ratu yuke hikmarina R6G
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The document contains instructions for choosing the best answer to complete sentences with noun clauses. It includes 5 tests with sentences containing gaps to be filled and 4 multiple choice answers. It also provides contact information and instructions to read a book for further information on English grammar.
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classroom english
The document contains a practice test with 5 multiple choice questions about classroom instructions. Each question has 4 answer options - A, B, C, or D. The key at the bottom provides the correct answer for each question. The test examines a student's understanding of common phrases a teacher might use in the classroom.
Form Of Other
The document contains instructions for a test with 5 multiple choice questions. It provides the questions and 3 possible answer choices for each question. It concludes by providing contact information for any additional questions.
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Class meetings provide a structured process for students to resolve conflicts, plan activities together, and build community through compliments. Guidelines are established for respectful participation, including taking turns speaking and actively listening. The meeting involves sharing compliments, discussing issues on the agenda, generating solutions, and assigning a student to follow up on implementing the agreed upon solution. The overall goal is for the class to work together to make their classroom a better learning environment.
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The lesson plan aims to reinforce students' knowledge of the third conditional and make it clear through a series of speaking activities. The teacher aims to respect the allotted time for each activity and maintain eye contact with students. The activities include:
1) Students playing the roles of famous people and guessing who each other are based on past actions.
2) Writing sentences from the previous activity on the board and identifying similarities between them.
3) Answering a third conditional exercise, comparing answers with a partner, and getting graded by the teacher.
4) Telling a regret to a partner who must rephrase it using the third conditional to change how it could have turned out.
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This document discusses the concept of preference in English and provides examples. Preference refers to what someone likes more or considers better than something else. There are three main ways to express preference in English: using "like...better than" to indicate a stronger liking, using "prefer...to" to show a choice between two options, and using "would rather...than" to say what someone chooses over another option. The document then gives examples of sentences using each of these expressions of preference.
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This document outlines an agenda for a grammar class that covers several topics:
1. It begins with a review for an upcoming test and an activity where students work in groups to write sentences using collocations.
2. Several exercises are provided to practice verb tenses including simple present, past, and future tenses.
3. An activity involves students using modal verbs like "must" and "have to" to complete sentences.
4. The final section covers subject-verb agreement with indefinite pronouns and identifying/rewriting examples of non-inclusive language. Students are assigned to prepare for the grammar test in the next class.
Real first conditional
This document discusses the first conditional in English grammar. It explains that the first conditional uses "if" plus the present simple for the if-clause and will plus the base verb for the main clause. Examples are provided such as "If I pass all the exams, I'll go to Portaventura." It also discusses using the present simple for the if-clause with verbs like "be", and provides exercises for students to practice forming first conditional sentences.
Conditionals
The document discusses the three types of conditionals in English: first, second, and third conditionals. The first conditional is used to talk about possible present or future situations using "if + present, will." The second conditional talks about improbable or imaginary present or future situations using "if + past, would." The third conditional discusses impossible past situations using "if + past perfect, would have + past participle." Examples are provided for each type of conditional.
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classroom english
The document contains a practice test with 5 multiple choice questions about classroom instructions. Each question has 4 answer options - A, B, C, or D. The key at the bottom provides the correct answer for each question. The test examines a student's understanding of common phrases a teacher might use in the classroom.
Form Of Other
The document contains instructions for a test with 5 multiple choice questions. It provides the questions and 3 possible answer choices for each question. It concludes by providing contact information for any additional questions.
Class Meeting
Class meetings provide a structured process for students to resolve conflicts, plan activities together, and build community through compliments. Guidelines are established for respectful participation, including taking turns speaking and actively listening. The meeting involves sharing compliments, discussing issues on the agenda, generating solutions, and assigning a student to follow up on implementing the agreed upon solution. The overall goal is for the class to work together to make their classroom a better learning environment.
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The lesson plan aims to reinforce students' knowledge of the third conditional and make it clear through a series of speaking activities. The teacher aims to respect the allotted time for each activity and maintain eye contact with students. The activities include:
1) Students playing the roles of famous people and guessing who each other are based on past actions.
2) Writing sentences from the previous activity on the board and identifying similarities between them.
3) Answering a third conditional exercise, comparing answers with a partner, and getting graded by the teacher.
4) Telling a regret to a partner who must rephrase it using the third conditional to change how it could have turned out.
Presentation Preference
This document discusses the concept of preference in English and provides examples. Preference refers to what someone likes more or considers better than something else. There are three main ways to express preference in English: using "like...better than" to indicate a stronger liking, using "prefer...to" to show a choice between two options, and using "would rather...than" to say what someone chooses over another option. The document then gives examples of sentences using each of these expressions of preference.
7. test prep
This document outlines an agenda for a grammar class that covers several topics:
1. It begins with a review for an upcoming test and an activity where students work in groups to write sentences using collocations.
2. Several exercises are provided to practice verb tenses including simple present, past, and future tenses.
3. An activity involves students using modal verbs like "must" and "have to" to complete sentences.
4. The final section covers subject-verb agreement with indefinite pronouns and identifying/rewriting examples of non-inclusive language. Students are assigned to prepare for the grammar test in the next class.
Real first conditional
This document discusses the first conditional in English grammar. It explains that the first conditional uses "if" plus the present simple for the if-clause and will plus the base verb for the main clause. Examples are provided such as "If I pass all the exams, I'll go to Portaventura." It also discusses using the present simple for the if-clause with verbs like "be", and provides exercises for students to practice forming first conditional sentences.
Conditionals
The document discusses the three types of conditionals in English: first, second, and third conditionals. The first conditional is used to talk about possible present or future situations using "if + present, will." The second conditional talks about improbable or imaginary present or future situations using "if + past, would." The third conditional discusses impossible past situations using "if + past perfect, would have + past participle." Examples are provided for each type of conditional.
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Warming up activities
The document describes 5 warming up activities for students:
1) "Change places" - students change seats based on prompts like clothing items or hometown.
2) "Shopping bag" - students take turns adding items to a shopping list in a sentence chain.
3) "Categories" - students take turns naming items in a category like movies until someone is eliminated.
4) "Broken Telephone" - a message is whispered through a line of students to reveal how it changes.
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First condicional
The document discusses the first conditional, which is used to talk about possible or likely events in the future. It states that the first conditional uses "if + present simple" in the if-clause and "will + bare infinitive" in the main clause. It provides examples of using the first conditional to talk about events that could happen, such as "If they swim in the pool, they will have to wear a swimsuit" and "If I'm not happy, they will not have chocolate." It also notes that the order of the clauses can be reversed.
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This document contains frequently asked questions and answers about an English film class. It explains that the class watches films but also does other activities, like essays. Students will be graded on essays mostly. It's not possible to be exempt from the final without maintaining a high average. While a group movie project will occur next quarter, students cannot pick their group members yet. The makeup policy is three school days and no exceptions. Students should come to class prepared with a notebook and pen, and should pay attention during movies instead of sleeping, eating, texting, or doing other work.
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1) "Change places" - students change seats based on prompts like clothing items or hometown.
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3) "Categories" - students take turns naming items in a category like movies until someone is eliminated.
4) "Broken Telephone" - a message is whispered through a line of students to reveal how it changes.
5) "ABC line" - students rearrange themselves in a line in alphabetical order by their assigned word.
Failure Resume
The document outlines lessons learned from past failures and resolutions for a second chance. It states that the author will try one more time before quitting, will speak their mind without fear of being laughed at, and will live according to their own dreams rather than others' dreams. The author also resolves that if given another opportunity, they will practice diligently without shortcuts until they succeed, having learned not to quit or take shortcuts in the past.
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Troy Garrett uses the target language to communicate immediate needs, ask questions, clarify instructions, and complete tasks with classmates. He makes an effort to communicate in the target language, volunteers to answer questions, arrives on time prepared for class, avoids distractions, listens attentively, and sets a positive example for others.
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Sentence types by function
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This document provides information about different types of feedback teachers can give students when learning a second language. It discusses positive feedback such as confirmation, encouragement, and praise. It also discusses negative or error correction feedback, including indirect strategies like recasts and clarification requests, and direct strategies like providing the correct answer or using guided feedback to help students self-correct. Examples are given for each type of feedback. The document concludes by having students practice providing feedback to a partner in a mock teacher-student roleplay scenario.
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Kyle Ellerby rates his participation in class between a level 3 and 4. He arrives on time with supplies, volunteers to answer questions, does homework on time, listens to directions, and avoids distractions. However, he sometimes causes distractions and struggles to pronounce Spanish words correctly. Overall, he communicates well with teachers and classmates, supports others positively, and sets a good example.
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The document provides a test to compare adverbs of manner. It contains 5 multiple choice questions that test the correct use of adverbs like "beautifully", "carefully", "sadly", "quietly", and "harder" to modify verbs and describe how something is done. The test is followed by contact information for the test administrator.
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This document provides information about type 3 conditional sentences. It explains that a type 3 conditional uses the past perfect tense in the "if" clause and the perfect conditional tense in the main clause. It gives examples of this structure. It then defines the perfect conditional tense, listing its formation and providing examples in affirmative, negative, and interrogative forms. The document concludes with an exercise asking the reader to complete two sentences using the type 3 conditional structure.
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1) The document provides an interview with a swimmer and exercises to improve listening skills, including ordering daily activities and answering true/false questions about the swimmer's routine.
2) The swimmer, Dan, wakes up early, has a small breakfast, and is a student who goes swimming after classes and watches TV before bed.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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- 2. EXITMENU CONTACT TEST INSTRUCTION Choose the best answer INSTRUCTION
- 3. EXITMENU CONTACT TEST INSTRUCTION Mr. Dodi who (be, a teacher)……………………..was looking for you at school. a. Is a teacher b. The teacher is c. Being a teacher d. Were teacher TRUE FALSE TEST 1
- 4. EXITMENU CONTACT TEST INSTRUCTION A: Where did Ruth go? B: I don’t know where ( Ruth, go) …………………………. a. Ruth go b. Ruth is going c. Ruth went d. Ruth going is TRUE FALSE TEST 2
- 5. EXITMENU CONTACT TEST INSTRUCTION He was in London last week. Please tell me where……………………………. a. He was last week b. Was he last week c. Going he last week d. He were last week TRUE FALSE TEST 3
- 6. EXITMENU CONTACT TEST INSTRUCTION Are you a student here? I’m a student here, too. Tell me what classes………………………. this term. a. are you take b. you take c. are you taken d. you are taking TRUE FALSE TEST 4
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- 8. EXITMENU CONTACT TEST INSTRUCTION For further information please read book: Betty Schrampfer Azhar ( Understanding and Using English Grammar, Third Edition) CONTACT