this sample of the supplementary material was prepared at the academic level by undergraduate students of Islamic Azad university of central Tehran branch as the final project of SMs
Fatemeh Aliabadi : mahgolfati@gmail.com
Leili Tabatabaee : yaghut2017@gmail.com
This document provides an overview of learning the Chinese language. It discusses the importance and growth of learning Chinese. It then covers 7 chapters that give tips and techniques for learning Chinese including ways to learn, basic skills required, and easy methods like using flashcards, studying with a partner, and reviewing lessons. The document emphasizes that learning Chinese requires commitment and practicing pronunciation of tones is especially important. It aims to provide useful information to help readers learn Chinese.
This document outlines lessons from an Oral Communication class taught in English. The lessons cover topics like introductions, asking questions about daily life, discussing hobbies and families, practicing conversations, and preparing for video calls with students in another country. The document provides examples of questions and prompts used in each lesson to help students improve their English speaking skills.
This document discusses various topics related to learning and education, including learning English, international English, common frustrations learners face, and improving one's command of the language. It presents several quotations to reflect on and statements about different types of learning. It also includes passages about school levels and subjects in British and American English and matching idioms and phrases to their definitions. Finally, it poses questions about international English and overcoming language barriers.
The document outlines the lesson plan for an English class. It introduces words with multiple meanings and focuses on identifying the appropriate meaning based on context. Students will read a poem about excuses and identify the multiple meanings of underlined words. They will also read a story to find words containing the sounds of "th" and select the correct meaning among options. The lesson aims to help students understand words with context-specific definitions and distinguish the two sounds of "th".
This lesson plan teaches 8th grade English students how to ask for help using modal verbs. It is one hour and covers vocabulary like "borrow" and "take a photo", sentence structures for asking for help with can, could, will and would, and agreeing or refusing. Students will practice speaking sentences to ask for help, write conversations using the modal verbs, and be evaluated on their knowledge, performance, and participation.
1. Starting an English language blog is suggested as a way to practice writing regularly in English by writing about topics of interest like language learning experiences, study abroad experiences, local area or news, or translations of local news into English.
2. Writing a daily news diary where one summarizes and predicts future developments of news stories is proposed as another writing task that could work for those who would find writing a personal diary boring.
3. Signing up for a weekly or daily English language tip sent by email is presented as another option, though it is noted that such tips may not be tailored to different levels and should supplement rather than replace carefully chosen lessons.
This document provides tips for learning a foreign language through various methods such as joining a language class, hiring a private tutor, or learning at home. It discusses the benefits of classes, which include opportunities for practice, guidance from a native speaker teacher, and conversation partners among classmates. Private tutors allow for more one-on-one time but are more expensive. Learning at home involves using free online resources, textbooks, or purchased learning packages, but makes speaking practice more difficult. Overall, success requires balancing listening, speaking, reading and writing skills, and committing significant time to practice.
This document provides an overview of learning the Chinese language. It discusses the importance and growth of learning Chinese. It then covers 7 chapters that give tips and techniques for learning Chinese including ways to learn, basic skills required, and easy methods like using flashcards, studying with a partner, and reviewing lessons. The document emphasizes that learning Chinese requires commitment and practicing pronunciation of tones is especially important. It aims to provide useful information to help readers learn Chinese.
This document outlines lessons from an Oral Communication class taught in English. The lessons cover topics like introductions, asking questions about daily life, discussing hobbies and families, practicing conversations, and preparing for video calls with students in another country. The document provides examples of questions and prompts used in each lesson to help students improve their English speaking skills.
This document discusses various topics related to learning and education, including learning English, international English, common frustrations learners face, and improving one's command of the language. It presents several quotations to reflect on and statements about different types of learning. It also includes passages about school levels and subjects in British and American English and matching idioms and phrases to their definitions. Finally, it poses questions about international English and overcoming language barriers.
The document outlines the lesson plan for an English class. It introduces words with multiple meanings and focuses on identifying the appropriate meaning based on context. Students will read a poem about excuses and identify the multiple meanings of underlined words. They will also read a story to find words containing the sounds of "th" and select the correct meaning among options. The lesson aims to help students understand words with context-specific definitions and distinguish the two sounds of "th".
This lesson plan teaches 8th grade English students how to ask for help using modal verbs. It is one hour and covers vocabulary like "borrow" and "take a photo", sentence structures for asking for help with can, could, will and would, and agreeing or refusing. Students will practice speaking sentences to ask for help, write conversations using the modal verbs, and be evaluated on their knowledge, performance, and participation.
1. Starting an English language blog is suggested as a way to practice writing regularly in English by writing about topics of interest like language learning experiences, study abroad experiences, local area or news, or translations of local news into English.
2. Writing a daily news diary where one summarizes and predicts future developments of news stories is proposed as another writing task that could work for those who would find writing a personal diary boring.
3. Signing up for a weekly or daily English language tip sent by email is presented as another option, though it is noted that such tips may not be tailored to different levels and should supplement rather than replace carefully chosen lessons.
This document provides tips for learning a foreign language through various methods such as joining a language class, hiring a private tutor, or learning at home. It discusses the benefits of classes, which include opportunities for practice, guidance from a native speaker teacher, and conversation partners among classmates. Private tutors allow for more one-on-one time but are more expensive. Learning at home involves using free online resources, textbooks, or purchased learning packages, but makes speaking practice more difficult. Overall, success requires balancing listening, speaking, reading and writing skills, and committing significant time to practice.
The document provides instructions for a short course assignment. Students were asked to choose one of two provided articles and write a 350-word review summarizing the article's main ideas and significance. They then had to write a 350-word argumentative essay analyzing issues from the chosen article. Finally, students had to write a reflection on their personal experience completing the project. The student chose the article "Don't teach maths and science in English" and argued in their essay that while teaching in students' native language could improve understanding, exclusively using the local language would limit critical thinking skills and hinder understanding of global research. In their reflection, the student discussed learning patience, cooperation, and time management in completing the assignment.
This document contains a lesson on meeting people and queuing. It includes speaking activities where students discuss ways they meet new people and times they have had to queue. It also includes reading passages about scanning and skimming texts, queuing services, and the daily life of a gondolier in Venice. Vocabulary, comprehension questions, and additional speaking activities are provided to check understanding and encourage discussion.
Writing when english is not my first language viola gjylbegajViola Gjylbegaj
This document provides guidance on improving writing skills for those writing in English as a second language. It discusses common challenges such as organizing writing, using others' work, improving grammar/vocabulary, correcting errors, and proofreading. Exercises are included to practice things like verb tense, subject-verb agreement, prepositions, and tracking common errors. The overall document aims to help non-native English writers strengthen their skills through self-evaluation and exercises that target specific areas.
This document provides guidance and activities for teaching vocabulary to English language learners. It discusses the importance of vocabulary learning and recommends focusing instruction on 5-8 key words per lesson. It outlines three stages of vocabulary learning: initial exposure, manipulating words, and deeper understanding. A variety of interactive activities are described that target each stage, like using the keyword method, vocabulary cards, acting out words, and creating associations. The document emphasizes the need for both direct instruction and indirect learning opportunities, as well as frequent spaced review, to help students fully learn and retain new words.
This document provides the objectives, outcomes, and lesson plan for an English language lesson about news reports. The objectives include grammar, reading, listening, speaking and writing focused on the present perfect tense and news topics. The outcomes are to discuss the news, read and answer questions about news reports, and conduct an Internet search on a recent local news story. The lesson plan outlines activities for students to practice these skills, including completing grammar exercises with "for" and "since", asking and answering questions using the present perfect, and discussing news reports they have read.
This document provides information about Oxford University Press (OUP). It states that OUP is a department of the University of Oxford that furthers the university's objectives of research, scholarship, and education by publishing works worldwide. It lists many cities where OUP has offices or associated companies. It also provides details about copyright and permissions regarding the reproduction and use of OUP publications.
The document outlines an English language course for beginners that is divided into 4 parts - writing, reading, speaking, and listening. Each part will meet once a week for 50 minutes plus 10 minutes of discussion. The course plan and some initial lessons on writing and reading skills are provided to help new English learners improve their language abilities.
This document outlines a classroom project to create a reading guide to improve reading competence among 6th grade students at Mercedes Abrego's School. It identifies low reading scores on national tests as a problem and sets an objective to teach reading skills. A literature review discusses principles of reading instruction. Research methods include student surveys to identify weaknesses, teacher interviews, and developing activities for a reading guide. Data collection found most students rated their reading a 1 or 2 on a scale, and resources created include surveys, guides, and websites with materials. The goal is to help 6th graders improve their reading ability.
This document analyzes the English language learning of a student through a recorded interview. It identifies two phonetic problems - the student does not pronounce the dental fricative sound correctly and mispronounces some vowel sounds. It also finds two grammatical errors - incorrect use of past tense and omission of the 's' in third person verbs. Suggestions are provided to help the student improve, such as explicit phonetic explanations, practice exercises with targeted sounds and verbs, and oral presentations using correct grammar.
This chapter discusses listening, speaking, reading and writing activities related to expressing feelings of love and sadness as well as comprehending and creating spoof texts. The listening section includes activities where students respond to expressions of love and sadness and complete a dialogue. The speaking section covers expressing love and sadness through role plays and dialogues. It also discusses identifying expressions of love and sadness in texts. The reading section involves comprehending the structure of spoof texts. The writing section addresses identifying spoof text structures and writing a spoof text.
The document summarizes an interview with a 17-year-old Chinese male student about his literacy activities, challenges, and skills. He enjoys reading news and chatting with friends online but struggles with academic reading and writing. He needs to improve vocabulary, understanding complex sentences and text structures, and discipline-specific skills. The interview provides insights into helping adolescents develop literacy through motivating and engaging activities that incorporate digital tools and sharing with others.
The document is a 6-period lesson plan for an English class at Cao Minh Secondary School. The lesson plan covers the following key points:
1. The first period is a revision lesson focusing on grammar tenses including present simple, present progressive, past simple and future simple tenses.
2. The second period introduces the new unit on "My Friends" and lesson 1 which involves vocabulary, a conversation, and descriptions of people.
3. The third period provides more practice describing people and focuses on adjective order.
4. The fourth period involves reading comprehension and vocabulary related to characters of people.
5. The remaining periods cover writing, language focus, and the new unit on "
Trinity Integrated Skills in English II Sample Paper 2 (with answers)Limerick English TV
The document provides instructions for a 2-hour ISE II exam consisting of 4 tasks - a long reading with comprehension questions, a multi-text reading with associated questions, a writing task using information from the readings, and an extended writing essay. It details the time allotted for each section and provides guidance on completing the exam, including writing the candidate's information, not opening the paper until instructed, using pen not pencil, and not using outside resources like dictionaries.
1. The story is about a dog named Boomer who goes to school with his owner. Boomer gets into various activities like playing with toys, getting into paint, playing games, and eating lunches.
2. At the end of the day, a loud bell rings which signals it is time for Boomer to take the bus home. The students predict this bell means the end of the school day.
3. The teacher models comprehension strategies like predicting, monitoring, and clarifying what is happening in the story by discussing the pictures and text with the students. The students are encouraged to use these strategies and ask questions.
The document discusses tandem language learning between students at the Universitat Oberta de Catalunya (UOC) and other universities. It describes pilots where UOC students practiced speaking in foreign languages via Skype with partner students learning Spanish. Key findings included high initial anxiety giving way to satisfaction, a need for guided tasks and follow-up activities, and the importance of integrating the tasks into course assessment. Future plans focused on tool development, training, and integrating additional modalities like email and chat to provide language learning opportunities through negotiated interaction.
This document provides guidance on designing questionnaires. It discusses preliminary questions to consider, such as whether to conduct interviews first and how large the sample size should be. It also covers types of questions to include, how questions should be worded, and how to pilot the questionnaire. An example needs analysis questionnaire for Cantonese learners is also included, covering situations where Cantonese would be useful, the learner's current ability level, and activities and experiences that helped study Cantonese.
This document provides information about FKP Foundation and its language development programs. It summarizes FKP Foundation's international language programs which include preparation courses and official administration of English proficiency tests like TOEFL, IELTS, and TOEIC. It also discusses FKP Foundation's teacher training programs and international scholarship program to provide information and support for students seeking scholarships abroad. The document then provides sample questions and strategies for the Listening Comprehension section of the TOEFL test to help students prepare.
The document outlines the general objectives of teaching English at the intermediate stage. By the end of this stage, pupils should be able to:
1. Learn the basics of English to build a strong foundation for future mastery of the language.
2. Use English language structures.
3. Learn assigned vocabulary that will allow them to express themselves in different life situations.
It also lists more specific objectives like developing skills in listening, speaking, reading, and writing short paragraphs in English.
The document discusses micro-teaching which is described as a good way for teachers to improve their skills through observation and feedback. It also provides examples of surveys carried out by different teachers to learn more about their students' interests and backgrounds in learning English. One teacher shares details of her survey that helped her understand students better and prepare more suitable lessons for them.
This document contains listening test instructions for a test taker. It explains that the test has 4 parts with different types of listening questions. Part 1 involves pictures and short statements. Part 2 involves questions, responses and choosing the best response. Part 3 involves short conversations and choosing the best answer to questions about the conversations. Part 4 involves short talks and choosing the best answer to multiple-choice questions about the talks. The document provides examples of questions from parts 3 and 4.
The lesson plan aims to teach students about gerunds. It includes identifying gerunds, distinguishing gerunds from other words ending in "-ing", and forming gerunds from verbs. The lesson will motivate students with a song, introduce gerunds with examples, have students practice identifying gerunds in a game, generalize the concept with questions, apply it in a group activity identifying gerunds, evaluate students by forming gerunds from verbs, and assign identifying different kinds of gerunds with examples.
The document provides instructions for a short course assignment. Students were asked to choose one of two provided articles and write a 350-word review summarizing the article's main ideas and significance. They then had to write a 350-word argumentative essay analyzing issues from the chosen article. Finally, students had to write a reflection on their personal experience completing the project. The student chose the article "Don't teach maths and science in English" and argued in their essay that while teaching in students' native language could improve understanding, exclusively using the local language would limit critical thinking skills and hinder understanding of global research. In their reflection, the student discussed learning patience, cooperation, and time management in completing the assignment.
This document contains a lesson on meeting people and queuing. It includes speaking activities where students discuss ways they meet new people and times they have had to queue. It also includes reading passages about scanning and skimming texts, queuing services, and the daily life of a gondolier in Venice. Vocabulary, comprehension questions, and additional speaking activities are provided to check understanding and encourage discussion.
Writing when english is not my first language viola gjylbegajViola Gjylbegaj
This document provides guidance on improving writing skills for those writing in English as a second language. It discusses common challenges such as organizing writing, using others' work, improving grammar/vocabulary, correcting errors, and proofreading. Exercises are included to practice things like verb tense, subject-verb agreement, prepositions, and tracking common errors. The overall document aims to help non-native English writers strengthen their skills through self-evaluation and exercises that target specific areas.
This document provides guidance and activities for teaching vocabulary to English language learners. It discusses the importance of vocabulary learning and recommends focusing instruction on 5-8 key words per lesson. It outlines three stages of vocabulary learning: initial exposure, manipulating words, and deeper understanding. A variety of interactive activities are described that target each stage, like using the keyword method, vocabulary cards, acting out words, and creating associations. The document emphasizes the need for both direct instruction and indirect learning opportunities, as well as frequent spaced review, to help students fully learn and retain new words.
This document provides the objectives, outcomes, and lesson plan for an English language lesson about news reports. The objectives include grammar, reading, listening, speaking and writing focused on the present perfect tense and news topics. The outcomes are to discuss the news, read and answer questions about news reports, and conduct an Internet search on a recent local news story. The lesson plan outlines activities for students to practice these skills, including completing grammar exercises with "for" and "since", asking and answering questions using the present perfect, and discussing news reports they have read.
This document provides information about Oxford University Press (OUP). It states that OUP is a department of the University of Oxford that furthers the university's objectives of research, scholarship, and education by publishing works worldwide. It lists many cities where OUP has offices or associated companies. It also provides details about copyright and permissions regarding the reproduction and use of OUP publications.
The document outlines an English language course for beginners that is divided into 4 parts - writing, reading, speaking, and listening. Each part will meet once a week for 50 minutes plus 10 minutes of discussion. The course plan and some initial lessons on writing and reading skills are provided to help new English learners improve their language abilities.
This document outlines a classroom project to create a reading guide to improve reading competence among 6th grade students at Mercedes Abrego's School. It identifies low reading scores on national tests as a problem and sets an objective to teach reading skills. A literature review discusses principles of reading instruction. Research methods include student surveys to identify weaknesses, teacher interviews, and developing activities for a reading guide. Data collection found most students rated their reading a 1 or 2 on a scale, and resources created include surveys, guides, and websites with materials. The goal is to help 6th graders improve their reading ability.
This document analyzes the English language learning of a student through a recorded interview. It identifies two phonetic problems - the student does not pronounce the dental fricative sound correctly and mispronounces some vowel sounds. It also finds two grammatical errors - incorrect use of past tense and omission of the 's' in third person verbs. Suggestions are provided to help the student improve, such as explicit phonetic explanations, practice exercises with targeted sounds and verbs, and oral presentations using correct grammar.
This chapter discusses listening, speaking, reading and writing activities related to expressing feelings of love and sadness as well as comprehending and creating spoof texts. The listening section includes activities where students respond to expressions of love and sadness and complete a dialogue. The speaking section covers expressing love and sadness through role plays and dialogues. It also discusses identifying expressions of love and sadness in texts. The reading section involves comprehending the structure of spoof texts. The writing section addresses identifying spoof text structures and writing a spoof text.
The document summarizes an interview with a 17-year-old Chinese male student about his literacy activities, challenges, and skills. He enjoys reading news and chatting with friends online but struggles with academic reading and writing. He needs to improve vocabulary, understanding complex sentences and text structures, and discipline-specific skills. The interview provides insights into helping adolescents develop literacy through motivating and engaging activities that incorporate digital tools and sharing with others.
The document is a 6-period lesson plan for an English class at Cao Minh Secondary School. The lesson plan covers the following key points:
1. The first period is a revision lesson focusing on grammar tenses including present simple, present progressive, past simple and future simple tenses.
2. The second period introduces the new unit on "My Friends" and lesson 1 which involves vocabulary, a conversation, and descriptions of people.
3. The third period provides more practice describing people and focuses on adjective order.
4. The fourth period involves reading comprehension and vocabulary related to characters of people.
5. The remaining periods cover writing, language focus, and the new unit on "
Trinity Integrated Skills in English II Sample Paper 2 (with answers)Limerick English TV
The document provides instructions for a 2-hour ISE II exam consisting of 4 tasks - a long reading with comprehension questions, a multi-text reading with associated questions, a writing task using information from the readings, and an extended writing essay. It details the time allotted for each section and provides guidance on completing the exam, including writing the candidate's information, not opening the paper until instructed, using pen not pencil, and not using outside resources like dictionaries.
1. The story is about a dog named Boomer who goes to school with his owner. Boomer gets into various activities like playing with toys, getting into paint, playing games, and eating lunches.
2. At the end of the day, a loud bell rings which signals it is time for Boomer to take the bus home. The students predict this bell means the end of the school day.
3. The teacher models comprehension strategies like predicting, monitoring, and clarifying what is happening in the story by discussing the pictures and text with the students. The students are encouraged to use these strategies and ask questions.
The document discusses tandem language learning between students at the Universitat Oberta de Catalunya (UOC) and other universities. It describes pilots where UOC students practiced speaking in foreign languages via Skype with partner students learning Spanish. Key findings included high initial anxiety giving way to satisfaction, a need for guided tasks and follow-up activities, and the importance of integrating the tasks into course assessment. Future plans focused on tool development, training, and integrating additional modalities like email and chat to provide language learning opportunities through negotiated interaction.
This document provides guidance on designing questionnaires. It discusses preliminary questions to consider, such as whether to conduct interviews first and how large the sample size should be. It also covers types of questions to include, how questions should be worded, and how to pilot the questionnaire. An example needs analysis questionnaire for Cantonese learners is also included, covering situations where Cantonese would be useful, the learner's current ability level, and activities and experiences that helped study Cantonese.
This document provides information about FKP Foundation and its language development programs. It summarizes FKP Foundation's international language programs which include preparation courses and official administration of English proficiency tests like TOEFL, IELTS, and TOEIC. It also discusses FKP Foundation's teacher training programs and international scholarship program to provide information and support for students seeking scholarships abroad. The document then provides sample questions and strategies for the Listening Comprehension section of the TOEFL test to help students prepare.
The document outlines the general objectives of teaching English at the intermediate stage. By the end of this stage, pupils should be able to:
1. Learn the basics of English to build a strong foundation for future mastery of the language.
2. Use English language structures.
3. Learn assigned vocabulary that will allow them to express themselves in different life situations.
It also lists more specific objectives like developing skills in listening, speaking, reading, and writing short paragraphs in English.
The document discusses micro-teaching which is described as a good way for teachers to improve their skills through observation and feedback. It also provides examples of surveys carried out by different teachers to learn more about their students' interests and backgrounds in learning English. One teacher shares details of her survey that helped her understand students better and prepare more suitable lessons for them.
This document contains listening test instructions for a test taker. It explains that the test has 4 parts with different types of listening questions. Part 1 involves pictures and short statements. Part 2 involves questions, responses and choosing the best response. Part 3 involves short conversations and choosing the best answer to questions about the conversations. Part 4 involves short talks and choosing the best answer to multiple-choice questions about the talks. The document provides examples of questions from parts 3 and 4.
The lesson plan aims to teach students about gerunds. It includes identifying gerunds, distinguishing gerunds from other words ending in "-ing", and forming gerunds from verbs. The lesson will motivate students with a song, introduce gerunds with examples, have students practice identifying gerunds in a game, generalize the concept with questions, apply it in a group activity identifying gerunds, evaluate students by forming gerunds from verbs, and assign identifying different kinds of gerunds with examples.
The problems in learning English intonation of 11th form students at Phan Din...HanaTiti
This document summarizes a thesis on the problems 11th grade students have in learning English intonation patterns. The thesis focuses specifically on the "glide up" intonation pattern. It begins with an introduction that establishes the importance of intonation in English communication and identifies the gap in teaching intonation at the high school level in Vietnam. The literature review then defines key concepts related to intonation such as pitch, stress, rhythm, tone units, and various intonation patterns including the glide up. The study design and methodology are also summarized, which involve analyzing students' performance on listening and practice tests to identify errors in producing the glide up. The conclusion reflects on the findings and implications for teaching
At the end of this unit, students will be able to communicate more effectively by understanding conversations when meeting people for the first time, discussing attitudes to communication, and exchanging personal information. Specifically, the unit covers asking and answering questions, using common adjectives and question forms correctly, and stressing words properly in conversations. Students practice asking and answering personal questions about topics like family, work, interests and where they live.
At the end of this unit, students will be able to communicate more effectively by understanding conversations when meeting people for the first time, discussing attitudes to communication, and exchanging personal information. Specifically, the unit covers asking and answering questions, using common adjectives and question forms correctly, and providing concise summaries.
This document provides instructions for a learning activity that involves answering questions in writing and recording audio responses. The questions focus on reasons for not previously studying English, how one's life would be different if they had studied English earlier, reasons for currently studying English, and ways one will benefit from this learning. Learners are provided examples to use as models for the grammar and vocabulary needed in their responses. They are then instructed to submit their written and audio files through the online platform.
This document provides guidance and materials for a teacher to review English language concepts with students. It includes three sets of review exercises focusing on speaking skills like asking and answering basic questions. The reviews cover personal details, translation, and writing short responses. The teacher is advised to have additional practice if most students cannot complete the initial reviews well. The next unit introduces the phrases "this is" and "that is" along with questions using "what" and simple negation with "not". Sample dialogues and vocabulary words are provided to practice identifying objects using these phrases. Students are asked to provide only positive or negative answers orally for the practice exercises.
The document provides instructions for classroom activities including discussing vocabulary words, completing sentences, asking questions, and practicing grammar structures. Students are asked to work with partners to describe vocabulary words to each other, ask questions using "get", complete sentences, make sentences using "if", and choose a listening activity from the workbook to complete. The document covers a range of exercises to practice English skills like vocabulary, grammar, speaking, and listening.
This document discusses different types of questions teachers can ask students in class and strategies for eliciting answers. It covers yes/no questions, "or" questions, and WH-questions. It also discusses using questions to check comprehension, elicit longer answers, and engage students in real conversations. Finally, it presents different questioning strategies teachers can use, such as calling on individual students, allowing chorus answers, or choosing students to answer. The goal is to make teachers aware of effective questioning techniques.
This document provides the objectives, outcomes and lesson plan for an English language lesson. The lesson focuses on the water cycle and includes activities on reading about evaporation and condensation, asking and answering questions in the present simple passive, listening to explanations of experiments, and carrying out an internet search. The lesson plan outlines the procedures and guidance for teachers to implement the various activities and exercises step-by-step to help students practice grammar, reading, listening and speaking skills related to the water cycle topic.
This document provides an overview and agenda for a lesson on speaking skills for the IELTS exam. It discusses the structure of the speaking portion of the IELTS, including that it is 11-14 minutes, has 3 parts, and requires describing yourself and your location in part 1. Vocabulary is introduced around places, including collocations. Model responses are provided for answering questions in part 1. Students then practice responding to questions about themselves and where they live.
This document contains exercises for English language learners to practice expressing likes, dislikes, and feelings.
The first activity has students write down 5 things they like and 5 things they dislike. Later activities have students work in pairs and groups to share their opinions on foods, classroom activities, and each other's positive qualities. Expressions are provided to describe feelings and likes/dislikes. Assignments include filling in blanks with feeling words and writing a paragraph using prompts. The purpose is to help English learners improve their ability to communicate their opinions, feelings, and perspectives.
Nunan's article advocates for making listening instruction and activities more interactive and student-centered. The new listening paper introduced for the English Language exam in Singapore tests listening comprehension through multiple choice questions, identifying speakers, noting stated and implied information, and completing graphic organizers, with texts of varying lengths. Teachers should draw on Nunan's suggestions to make listening more meaningful for students and help prepare them for the exam format.
This slide hopefully will be useful for those who will be planning to take TOEFL test as their preparation. It gives you much information about language skills namely Listening comprehension, Structure and Reading comprehension. it also includes some valuable tips tricks of understanding TOEFL question formats and practices.
Similar to sample of Developing supplementary material for pnu General English (20)
This document outlines the key stages of test construction: statement of the problem, providing a solution, writing specifications, writing the test, pretesting, and post-administration review. It discusses writing clear specifications that define the content, format, scoring criteria, and other elements. It emphasizes the importance of sampling widely from the content domain and pretesting items. The document also summarizes techniques for testing grammar, vocabulary, writing, listening, and overall language ability, noting advantages and disadvantages of different item types and methods of scoring constructed responses.
english to Persian translation of short stories.pdfForouzan Dehbashi
One of Harry's feet was larger than the other. He complained to his friend Dick that he could never find boots and shoes that fit his feet properly. Dick suggested that Harry visit a shoemaker, as a good shoemaker could make custom shoes for him. Harry was worried that shoemakers might be expensive, but Dick assured him that the shoemaker in their village was quite affordable. Dick gave Harry the shoemaker's address. A few days later Harry visited the shoemaker, who made him a pair of shoes. However, when Harry returned a week later, he was angry to find that the shoemaker had made one shoe smaller instead of larger, contrary to Harry's instructions.
Supplementary Material for Cause and effect writingForouzan Dehbashi
This document provides supplementary materials for students to improve their cause and effect writing skills. It contains information on defining cause and effect, the structure of a cause and effect essay with three body paragraphs, and examples of how to write individual paragraphs. The materials were developed by four authors and an advisor to enhance students' knowledge and practice of cause and effect writing. [/SUMMARY]
This document provides supplementary material for teaching expository writing. It outlines the learning objectives, which are to teach students different types of expository writings such as cause and effect, problem and solution, comparison and contrast, definition, classification, and process essays. The material is intended for upper intermediate to advanced level students aged 18 and over. It then provides definitions and examples of expository writing, characteristics of an expository essay, tips for formatting essays, and types of expository writings. It also includes exercises for students to practice different skills related to expository writing.
Supplementary Material for learning Expository WritingForouzan Dehbashi
This document provides supplementary material for expository writing from Islamic Azad University Tehran Central Branch. It discusses the different types of expository writing including cause and effect, comparison and contrast, definition, classification, problem and solution, and process. Examples are provided for each type. Tasks and questions are also included for students to practice different types of expository writing. References are listed at the end from online sources about problem-solution essays, academic writing, sample essays, and types of expository writing.
The document provides guidance on different types of poetry writing. It begins by defining poetry as a form of language that expresses ideas and emotions more intensely than ordinary language. It then discusses various ways to start writing poetry, such as by imitating the form and style of favorite poets. As an example, it analyzes the poem "Fire and Ice" line-by-line to illustrate poetic techniques. Later sections explain different genres of poetry like narrative, descriptive, and lyric poetry, and provides tasks for writing poems using various poetic elements like rhythm, imagery, metaphor, and simile.
The document provides guidance on different types of poetry writing. It begins by defining poetry as a form of language that expresses ideas and emotions more intensely than ordinary language. It then discusses various ways to start writing poetry, such as by imitating the form and style of favorite poets. As an example, it analyzes the poem "Fire and Ice" line-by-line to illustrate poetic techniques. Later, it introduces lyric, narrative, descriptive, and other types of poetry with examples and prompts readers to try writing poems using those forms and concepts like rhythm, imagery, metaphor, and simile. The overall document aims to equip readers with foundational knowledge about poetry and give them opportunities to practice different poetic techniques.
supplementary Material for Argumentative Writing 1401.pdfForouzan Dehbashi
This document provides supplementary material for teaching argumentative writing structure and skills. It includes topics on argumentative writing, the typical structure of an argumentative essay including the introduction, body paragraphs, and conclusion. It also provides examples and exercises for students to practice writing hooks, thesis statements, topic sentences, evidence, and other components of argumentative essays. The document is intended to help intermediate English language learners improve their argumentative writing abilities.
This supplementary material is designed for university students to practice letter writing. It will teach you about different steps you should take in writing a social or business letter through reading a lot of examples and doing tasks.
This supplementary material for intermediate students to improve their comparison/contrast paragraph writing was the final project of a group of students (Mr. Khodjosefat, Mrs. Ameri, Mrs. Valizadeh, and Mrs.Hoseizadeh) at Islamic Azad University Central Tehran Branch
Supplementary material of ESP for the student of engineering Forouzan Dehbashi
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Molana Ariyanpoor
Mostafa Lotfi
Elham shirazi
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Hedieh Zanjani (hediehzanjani@gmail.com)
Arsalan Mohammadi (arsalan794@gmail.com)
Erfan Hatami(hatami.erfan1378@gmail.com)
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Here are the key points covered in the passage:
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- These subjects can seem difficult, but looking at them broadly and differentiating them can make it a clever word game that's also useful.
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3. 3
Contents
Unit Topic Grammar Vocabulary Communication and
skills
Lesson Plan p3
Unit 1.
Hard working
p.5
Past progressive
p.7
Key words,
based on
coursebook
p.4
Reading. Short story
which cover key
words.
p.5
Writing. P.6
Listening
Hiking the
Annapurna p9
Speaking
Talk about taking
photographs p10
Unit 2.
Childhood
p.12
Past perfect
continuous
p. 15
Key words,
Based on
coursebook
p.12
Reading. Short story
which cover key
words. P. 13
Writing. P14
Listening
Home schooling p17
Speaking
Conversation about
borrowing and
lending p19
4. 4
LESSON PLAN
This is supplementary book which has been designed based on the
course book (General English, Payam Nour University). The aim of this
book is to boost student skills, which has covered 4 skills according to
communicative method.
Generally, our purpose is to help students to understand and make the
processes of learning easier.
Level: is suitable for students in intermediate level in University.
Time: 90 minutes per week.
8. 8
A.I was walking down the street when it began to rain.
B.While I was walking down the street, it began to rain.
C.Sarah was standing under a tree when it began to rain.
D. At 8 o'clock last night, I was studying.
.
ﻧ
ﮑ
ﺗ
ﮫ
:
ز
ﻣ
ﺎ
ن
ﮔ
ذ
ﺷ
ﺗ
ﮫ
ا
ﺳ
ﺗ
ﻣ
ر
ا
ر
ی
ﺑ
ر
ا
ی
ﺑ
ﯾ
ﺎ
ن
ﮐ
ﺎ
ر
ھ
ﺎ
ﯾ
ﯽ
ا
ﺳ
ﺗ
ﻔ
ﺎ
د
ه
ﻣ
ﯽ
ﺷ
و
د
ﮐ
ﮫ
ﮐ
ﺎ
ر
ی
د
ر
ﮔ
ذ
ﺷ
ﺗ
ﮫ
ا
ﺗ
ﻔ
ﺎ
ق
ا
ﻓ
ﺗ
ﺎ
د
ه
و
ﻣ
د
ﺗ
ﯽ
ا
د
ا
ﻣ
ﮫ
د
ا
ﺷ
ﺗ
ﮫ
ا
ﻧ
د
.
Exercise: Complete the sentences. Use the past progressive
of the verbs in parentheses.
1. I (hear, not) .... the thunder during the storm last night
because I (sleep)........
2. My brother and sisters (argue) ......about something when
9. 9
I (walk)...... into the room.
3. While Mrs. Emerson (read) ......the little boy a story, he
(fall) ...asleep, so she (close) the book and quietly
(sneak)......out of the room.
A: (you, hear) ......what the teacher just said? 4.
B: no, I (listen, not) .... I (think).... about something else.
5. It was beautiful yesterday when we went for a walk in
the park. The sun(shine) ……………... A cool breeze
(blow)……. The birds(sing)…………
Listening Part
Hiking the Annapurna
Click here to listen to the conversation between Todd and
Jonathan and answer the following questions:
10. 10
1) What does Jonathan say about the trial?
a) It is very warm.
b) It is very steep.
c) It changes a lot.
2) At the pass you get above the -----------------.
3) Please determine whether the following sentence is true or
false.
Jonathan says that you have to bring very warm clothes to
keep yourself warm.
Speaking Part
Answer to the following questions about taking
photographs. You are free to use your own answers.
A: Do you like taking photographs?
B:
11. 11
A: Why is that?
B:
A: What else do you like about taking photographs?
B:
A: What do you think you can share by taking photos?
B:
A: How often do you take photos?
B:
13. 13
Childhood
Anita is 8 years old, and she is a gifted child. She is able to speak 2
languages, and acquires chines. In fact, she listened carefully to her mother
command, to go forward to learn new languages. Anita, also learned French
language as well.
She can speak French like mother tongue, actually she is native like. And,
she has a good scholarship in the French language.
From the beginning in her life, her mother tried to find a way, how to
convince her to start learning, she looked up a lot and then she made
a decision for every small success in learning. She gives her head start and
give her reward for her achievement. That’s why Anita has been suppleness
during the years. Her official language was Kurdish and the new languages
were completely different from her mother tongues. And this issue makes
the process of learning new language too hard for her.
Sometimes, she expresses her filling about her child hood which her
mother eliminated most of her free time to learning new languages and she
hadn’t opportunity to play with peers, atmosphere in her house was usually
with teacher and different kind of classes, actually without any funny
entertainments.
Her mother said, she can afford everything correctly, now, she has very
15. 15
Grammar part:
A. Eric finally came at 6 o'clock. I had been
waiting for him since 4:30.
B. The police had been looking for the criminal for
2 years before they caught him.
16. 16
C. When Sarah got home, her hair was still wet
because she had been swimming.
D. I went to Eric's House after the funeral His eyes
were red because he had been crying.
ﻧ
ﮑ
ﺗ
ﮫ
:
ا
ز
ﮔ
ذ
ﺷ
ﺗ
ﮫ
ﮐ
ﺎ
ﻣ
ل
ا
ﺳ
ﺗ
ﻣ
ر
ا
ر
ی
ﺑ
ر
ا
ی
ﻧ
ﺷ
ﺎ
ن
د
ا
د
ن
ا
ﯾ
ن
ﮐ
ﮫ
ﯾ
ﮏ
ﻓ
ﻌ
ﺎ
ﻟ
ﯾ
ت
د
ر
ﮔ
ذ
ﺷ
ﺗ
ﮫ
ﺷ
ر
و
ع
ﺷ
د
ه
ا
ﺳ
ت
و
ﺗ
ﺎ
ﻟ
ﺣ
ظ
ﮫ
ا
ی
د
ر
ﮔ
ذ
ﺷ
ﺗ
ﮫ
ا
د
ا
ﻣ
ﮫ
د
ا
ﺷ
ﺗ
ﮫ
ا
ﺳ
ت
ا
ﺳ
ﺗ
ﻔ
ﺎ
د
ه
ﻣ
ﯽ
ﮐ
ﻧ
ﯾ
م
.
ا
ﯾ
ن
ز
ﻣ
ﺎ
ن
ﺑ
ﺎ
ا
ﺳ
ﺗ
ﻔ
ﺎ
د
ه
ا
ز
ﻓ
ﻌ
ل
ﮐ
ﻣ
ﮑ
ﯽ
had
ﻋ
ﻼ
و
ه
ﺑ
ر
ﺷ
ﮑ
ل
ﺳ
و
م
ﻓ
ﻌ
ل
be( been)
و
ing
ﺷ
ﮑ
ل
ﻣ
ﯽ
ﮔ
ﯾ
ر
د
.
Exercise: Complete the sentences. Use the past perfect
progressive form of the verbs in the list.
dance draw look play sing talk
l Teacher left the classroom for ten minutes, during that time, her
students did whatever they wanted. When she came back…….
1. She learned that a few students ………. loudly.
17. 17
2. She found out that a couple of students…………. on cell
phones.
3. Someone told her that one student……………. loud
music.
4. She heard that several students……………... in the
aisles.
5. She saw that a couple of students……………. pictures
on the board.
Listening Part
Home schooling
Click here to listen to the conversation between Adria and
Shiloh and answer the following questions:
1) One good thing about home schooling is that you’re able to
……………………. your own schedule.
18. 18
2) How did Shiloh manage his time?
a) He worked with scheduled lunches.
b) He worked with scheduled breaks.
c) He worked every day.
d) Some days he did all his work in one day and some days he
did no work.
3) What were some negative sides of home schooling?
a) He never met anyone.
b) He became a loner.
c) He had the same high school experience.
d) It was difficult to meet new people.
4) Please determine whether the following sentence is true or
false.
The home-schooling taught Shiloh to be self-motivated
19. 19
Speaking Part
Answer to the following questions about borrowing and
lending. You are free to use your own answers.
A: Have you ever borrowed money from others?
B:
A: Do you like to lend things to others?
B:
A: How do you feel when people don’t return things, they
borrowed from you?
B:
A: Do people feel comfortable or embarrassed when you ask
your friends to give back what they have borrowed?
B:
20. 20
Listening Transcripts:
LESSON 1:
Todd: So, what's the best thing about hiking this Annapurna Trail? Like
can you describe what you see and what you do?
Jonathan: That Annapurna Himalaya Trek is quite unusually because it's a
circular trek. One of very few in the world, so the scenery doesn't repeat.
You don't have to pass the same thing twice. You start out from a much
lower elevation and you're going through similar to tropical jungle type
of surroundings and as you're slowly ascending you get up above the tree-
line into the mountains and by the time you get over the Throngala Pass,
which is well over 5,000 meters you're in a winter wonderland and
surrounded by mountain peaks well over 6,000 meters.
Todd: That sounds pretty cold and it's almost December. Do you have
really warm clothing for this?
Jonathan: You don't need to bring very warm clothes. When you're
trekking during the day and the sun is out and you're getting a lot of
exercise, you certainly don't feel cold. At night time, you're usually inside
one of these little lodges, these teahouses where there's probably a fire
going and perhaps you might put on some sort of fleece or light sweater
that you carry with you to make sure you don't get too cold, and if you feel
cold there's always an extra blanket you can get from the teahouse.
Todd: Well, sounds like a great time.
Jonathan: You should join.
21. 21
LESSON 2:
Adria: So, since we're talking about home schooling, what are some of the
pros and cons that you feel of home schooling?
Shiloh: Well one of the good things about home schooling is definitely that
you are able to work off of your own schedule. I didn't have to wake up
early every morning. If I did, I could get my work done early. The amount
of work that I had, the time I spent doing it was dependent upon me and
my schedule and how much time I wanted to work. I had almost the same
amount of work as all of my other friends in real schools but the difference
was I didn't have scheduled breaks or lunches or anything so if I sat down
for four hours and I just wanted to work straight, then I could finish a whole
day's worth of work in four hours. That's a good thing about it, I was able
to travel and some days I wouldn't even do any school work because I'd be
busy doing other things but that meant that I would have to do two days
some other time. One of the bad things was that I didn't get to meet quite
as many new people. I didn't have the typical high school experience which
I feel shapes a lot of who people are. I wasn't able to meet friends in that
sense, in the high school sense. I still have great friends and I'm not a
loner by any means but it was difficult to meet friends.
Adria: So, did you find yourself slacking off? Some days you didn't do any
school work because you were too busy but did you find yourself taking
many breaks or not wanting to do school work sometimes?
Shiloh: Yeah, that's a big problem I think with home schooling. The student
really has to be self-motivated and if the student is not self-motivated,
then the parent who is doing the home schooling has to be very strict
because it's really easy to just not do your work or to fake it and kind of do
it badly and it's really important that somebody is there to drive you to do
it well and to finish everything. Fortunately, I'm a fairly motivated guy and
I always wanted to get my work done because I always had better things
to be doing and I knew that if I didn't do it today, I'd have to do it twice
tomorrow.
Adria: So, do you think that's something home schooling taught you was
self-motivation that maybe other kids lack?
22. 22
Shiloh: I think so. It taught me self-motivation and also it taught me how
to plan things out. I was able to plan out my day and my schedule. I would
think to myself well tomorrow I want to do this thing, I want to go do this
which means I have to do this today in order to do this tomorrow.
23. 23
Answer Key:
Lesson 1
Reading part:
1. F
2. F
3. T
4. F
Grammar part:
1. I didn’t hear - I was sleeping.
2. My brother and sister were arguing - I walked
3. Was reading _ fell - closed - sneaked
4. A. Did you hear B. – wasn’t listening – was thinking.
5. The sun was shining – was blowing - were singing.
Listening Part
1. b
2. tree-line
3. False
24. 24
Sample for speaking:
A: Do you like taking photographs?
B: Yes of course.
A: Why is that?
B: I like them because they are a way to capture a moment in time.
A: What else do you like about taking photographs?
B: Well, I like to be able to show them to people so they can imagine that
they were there with me.
A: What do you think you can share by taking photos?
B: As I’m a big traveler, photos are my way of sharing my experiences
without words.
A: How often do you take photos?
B: I would say every day because I’m a big fan of selfies. Also, I take
hundreds of photos when I travel.
25. 25
Lesson 2
Reading part:
1. F
2. T
3. F
4. F
Grammar part:
1. Had been singing
2. Had been talking
3. Had been playing
4. Had been dancing
5. Had been drawing
Listening Part
1. work off of
2. d
3. d
4. True
26. 26
Sample for speaking:
A: Have you ever borrowed money from others?
B: Yes, I have. It isn’t something I enjoy doing, but sometimes it is
necessary. For example, one time my washing machine and oven broke
simultaneously, so I asked my brother if he could lend me some money to
get a new one. I, of course, paid him back as soon as I could.
A: Do you like to lend things to others?
B: It depends. To be honest, if it’s something valuable I’m always
suspicious when I lend it because I’m afraid they won’t give it back to me.
A: How do you feel when people don’t return things they borrowed
from you?
B: Upset, of course. I get very irritated when people borrow something
from me and lost or damaged it.
A: Do you feel comfortable or shy when you ask your friends to give
back what they have borrowed?
B: I am comfortable to ask my close friends to return my stuff but I often
feel shy when I ask my other friends to return what I have lent them.