and tongue twisters; expanding vocabulary through movies, podcasts, and patterned responses; and improving fluency, comprehension, and grammar through self-recording, speaking aloud, and listening feedback. The overall message is not to be afraid of making mistakes while practicing these skills.
Using video-in-the-classroom
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas.
Using video in_the_classroom
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas like discussing, describing, predicting, and teaching language points.
English courses melbourne, english
English courses melbourne, The General English Courses (ELICOS) are intended to provide international students with the English language foundation and skills they need to function in social contexts in Australian society and to undertake further vocational courses. VIT
Pron madeeasy apr2015
Presentation given on Apr. 30, 2015 at the APPI Conference in Lisbon, Portugal about _Pronunciation Made Easy for Portuguese-Speaking Learners of English_, an e-dictionary that I published in Sep. 2014.
ESP SYLLABUS English and focus: (English for Doctor)
English in focus: ENGLISH FOR DOCTOR
I. COURSE DESCRIPTION.
This work plan focuses on learning the different skills of a new language such as English; in addition, the main objective is to teach the necessary skills for language learning to a doctor. Likewise, the professional must be prepared with their specific area of work so that they can have a greater profitability in their work and a better performance, using the appropriate vocabulary to the situations that arise. The levels of competencies are developed in the learning that the person requires so they must have different levels of skills such as reading, writing, listening and speaking.
II. COURSE OBJETIVE.
The importance of the increase of strategies and methodologies that will be carried out for the teaching of a new language to a health professional will be developed, with this it is important to know that the most used and most learned vocabulary will be related to the job you have, In order to have more profitability in future opportunities, in such a way determinations will be carried out for learning in each of the corresponding skills.
III. SPECIFIC OBJETIVES
-Help the doctor learn and improve speaking and listening skills.
-Create more vocabulary related to his profession, and increase this in conversations.
-Increase confidence in the health professional, creating strategies that help them improve.
- Increase in learning several strategies that help the student to learn in a more creative way and in a short time.
-Develop activities that involve ICTs for the teaching of the student in their improvement of speaking and listening skills.
Classroom language journal
The document provides guidance for teaching English to young learners, with a focus on oral communication. It includes examples of caretaker talk to help children learn in a familiar way. Tips are given for starting lessons, such as using songs, routines and role calls. Organizing the classroom with short, clear instructions is also discussed. Ending lessons properly and adapting approaches for very young versus young learners completes the overview. The overall aim is to create a safe, positive environment where children feel comfortable practicing their oral English skills.
542 d 5considerations_team1_show
There are 4 special considerations in teachiing listening and speaking for EFL learners and also effective teaching tips for English teachers.
Classroom Language Journal
This document provides an overview of strategies for developing classroom language skills in young English language learners. It discusses the importance of using English consistently in the classroom from greetings to instructions. Specific language is suggested for greetings, taking attendance, starting and ending lessons, and giving everyday instructions. Developing social skills like behavior, feelings, hygiene and sharing are also addressed. The document emphasizes using gestures, visuals and the students' first language for support. Listening and movement activities are recommended to actively involve students and promote language acquisition in a fun, engaging way.
Tips for how to improve english speaking
Tips for how to improve English speaking is described by English speaking course in Chandigarh sector 34.For more information call us @ 9914641983.
Similar to Present continuous describing people (20)
Schneider vanesa final reflection_practicadocenteii
Schneider vanesa final reflection_practicadocenteii
Final Assingment and E-Portfolio - Post Graduate in English
Final Assingment and E-Portfolio - Post Graduate in English
Strategies for Developing Speaking Skills in English
Strategies for Developing Speaking Skills in English
ESP SYLLABUS English and focus: (English for Doctor)
ESP SYLLABUS English and focus: (English for Doctor)
More from NatalyVidal5
Phrasal verbs
This document provides resources for learning about phrasal verbs in English, including a website with information on phrasal verbs using "to get", a YouTube video demonstrating phrasal verbs, and a link to interpret the lyrics of a song to learn phrasal verbs. It encourages the reader to utilize these online resources to improve their understanding of English phrasal verbs.
Verb get
The document provides instructions and exercises on how to use the verb "get" in English sentences. It includes a link to a video explaining how to use get, examples of sentences using get in different tenses and forms, exercises to write sentences using get with other verbs, and additional links for reference on phrasal verbs using get. The homework is to write 20 sentences using get and changing the following verb in each sentence.
Preposition in english
El documento proporciona información sobre el uso de preposiciones en inglés. Explica preposiciones de lugar, tiempo y movimiento, e incluye enlaces a videos y ejercicios para practicar el uso de preposiciones. También cubre el uso del verbo "get" y asigna como tarea crear 20 oraciones usando "get" con diferentes verbos.
Irregular verbs
This document discusses irregular verbs in the past tense. It provides examples of signal words that indicate the simple past tense, such as yesterday and last week. It then lists common irregular verbs and their past tense forms, such as sit/sat, find/found, and write/wrote. Readers are given an exercise to fill in the correct past tense forms of irregular verbs in sentences. Additional online resources are provided to help users learn and practice irregular past tense verbs.
Regular verbs pronunciation
This document provides information and exercises about forming and using regular past simple verbs in English. It begins by defining the past simple tense and giving examples of using it to talk about finished past events and states. It then discusses how the past form of regular verbs is unchanging for subjects like "I", "you", "he", etc. and provides a YouTube link about pronunciation of the "-ed" ending. The rest of the document consists of various exercises to practice forming and using the past simple of regular verbs.
Comparatives Adjetives
This document provides instruction on comparatives in English grammar. It defines comparatives as comparing two or more things and superlatives as comparing one thing that is the maximum. It discusses how to form comparatives for one-syllable adjectives, adjectives of two or more syllables, adjectives ending in "y", and irregular adjectives. Examples are given and exercises include identifying comparatives, creating sentences with pictures, and a crossword puzzle and quiz to test understanding of comparatives.
Superlatives
This document provides instruction on superlative adjectives in English. It begins with questions to check the learner's understanding of superlatives. It then explains how to form the superlative of one-syllable, multi-syllable, and 'y-ending' adjectives, as well as irregular adjectives. Examples are given of syllables and pronunciation. Exercises follow for the learner to practice forming superlative adjectives and completing sentences. The document aims to improve the learner's understanding and use of superlative adjectives in English.
English pronunciation
El documento describe los beneficios de aprender inglés a través de canciones. Aprender inglés con canciones mejora la pronunciación y permite aprender vocabulario y estructuras gramaticales de una manera estimulante y divertida. Las canciones ayudan a familiarizarse con la pronunciación inglesa y a comprender el lenguaje hablado cotidianamente, además de que la música y las letras se graban en el cerebro y ayudan a mejorar el estado de ánimo y el bienestar.
House and home
This document lists and describes common furniture, appliances, and objects found in and around a typical house. It includes items found in rooms like the bedroom (bed, nightstand), bathroom (toilet, bathtub, shower), kitchen (oven, stove, refrigerator), laundry room (washing machine, dryer), as well as other common furnishings like sofas, chairs, desks, and decorations. The document also provides examples of adjectives that can be used to describe places and links to additional resources on word order and descriptive adjectives in English.
Unidad1_paso1_grupo109
Este documento presenta una revisión de los fundamentos epistemológicos de la investigación desde diferentes perspectivas. Explica los enfoques, tipos y diseños metodológicos de investigación, así como los elementos epistemológicos pertinentes para la investigación en educación. También analiza los paradigmas de investigación y sus dimensiones, y concluye resaltando la importancia de la investigación para mejorar la acción pedagógica y apoyar las necesidades de los estudiantes.
More from NatalyVidal5 (10)
Recently uploaded
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Recently uploaded (20)
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Present continuous describing people
- 1. ENGLISH II- FIRST CLASS MARCH 12/ 2020 ENGLISH SPEAKING SESSIONS
- 2. GREETINGS IN ENGLISH https://youtu.be/_53mo10_Mbk Watch "Stop Saying "I'm Fine" - Speak English Like a Native!" on YouTube
- 3. Present continuous The present continuous is made from the present tense of the verb be and the –ing form of a verb: We use the present continuous to talk about: •activities at the moment of speaking: I'm just leaving work. I'll be home in an hour. Please be quiet. The children are sleeping.
- 4. PRESENT CONTINUOUS NEGATIVE AND QUESTION https://learnenglish.britishcouncil.org/english-grammar-reference/present- continuous
- 5. EXCERCISE INSTRUCTIONS Do the preparation exercise before you listen. Then do the other exercises to check your understanding. https://learnenglishteens.britishcouncil.org/skills/liste ning/beginner-a1-listening/describing-people
- 8. ¡THANK YOU!