The document provides an overview of the scope and sequence of a textbook for teaching English grammar, vocabulary, and conversation skills. It lists 12 units that each focus on different functions/topics like relationships, technology, and news. For each unit it outlines the grammar, vocabulary, and conversational strategies covered. It also lists regular checkpoints and activities to practice the target language skills through listening, reading, writing, and group work.
The document provides guidance on writing different types of essays for the Alabama state writing assessment. It defines expository, descriptive, persuasive, and narrative essays and provides examples of prompts for each type. It then offers tips for outlining, drafting, and revising essays, such as determining the prompt type, reading it multiple times, brainstorming ideas, and using transitions to connect paragraphs.
This document provides revision tips for an English GCSE exam. It recommends spending 5 minutes planning each question, answering the two longest questions which carry the most marks, and using specific acronyms to structure answers. For reading questions, it emphasizes quoting directly from the source text and making inferences. When comparing presentation devices between two sources, it advises analyzing fonts, images, slogans, headings, color, and layout. It also provides language for structuring longer questions, focusing on introducing, developing, and concluding answers while demonstrating writing skills.
This document provides guidance on completing the writing section of an English exam, which consists of two non-fiction writing tasks worth 16 and 24 marks respectively. It outlines the timing, structure, and content of the tasks, and offers tips for planning, developing ideas, using language effectively, and structuring writing to achieve a high grade. Key points include spending 25 minutes on the shorter task and 35 minutes on the longer one, aiming for 3-4 paragraphs on the first and 5-6 on the second. Advice is given on creating topic sentences, linking paragraphs, openings, endings, using similes, metaphors, emotive language and statistics.
This document provides guidance for teachers on strategies to help students actively engage with non-fiction texts. It introduces six "signposts" or focus points to help struggling readers interact with what they are reading: contrast/contradictions, words to the wiser, aha moments, repetition, memory moments, and tough questions. The document demonstrates how to use these signposts by having students annotate an article on high-fructose corn syrup during a reading activity, then discuss what they marked with signposts after reading. It aims to give students specific strategies to employ while reading rather than just decoding words.
Learning Plan: Listening, Reading: Advertisements, Famous Places, Grammar: Co...Mavict Obar
1) The document outlines a 5-day lesson plan for Grade 4 students focusing on vocabulary words related to events, places, and advertisements.
2) Each day includes objectives, activities like discussions, presentations, and assessments to help students understand and use the new vocabulary.
3) The plan aims to improve students' vocabulary, reading, writing, and comprehension through exposure to words, examples, pictures, conversations, and practice exercises in their textbooks and worksheets.
This document provides tips for students to improve their English grades and succeed on exams. It outlines strategies like using PALL (Purpose, Audience, Language, Layout) and PEE (Point, Evidence, Explain) to plan and structure answers. Key advice includes highlighting questions, using topic sentences and paragraphs, checking for errors, and practicing active reading skills like identifying an author's purpose and language features. The document stresses the importance of preparation, revision, and proving one has answered the question fully to attain a C grade or higher.
1. The document outlines the scope and sequence of a Viewpoint Level 1 textbook.
2. It provides the functions, topics, grammar, vocabulary, conversation strategies, and skills covered in each of the 12 units.
3. Each unit also includes listening, reading, writing, vocabulary notebook, and grammar extra activities to reinforce the material.
This document provides materials for an English lesson about movie preferences. It includes conversations for students to listen to about whether people prefer watching movies at home or in theaters. There are exercises for students to practice expressing and discussing their own preferences for movies and entertainment. The lesson aims to build students' fluency in talking about their likes and dislikes regarding movies and free time activities.
The document provides guidance on writing different types of essays for the Alabama state writing assessment. It defines expository, descriptive, persuasive, and narrative essays and provides examples of prompts for each type. It then offers tips for outlining, drafting, and revising essays, such as determining the prompt type, reading it multiple times, brainstorming ideas, and using transitions to connect paragraphs.
This document provides revision tips for an English GCSE exam. It recommends spending 5 minutes planning each question, answering the two longest questions which carry the most marks, and using specific acronyms to structure answers. For reading questions, it emphasizes quoting directly from the source text and making inferences. When comparing presentation devices between two sources, it advises analyzing fonts, images, slogans, headings, color, and layout. It also provides language for structuring longer questions, focusing on introducing, developing, and concluding answers while demonstrating writing skills.
This document provides guidance on completing the writing section of an English exam, which consists of two non-fiction writing tasks worth 16 and 24 marks respectively. It outlines the timing, structure, and content of the tasks, and offers tips for planning, developing ideas, using language effectively, and structuring writing to achieve a high grade. Key points include spending 25 minutes on the shorter task and 35 minutes on the longer one, aiming for 3-4 paragraphs on the first and 5-6 on the second. Advice is given on creating topic sentences, linking paragraphs, openings, endings, using similes, metaphors, emotive language and statistics.
This document provides guidance for teachers on strategies to help students actively engage with non-fiction texts. It introduces six "signposts" or focus points to help struggling readers interact with what they are reading: contrast/contradictions, words to the wiser, aha moments, repetition, memory moments, and tough questions. The document demonstrates how to use these signposts by having students annotate an article on high-fructose corn syrup during a reading activity, then discuss what they marked with signposts after reading. It aims to give students specific strategies to employ while reading rather than just decoding words.
Learning Plan: Listening, Reading: Advertisements, Famous Places, Grammar: Co...Mavict Obar
1) The document outlines a 5-day lesson plan for Grade 4 students focusing on vocabulary words related to events, places, and advertisements.
2) Each day includes objectives, activities like discussions, presentations, and assessments to help students understand and use the new vocabulary.
3) The plan aims to improve students' vocabulary, reading, writing, and comprehension through exposure to words, examples, pictures, conversations, and practice exercises in their textbooks and worksheets.
This document provides tips for students to improve their English grades and succeed on exams. It outlines strategies like using PALL (Purpose, Audience, Language, Layout) and PEE (Point, Evidence, Explain) to plan and structure answers. Key advice includes highlighting questions, using topic sentences and paragraphs, checking for errors, and practicing active reading skills like identifying an author's purpose and language features. The document stresses the importance of preparation, revision, and proving one has answered the question fully to attain a C grade or higher.
1. The document outlines the scope and sequence of a Viewpoint Level 1 textbook.
2. It provides the functions, topics, grammar, vocabulary, conversation strategies, and skills covered in each of the 12 units.
3. Each unit also includes listening, reading, writing, vocabulary notebook, and grammar extra activities to reinforce the material.
This document provides materials for an English lesson about movie preferences. It includes conversations for students to listen to about whether people prefer watching movies at home or in theaters. There are exercises for students to practice expressing and discussing their own preferences for movies and entertainment. The lesson aims to build students' fluency in talking about their likes and dislikes regarding movies and free time activities.
The document provides guidance on approaching and answering the writing questions in Section B of an exam. It discusses the structure and requirements of the shorter and longer writing tasks, including time limits, number of ideas to plan, and how writing will be assessed. It also provides tips on writing techniques to use, such as varying sentence structure, using engaging vocabulary, and crafting powerful openings and closings. Sample marking schemes are included to demonstrate how responses will be evaluated on content and writing skills.
This document provides an overview of the format and structure of a GCSE English Language Paper 1 exam. It includes:
- A reading section with 4 comprehension questions about a fiction passage, testing identification of explicit details, language analysis, structure analysis, and a critical response.
- A writing section with 2 potential essay prompts, testing content, organization, vocabulary, sentence structure, and technical accuracy.
- Guidance is given for each question, including timing, skills tested, and techniques for answering successfully like highlighting examples and commenting on language effects. Close attention to language features and how they impact the reader is emphasized.
This document provides suggestions for English language activities focused on family and friends that begin with listening and speaking. The activities:
1) Start with word-level activities where students respond through gestures and words and progress to using simple sentences.
2) Are meant to help students comprehend short statements, respond in short answers, use familiar words in context, and make simple sentences and questions.
3) Include activities like guessing family relationships, identifying names that start with letters, describing relationships, textbook questions, identifying incorrect sentences, a class quiz, describing classmates, and one-word friend descriptions.
4) Suggest involving all students, using L1 when needed, observing students, and handing activities over to students in
This document provides an overview of the writing section of the AQA GCSE English Language exam. It explains that the writing section contains two questions worth 16 and 24 marks respectively. The 16-mark question can be answered in 25 minutes and requires writing to inform, explain or advise. The 24-mark question can be answered in 35 minutes and requires writing to persuade, argue or advise. The document provides examples of persuasive writing techniques that could be used, such as emotive language, facts and statistics, rhetorical questions, and repetition. It also provides a checklist and example question to help students plan a persuasive response.
The document provides information about the English Language exam, specifically the reading section (Section A). It explains that Section A is 2 hours 15 minutes long and divided into two parts. Questions 1-3 focus on a single source text and are worth 8 marks each, while Question 4 compares two source texts and is worth 16 marks. The questions test information retrieval, analysis of language features, and comparing texts. The document also provides examples of question types and gives guidance on answering questions, including using evidence from the texts.
This document provides information about a workshop titled "Ouch! That Stereotype Hurts: Communicating Respectfully in a Diverse World". The workshop is designed to teach participants effective techniques for speaking up when faced with biased or discriminatory comments. It involves role-playing scenarios where one person makes a prejudiced remark and another responds. Participants also learn a six-step model for apologizing when a hurtful statement has been made. The document outlines the objectives, materials, procedures and discussion tips for facilitating the workshop activities.
The document provides guidance on writing for the GCSE English Section B exam. It explains the FLAP method for analyzing writing tasks - checking the Form, Language, Audience, and Purpose required. It then gives a sample question asking students to write a letter to the newspaper arguing their viewpoint on whether schools are still needed in the internet age. The document provides tips on planning a response and making writing more interesting through varied paragraphs, sentences, and punctuation. It concludes with some practice questions.
This document provides guidance on answering Question 6 from the AQA English Language Unit One exam. It discusses that Question 6 is the longer writing task, worth 24 marks, and requires arguing or persuading a viewpoint over 4-5 paragraphs. It emphasizes organizing ideas clearly with accurate spelling, punctuation and grammar. Sample exam questions and an exemplar paragraph are included to demonstrate developing a point with examples and language devices. The document concludes with a skills checklist and mini-assessment practice question.
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.
The document summarizes changes to English Language and Literature GCSEs in England starting in 2015, including:
- English Language will be 100% exam-based with two exam papers assessing reading and writing. Speaking and listening will be a separate endorsement.
- Literature will remain 100% exam-based but will assess three texts instead of two, including a poetry anthology.
- New GCSE grades of 4-9 will be introduced to distinguish between middle and top performers, with grade 5 set at a higher level than the current grade C.
- The KS3 English curriculum in England is being revised with a greater focus on grammar, vocabulary, and literature. Regular assessments will have a stronger emphasis
Revision Booklet for GCSE English Unit 1 Examwhslaura
The document provides information about an exam for a course on English language. It discusses the following key points:
- The exam focuses on reading and analyzing non-fiction texts such as diaries, letters, reports, and webpages.
- It is one hour long and contains two non-fiction texts with four associated questions - some ask about each text individually while one question compares the two.
- Students will be assessed on their ability to understand, analyze, and make comparisons between non-fiction texts.
- The exam emphasizes close reading skills like identifying persuasive techniques, effects of word choice, and comparing audience and purpose between texts.
English Language - Spoken Interaction Part 2Goh Bang Rui
Link to part 1 of Spoken interaction
https://www.youtube.com/watch?v=H1RbChWPd58
Subscribe to my channel for more upcoming education videos.
bit.ly/gohbangrui
These slides are used to explain the idea of part 2 of Spoken Interaction of oral examination for O Level English Language Examination in Singapore. Students are introduced to the concept of Spoken Interaction which consists of 20 marks or 67% of the Oral Examination. Students are expected to carry out a conversation based on the given picture after given 10 minutes to practise reading as well as using the picture as stimulus. They are then expected to answer given prompts and provide well-developed responses related to the theme given in the picture.
The video is divided into three sections.
1. Introduction
2. Why conversations break down (02:55)
3. 10 tips from examiners (09:48)
4. Practices (13:30)
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Thank you
This document provides a guide for students taking the GCSE English Language exam. It outlines the 6 questions that will be on the exam and provides tips for answering each question. For question 1, it advises starting with the most important points from the text and including details and quotes. For question 2, it says to explain how the heading, subheading and picture are effective and link to the main text. For the writing questions 5 and 6, it provides advice on paragraph structure, sentence variety, and language features to include. It allocates suggested timing for reading the texts and answering each question.
Y11 English revision overview presentationSimonBalle
This document provides information about the GCSE English Language and Literature exams and offers revision tips. It outlines the exam structure and breakdown, including the percentage weightings of controlled assessments versus exams. It describes the exam questions for English Language Unit 1 for both higher and foundation tiers, explaining the focus and requirements of each question. Similar information is provided for the English Literature Unit 1 exam on prose and drama, focusing on An Inspector Calls. Revision tips are offered such as practicing timed answers, annotation, and learning language features. Students are advised to practice exam-style questions under timed conditions to prepare.
This document provides tips for the English GCSE final exam. It recommends spending an hour on the writing section, with 25 minutes for the first question and 35 minutes for the second. Students are advised to plan their writing by identifying the Genre, Audience, and Purpose (GAP) before starting. Examples of genres include letters, newspaper articles, and blog posts. The document also provides language tips for writing effective openings and conclusions to writing tasks and for structuring paragraphs with topic sentences and connectives. It includes sample questions and concludes with a practice question to write a persuasive leaflet.
Y8 Home Learning Project: Project Africa - levels 5-7julier3846
This home learning project provides instructions for students to research and learn about child soldiers in Africa. It outlines several tasks for students to complete, including reading an article about child soldiers, answering comprehension questions, researching charities that help child soldiers, writing a story from the perspective of a child soldier, and creating a PowerPoint presentation about one of the charities. The document provides guidance, resources, and a self-assessment for students to evaluate their work.
This home learning project provides instructions for students to research and learn about child soldiers in Africa. It outlines several tasks for students to complete, including reading an article about child soldiers, answering comprehension questions, researching charities that help child soldiers, writing a story from the perspective of a child soldier, and creating a PowerPoint presentation about one of the charities. The document provides guidance, resources, and a self-assessment for students to evaluate their work.
The document provides revision materials for the Cambridge IGCSE Paper 2 exam, including:
- Checklists to help identify strengths and weaknesses in answering each type of question;
- Sample questions and responses to use for practice;
- Advice on developing strategic approaches to different questions. It focuses on three main question types: genre transformation, analyzing an author's use of language, and summarizing multiple passages. Students are encouraged to use the checklists and practice questions to strengthen their skills in areas they find most challenging.
This document provides an agenda for an in-person workshop on literacy and language teaching. It includes:
1. An introduction where participants will sign in, get name tags, and sit with their assigned groups.
2. The agenda includes discussing miscue analysis, retrospective miscue analysis, and choice book groups meeting to finalize plans.
3. Sections on revisiting miscue analysis, using miscues to gain insight, a reader's comprehension depending on many factors, and the complete miscue analysis process.
4. Instructions and examples for conducting specific components of miscue analysis, including the reading interview, oral reading, retell, recording data, and analyzing patterns.
This document is a self-assessment survey for students beginning the third level of an English communicative competence course. It lists various language structures and asks students to rate their ability with each as very well, OK, or a little. The structures progress from introducing oneself and asking basic questions to more advanced skills like describing past experiences, giving travel advice using modals, and reporting speech. The document aims to assess students' current abilities to help them identify areas to focus their self-study on improving before starting the third level course.
This document outlines the units, functions, grammar, vocabulary, conversations, and writing activities covered in an English language course. The 4 units are: Unit 1 - The Way We Are (personal descriptions, present tenses), Unit 2 - Experiences (past experiences, past participles), Unit 3 - Wonders of the World (places, superlatives), Unit 4 - Family Life (family, past habits). Each unit focuses on specific grammar, vocabulary, conversation strategies and writing assignments to help learners improve their English skills in areas like describing people, sharing experiences, discussing places of interest, and talking about family.
The document provides guidance on approaching and answering the writing questions in Section B of an exam. It discusses the structure and requirements of the shorter and longer writing tasks, including time limits, number of ideas to plan, and how writing will be assessed. It also provides tips on writing techniques to use, such as varying sentence structure, using engaging vocabulary, and crafting powerful openings and closings. Sample marking schemes are included to demonstrate how responses will be evaluated on content and writing skills.
This document provides an overview of the format and structure of a GCSE English Language Paper 1 exam. It includes:
- A reading section with 4 comprehension questions about a fiction passage, testing identification of explicit details, language analysis, structure analysis, and a critical response.
- A writing section with 2 potential essay prompts, testing content, organization, vocabulary, sentence structure, and technical accuracy.
- Guidance is given for each question, including timing, skills tested, and techniques for answering successfully like highlighting examples and commenting on language effects. Close attention to language features and how they impact the reader is emphasized.
This document provides suggestions for English language activities focused on family and friends that begin with listening and speaking. The activities:
1) Start with word-level activities where students respond through gestures and words and progress to using simple sentences.
2) Are meant to help students comprehend short statements, respond in short answers, use familiar words in context, and make simple sentences and questions.
3) Include activities like guessing family relationships, identifying names that start with letters, describing relationships, textbook questions, identifying incorrect sentences, a class quiz, describing classmates, and one-word friend descriptions.
4) Suggest involving all students, using L1 when needed, observing students, and handing activities over to students in
This document provides an overview of the writing section of the AQA GCSE English Language exam. It explains that the writing section contains two questions worth 16 and 24 marks respectively. The 16-mark question can be answered in 25 minutes and requires writing to inform, explain or advise. The 24-mark question can be answered in 35 minutes and requires writing to persuade, argue or advise. The document provides examples of persuasive writing techniques that could be used, such as emotive language, facts and statistics, rhetorical questions, and repetition. It also provides a checklist and example question to help students plan a persuasive response.
The document provides information about the English Language exam, specifically the reading section (Section A). It explains that Section A is 2 hours 15 minutes long and divided into two parts. Questions 1-3 focus on a single source text and are worth 8 marks each, while Question 4 compares two source texts and is worth 16 marks. The questions test information retrieval, analysis of language features, and comparing texts. The document also provides examples of question types and gives guidance on answering questions, including using evidence from the texts.
This document provides information about a workshop titled "Ouch! That Stereotype Hurts: Communicating Respectfully in a Diverse World". The workshop is designed to teach participants effective techniques for speaking up when faced with biased or discriminatory comments. It involves role-playing scenarios where one person makes a prejudiced remark and another responds. Participants also learn a six-step model for apologizing when a hurtful statement has been made. The document outlines the objectives, materials, procedures and discussion tips for facilitating the workshop activities.
The document provides guidance on writing for the GCSE English Section B exam. It explains the FLAP method for analyzing writing tasks - checking the Form, Language, Audience, and Purpose required. It then gives a sample question asking students to write a letter to the newspaper arguing their viewpoint on whether schools are still needed in the internet age. The document provides tips on planning a response and making writing more interesting through varied paragraphs, sentences, and punctuation. It concludes with some practice questions.
This document provides guidance on answering Question 6 from the AQA English Language Unit One exam. It discusses that Question 6 is the longer writing task, worth 24 marks, and requires arguing or persuading a viewpoint over 4-5 paragraphs. It emphasizes organizing ideas clearly with accurate spelling, punctuation and grammar. Sample exam questions and an exemplar paragraph are included to demonstrate developing a point with examples and language devices. The document concludes with a skills checklist and mini-assessment practice question.
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.
The document summarizes changes to English Language and Literature GCSEs in England starting in 2015, including:
- English Language will be 100% exam-based with two exam papers assessing reading and writing. Speaking and listening will be a separate endorsement.
- Literature will remain 100% exam-based but will assess three texts instead of two, including a poetry anthology.
- New GCSE grades of 4-9 will be introduced to distinguish between middle and top performers, with grade 5 set at a higher level than the current grade C.
- The KS3 English curriculum in England is being revised with a greater focus on grammar, vocabulary, and literature. Regular assessments will have a stronger emphasis
Revision Booklet for GCSE English Unit 1 Examwhslaura
The document provides information about an exam for a course on English language. It discusses the following key points:
- The exam focuses on reading and analyzing non-fiction texts such as diaries, letters, reports, and webpages.
- It is one hour long and contains two non-fiction texts with four associated questions - some ask about each text individually while one question compares the two.
- Students will be assessed on their ability to understand, analyze, and make comparisons between non-fiction texts.
- The exam emphasizes close reading skills like identifying persuasive techniques, effects of word choice, and comparing audience and purpose between texts.
English Language - Spoken Interaction Part 2Goh Bang Rui
Link to part 1 of Spoken interaction
https://www.youtube.com/watch?v=H1RbChWPd58
Subscribe to my channel for more upcoming education videos.
bit.ly/gohbangrui
These slides are used to explain the idea of part 2 of Spoken Interaction of oral examination for O Level English Language Examination in Singapore. Students are introduced to the concept of Spoken Interaction which consists of 20 marks or 67% of the Oral Examination. Students are expected to carry out a conversation based on the given picture after given 10 minutes to practise reading as well as using the picture as stimulus. They are then expected to answer given prompts and provide well-developed responses related to the theme given in the picture.
The video is divided into three sections.
1. Introduction
2. Why conversations break down (02:55)
3. 10 tips from examiners (09:48)
4. Practices (13:30)
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Thank you
This document provides a guide for students taking the GCSE English Language exam. It outlines the 6 questions that will be on the exam and provides tips for answering each question. For question 1, it advises starting with the most important points from the text and including details and quotes. For question 2, it says to explain how the heading, subheading and picture are effective and link to the main text. For the writing questions 5 and 6, it provides advice on paragraph structure, sentence variety, and language features to include. It allocates suggested timing for reading the texts and answering each question.
Y11 English revision overview presentationSimonBalle
This document provides information about the GCSE English Language and Literature exams and offers revision tips. It outlines the exam structure and breakdown, including the percentage weightings of controlled assessments versus exams. It describes the exam questions for English Language Unit 1 for both higher and foundation tiers, explaining the focus and requirements of each question. Similar information is provided for the English Literature Unit 1 exam on prose and drama, focusing on An Inspector Calls. Revision tips are offered such as practicing timed answers, annotation, and learning language features. Students are advised to practice exam-style questions under timed conditions to prepare.
This document provides tips for the English GCSE final exam. It recommends spending an hour on the writing section, with 25 minutes for the first question and 35 minutes for the second. Students are advised to plan their writing by identifying the Genre, Audience, and Purpose (GAP) before starting. Examples of genres include letters, newspaper articles, and blog posts. The document also provides language tips for writing effective openings and conclusions to writing tasks and for structuring paragraphs with topic sentences and connectives. It includes sample questions and concludes with a practice question to write a persuasive leaflet.
Y8 Home Learning Project: Project Africa - levels 5-7julier3846
This home learning project provides instructions for students to research and learn about child soldiers in Africa. It outlines several tasks for students to complete, including reading an article about child soldiers, answering comprehension questions, researching charities that help child soldiers, writing a story from the perspective of a child soldier, and creating a PowerPoint presentation about one of the charities. The document provides guidance, resources, and a self-assessment for students to evaluate their work.
This home learning project provides instructions for students to research and learn about child soldiers in Africa. It outlines several tasks for students to complete, including reading an article about child soldiers, answering comprehension questions, researching charities that help child soldiers, writing a story from the perspective of a child soldier, and creating a PowerPoint presentation about one of the charities. The document provides guidance, resources, and a self-assessment for students to evaluate their work.
The document provides revision materials for the Cambridge IGCSE Paper 2 exam, including:
- Checklists to help identify strengths and weaknesses in answering each type of question;
- Sample questions and responses to use for practice;
- Advice on developing strategic approaches to different questions. It focuses on three main question types: genre transformation, analyzing an author's use of language, and summarizing multiple passages. Students are encouraged to use the checklists and practice questions to strengthen their skills in areas they find most challenging.
This document provides an agenda for an in-person workshop on literacy and language teaching. It includes:
1. An introduction where participants will sign in, get name tags, and sit with their assigned groups.
2. The agenda includes discussing miscue analysis, retrospective miscue analysis, and choice book groups meeting to finalize plans.
3. Sections on revisiting miscue analysis, using miscues to gain insight, a reader's comprehension depending on many factors, and the complete miscue analysis process.
4. Instructions and examples for conducting specific components of miscue analysis, including the reading interview, oral reading, retell, recording data, and analyzing patterns.
This document is a self-assessment survey for students beginning the third level of an English communicative competence course. It lists various language structures and asks students to rate their ability with each as very well, OK, or a little. The structures progress from introducing oneself and asking basic questions to more advanced skills like describing past experiences, giving travel advice using modals, and reporting speech. The document aims to assess students' current abilities to help them identify areas to focus their self-study on improving before starting the third level course.
This document outlines the units, functions, grammar, vocabulary, conversations, and writing activities covered in an English language course. The 4 units are: Unit 1 - The Way We Are (personal descriptions, present tenses), Unit 2 - Experiences (past experiences, past participles), Unit 3 - Wonders of the World (places, superlatives), Unit 4 - Family Life (family, past habits). Each unit focuses on specific grammar, vocabulary, conversation strategies and writing assignments to help learners improve their English skills in areas like describing people, sharing experiences, discussing places of interest, and talking about family.
The document discusses various memory and study aids for vocabulary, including visual aids like drawings, diagrams, charts and graphic organizers; word associations; and flashcards. It recommends creating flashcards with the word, part of speech, definition, and example sentence on both sides. The document provides tips for effective use of flashcards and guidelines for studying vocabulary, such as studying in short sessions throughout the day and using active learning strategies like making up example sentences.
This document outlines the units and lessons in an English language curriculum. Unit 1 focuses on introductions, family and relationships. Key vocabulary includes names, numbers, countries and family members. Students will learn to greet others, ask and answer questions about personal details. Unit 2 covers home and neighborhood topics. Vocabulary builds on unit 1 and adds home items, rooms and locations. Students learn prepositions and talking about where things are located. Unit 3 introduces time concepts like days, dates and schedules. Lessons teach telling time and discussing daily routines. The units progressively build students' English language skills through reading, writing, listening and speaking activities centered around basic real-world topics.
Copy of vocabulary memory study aids presentation transcriptjverftukli08
The document provides various memory and study aids for improving vocabulary, including visual clues like drawings, pictures, diagrams and charts. It recommends creating flashcards with words on one side and definitions or sample sentences on the other. The document also suggests paying attention to grammar, pronunciation, spelling, and sentence patterns of new words. It provides tips for effective vocabulary study, such as studying in short bursts throughout the day and using interactive methods like creating sentences and quizzing a study partner.
The document summarizes a presentation on teaching conversation skills to English language learners. It provides an overview of topics covered, including choosing discussion topics, generating questions, managing classroom conversations, giving feedback, and strategies for teaching beginners. Sample classroom activities are described, such as using conversation cards, think-pair-share, and group discussion squares to practice language skills and improve fluency.
This is the powerpoint for a post-convention institute at TESOL 2010 in Boston. It was a very experiential four-hour session, so the ppt conveys a limited portion of the content.
The document outlines an in-class interview activity where students:
1. Generate vocabulary words related to biographies on personal word walls
2. Create index cards to interview a partner by asking questions from their word wall
3. Record their partner's responses and reflect on what surprised or intrigued them
4. Draft a short piece of writing based on what they learned about their partner
The document provides guidance for teaching speaking skills at The Speaking Gym. It discusses establishing an engaging topic, preparing students, setting a clear task, and providing feedback. It also addresses common student challenges like lack of fluency or opinions. Tips are given for managing conversations, including participating, engaging with students, modeling conversations, and guiding students to more challenging areas. Sample activities and exercises from English coursebooks are presented.
Vocabulary memory study aids presentation transcriptjverftukli
This document discusses various study aids and techniques for improving vocabulary memory, including visual aids like drawings, diagrams, and graphic organizers; word associations; and flashcards. It recommends creating flashcards with the word on one side and a definition, picture, or example sentence on the other side. The document provides tips for using flashcards effectively and studying vocabulary in short sessions using active learning techniques that engage multiple senses.
Vocabulary memory study aids presentation transcriptjverftukli
This document discusses various study aids and techniques for improving vocabulary memory, including visual aids like drawings, diagrams, and graphic organizers; word associations; and flashcards. It recommends creating flashcards with the word on one side and a definition, picture, or example sentence on the other side. The document provides tips for using flashcards effectively and studying vocabulary in short sessions using active learning techniques like saying words aloud and quizzing a study partner.
Learning Plan: Homophones, Mona Lisa, Writing and review activityMavict Obar
This document provides a weekly lesson plan for grade 4 students from April 16-20, 2017. The objectives are to use vocabulary words in sentences, read a crime story, identify homophones, understand features of crime texts, and write a police report. Potential problems addressed are unwanted behavior, difficulty understanding texts or activities, and difficulty writing. Solutions proposed are proper classroom management, simplifying explanations, giving more time, and one-on-one assistance. New vocabulary words are introduced and activities include discussions, readings, worksheets, and tests related to the objectives.
The document is a syllabus for an English language skills textbook. It outlines the units and language areas covered in each unit. The units cover topics like memories, life changes, viewpoints, problems, future predictions, important people and places, past events, feelings, wishes, careers, and key historical events. Each unit focuses on different grammar structures, vocabulary, pronunciation, reading, writing, listening and speaking skills and strategies. The syllabus provides an overview of the material and skills that will be developed in the textbook.
This document discusses using mini-novels in language classes to improve comprehension and acquisition. It provides many pre-reading, during reading, and post-reading activities to use with mini-novels, including analyzing book covers, predicting plots, vocabulary exercises, group reading activities, character analysis, and games to check comprehension. The goal is to increase comprehensible input through engaging activities that make reading mini-novels in the target language enjoyable and effective for students.
This document provides examples of persuasive writing techniques that can be used when writing for exams, including guilt, rhetorical questions, imagery, personal pronouns, emotive language, repetition, stressing a point, the rule of three, provocative language, and statistics. It encourages the use of alliteration, facts, opinions, rhetorical questions, emotive language, statistics, threats, and short sentences to persuade the reader.
The document provides tips for improving memory and studying effectively using various aids and techniques. It recommends building good study habits through positive thinking, self-management, hierarchical thinking, and creative/critical thinking. Memory and studying aids discussed include visual aids like drawings, diagrams, graphs, and flashcards. Flashcards in particular are recommended because they allow information to be organized into small chunks and reviewed frequently in an interactive manner. Active studying techniques like saying words out loud and quizzing with friends are also suggested over passive reading.
Interchange Intro-TB em PDF - Material do ProfessorPedro Filho
This document is the teacher's edition of the fifth edition of the Interchange intro book. It includes an overview of the contents of the student's book and workbook, as well as teaching notes, speaking exercises, grammar explanations, listening exercises, and reading activities for each of the 16 units. The units cover topics such as greetings, possessions, places of origin, daily routines, homes, jobs and workplaces. The teaching notes provide guidance for instructors on teaching grammar, vocabulary, pronunciation and cultural points for each lesson.
The document provides guidance for parents on how to support their children in key stage 3 English. It covers reading, writing, and talking and listening. For reading, it recommends making a variety of materials available and visiting the library. For writing, it discusses understanding the writing process and purpose/audience, as well as providing feedback and encouragement. For talking and listening, it suggests discussing events, encouraging opinions, and involving children in conversations to expand vocabulary.
SSP 104 Speaking Evaluation 2 Contact America and Presentation InfoBrittany Petree
This document provides instructions for a speaking evaluation assignment. Students will work with a partner to choose a topic, write 5 questions on the topic incorporating grammar points studied in class, get answers to the questions from Americans, analyze the answers for patterns, and do a 4-5 minute presentation to the class sharing what they learned. The presentation will include an introduction of the topic and predicted answers, sharing some actual answers and analysis of patterns found, and be graded on content, communication, grammar, fluency, and volume. Topic choices include suggestions for local activities, family life, cultural norms, living preferences, and the American dream.
The document discusses various strategies for developing writing skills, including:
1. Explaining the differences between speaking and writing and common learner difficulties in writing.
2. Suggesting solutions to common learner problems such as providing more time, improving coherence, and proper use of punctuation and dictionaries.
3. Discussing classroom activities to practice writing like dictation, substitution exercises, guided and free writing tasks using images, scripts and prompts.
La hoja de vida presenta los datos personales y formación académica de Myriam Trujillo, profesora de inglés de la Universidad Nacional de Chimborazo. Detalla su licenciatura en ciencias de la educación con especialidad en inglés y francés, doctorado en planeamiento y diseño curricular, y diplomado en metodología para la enseñanza del inglés. Además, describe su experiencia docente universitaria y en colegios, así como cursos y seminarios recibidos en temas de enseñanza de idiomas.
El documento presenta el horario de trabajo semanal de Myriam Trujillo Brito para el período de marzo a julio de 2012-2013. Su horario incluye 24 horas de clases con los grados sexto y segundo, 6 horas de investigación y 10 horas de otras actividades docentes.
Este documento presenta el sílabo de la asignatura Inglés VI de la Universidad Nacional de Chimborazo. El curso dura 120 horas académicas repartidas en 6 unidades temáticas que cubren estructuras gramaticales, vocabulario y destrezas comunicativas. El objetivo es que los estudiantes puedan comunicarse de forma efectiva sobre temas cotidianos y de su carrera a través de conversaciones, lecturas, escritos y presentaciones orales. La metodología incluye el aprendizaje cooperativo, enfoque funcional y natural para
Este documento presenta el silabo de la asignatura de Inglés Nivel 2 en la Universidad Nacional de Chimborazo. El silabo describe los objetivos del curso, que incluyen interactuar de forma sencilla, describir personas, lugares y actividades cotidianas, y comprender textos básicos. También presenta 10 unidades temáticas con vocabulario y estructuras gramaticales, así como resultados de aprendizaje y evidencias de evaluación para cada unidad.
Este sílabo describe un curso de inglés nivel 2 en la Universidad Nacional de Chimborazo. El curso tiene 3.5 créditos teóricos y 4 créditos prácticos. Cubre 10 unidades con contenidos como descripciones, preguntas sobre tiempo, lugares y compras. Los estudiantes aprenderán a interactuar de forma sencilla y expresar preferencias mediante trabajos evaluados oralmente y por escrito.
El documento presenta el horario de trabajo semanal de Myriam Trujillo Brito para el período de marzo a julio de 2012-2013. Su horario incluye 24 horas de clases con los grados sexto y segundo, 6 horas de investigación y 10 horas de otras actividades docentes.
Este documento presenta el silabo del curso de Inglés Nivel 1 de la Universidad Nacional de Chimborazo. El curso tiene como objetivo capacitar a los estudiantes en el uso básico del idioma inglés para comunicarse de manera significativa. El curso consta de 5 unidades que cubren temas como presentaciones personales, descripciones de objetos y lugares familiares, rutinas diarias y tiempo libre. El curso utiliza métodos prácticos e integra las cuatro habilidades del idioma.
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Leonardo DiCaprio Super Bowl: Hollywood Meets America’s Favorite Gamegreendigital
Introduction
Leonardo DiCaprio is synonymous with Hollywood stardom and acclaimed performances. has a unique connection with one of America's most beloved sports events—the Super Bowl. The "Leonardo DiCaprio Super Bowl" phenomenon combines the worlds of cinema and sports. drawing attention from fans of both domains. This article delves into the multifaceted relationship between DiCaprio and the Super Bowl. exploring his appearances at the event, His involvement in Super Bowl advertisements. and his cultural impact that bridges the gap between these two massive entertainment industries.
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Leonardo DiCaprio: The Hollywood Icon
Early Life and Career Beginnings
Leonardo Wilhelm DiCaprio was born in Los Angeles, California, on November 11, 1974. His journey to stardom began at a young age with roles in television commercials and educational programs. DiCaprio's breakthrough came with his portrayal of Luke Brower in the sitcom "Growing Pains" and later as Tobias Wolff in "This Boy's Life" (1993). where he starred alongside Robert De Niro.
Rise to Stardom
DiCaprio's career skyrocketed with his performance in "What's Eating Gilbert Grape" (1993). earning him his first Academy Award nomination. He continued to gain acclaim with roles in "Romeo + Juliet" (1996) and "Titanic" (1997). the latter of which cemented his status as a global superstar. Over the years, DiCaprio has showcased his versatility in films like "The Aviator" (2004). "Start" (2010), and "The Revenant" (2015), for which he finally won an Academy Award for Best Actor.
Environmental Activism
Beyond his film career, DiCaprio is also renowned for his environmental activism. He established the Leonardo DiCaprio Foundation in 1998, focusing on global conservation efforts. His commitment to ecological issues often intersects with his public appearances. including those related to the Super Bowl.
The Super Bowl: An American Institution
History and Significance
The Super Bowl is the National Football League (NFL) championship game. is one of the most-watched sporting events in the world. First played in 1967, the Super Bowl has evolved into a cultural phenomenon. featuring high-profile halftime shows, memorable advertisements, and significant media coverage. The event attracts a diverse audience, from avid sports fans to casual viewers. making it a prime platform for celebrities to appear.
Entertainment and Advertisements
The Super Bowl is not only about football but also about entertainment. The halftime show features performances by some of the biggest names in the music industry. while the commercials are often as anticipated as the game itself. Companies invest millions in Super Bowl ads. creating iconic and sometimes controversial commercials that capture public attention.
Leonardo DiCaprio's Super Bowl Appearances
A Celebrity Among the Fans
Leonardo DiCaprio's presence at the Super Bowl has noted several times. As a high-profile celebrity. DiCaprio attracts
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Leonardo DiCaprio, a name synonymous with Hollywood stardom and acting excellence. has captivated audiences for decades with his talent and charisma. But, the Leonardo DiCaprio haircut is one aspect of his public persona that has garnered attention. From his early days as a teenage heartthrob to his current status as a seasoned actor and environmental activist. DiCaprio's hairstyles have evolved. reflecting both his personal growth and the changing trends in fashion. This article delves into the many phases of the Leonardo DiCaprio haircut. exploring its significance and impact on pop culture.
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Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
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The Enigma of the Midnight Canvas, In the heart of Paris
Scopesequence book3
1. vi
Functions / Topics Grammar Vocabulary Conversation
strategies
Pronunciation
Unit 1
The way
we are
pages 1–10
Talk about people’s
behavior and
personality
Describe friends and
people you admire
Talk about people’s
habits
Manner adverbs vs. adjectives
Adverbs before adjectives
and adverbs
Adjective prefixes
Behavior and
personality
Personal
qualities
Use always with a
continuous verb to
describe individual
habits
Use at least to point
out the positive side
of a situation
Rising
and falling
intonation
in questions
giving
alternatives
Unit 2
Experiences
pages 11–20
Talk about your secret
dreams
Discuss experiences
you have and haven’t
had
Present perfect statements
Present perfect and simple
past questions and answers
Past
participles of
irregular verbs
Keeping the
conversation going
Use response
questions like Do
you? and Have you?
to show interest
Reduced and
unreduced
forms of have
Unit 3
Wonders of
the world
pages 21–30
Talk about human
wonders like buildings
and structures
Describe natural
wonders and features
Superlatives
Questions with How +
adjective . . . ?
Buildings and
structures
Natural
features
Use short responses
with really and sure
to agree and to show
you are a supportive
listener
Use superlatives for
emphasis
Linking and
deletion with
superlatives
Touchstone checkpoint Units 1–3 pages 31–32
Unit 4
Family life
pages 33–42
Talk about gripes
people have about
family members and
household rules
Talk about your
memories of growing
up
Verbs let, make, help, have,
get, want, ask, and tell
Used to and would
Types of
families
Relatives
and extended
family
members
Give opinions with
expressions like It
seems like . . . and If
you ask me, . . .
Use expressions like
exactly, definitely,
and absolutely to
agree
Reduction of
used to
Unit 5
Food choices
pages 43–52
Describe your eating
habits
Talk about healthy
eating
Discuss different ways
to cook and prepare
food
Review of countable and
uncountable nouns
Quantifiers a little, a few, very
little, and very few
Too, too much, too many, and
enough
Containers
and quantities
Methods of
cooking
Respond to
suggestions by
letting the other
person decide
Refuse offers
politely with
expressions like
No, thanks. I’m fine.
Stressing new
information
Unit 6
Managing life
pages 53–62
Talk about the
future: plans, facts,
predictions, and
schedules
Offer advice and
solutions to problems
Discuss phone habits
The future with will, going to,
the present continuous, and
the simple present
Use had better, ought to, and
might want to to say what’s
advisable
Use have got to and going
to have to to say what’s
necessary
Use would rather to say
what’s preferable
Expressions
with make and
do
End phone
conversations with
expressions like I’d
better go, I’ve got to
go, and I’ll call you
later
Use informal
expressions like
See you later to
end friendly phone
conversations
Reduction of
want to, you’d
better, going
to have to,
ought to, and
have got to
Touchstone checkpoint Units 4–6 pages 63–64
Touchstone Level 3 Scope and sequence
2. Scope and sequence
vii
Reasonable demands?
Match each person with a
parental demand; then listen and
check your answers
Family activities
Listen to three people describe
their memories, and number
the pictures in order; then listen
again for more information
Rhonda’s
Ramblings
A blog
recounting a
girl’s childhood
experiences
riding in the car
with her brother
Write a blog about a
memory from your
childhood
Use past and present
time markers
Remember that?
Use word webs to
log new vocabulary
about family
members
Family histories
Group work: Prepare
a short history of your
family; then present
your history to the
group
That sounds good.
Listen to conversations, and
number pictures in order; then
match each picture with the best
response
Snack habits
Listen to people talk about
snacks, and number the
pictures; then listen for
details to complete a chart
Popular snacks
around the world
A magazine
article about five
popular snack
foods
Write a short article
about a snack food or
traditional dish for a
tourist pamphlet
Introduce examples
with like, for example,
and such as
Fried bananas
Learn new words in
combination with
other words that
often go with them
Do we have enough for
the party?
Group work: Agree with
group members on
what to buy for a party
I hope you can come.
Listen to three people
responding to different
invitations, and complete a chart
What should I do with these?
Listen to three people discuss
unwanted items, and identify
what they do with them
Getting rid of
clutter
An article giving
ideas on ways to
manage clutter
and offering
solutions
to readers’
problems
Write a question about
a personal clutter
problem, and write a
reply to a classmate’s
question
Link ideas with as
long as, provided that,
and unless
Do your best!
Use a new
expression in a
sentence; then add
another sentence to
make its meaning
clear
Who’s going to do what?
Group work: Choose
an event and prepare a
list of all the things you
need to get ready for it
Touchstone checkpoint Units 4–6 pages 63–64
Listening Reading Writing Vocabulary
notebook
Free talk
Best friends
Listen to three conversations
about best friends, and then fill
in a chart
I didn’t know that!
Match each person with a piece
of information; then listen for
more information about each
person
Five things you
didn’t know
about . . .
A magazine
article with
biographies of
four famous
people
Write a short
description of yourself
Learn useful
expressions to include
in a biography or
personal profile
Happy or sad?
Learn new words
and their opposites
People are interesting!
Class activity: Ask
questions to find
classmates who do
interesting things
What have they done?
Listen to three conversations
to identify the main topic; then
choose the correct response to
three comments
A traveler’s adventures
Listen to a conversation about
a traveler’s e-mail, and identify
key information in the pictures;
then listen and answer questions
about the details
Greetings from the
Galápagos and
I’m in Athens!
Two travel blogs
Write a blog
describing an exciting
experience
Use adverbs
like fortunately,
unfortunately, and
amazingly to show
your attitude or feeling
Have you ever . . . ?
Write the three main
forms of different
verbs in charts
Can you believe it? I’ve
never done that!
Group game: Each
person fills out a chart;
then group members
compare answers and
score points
What do you know?
Take a quiz; then listen to a quiz
show to check your answers
and answer questions
Travel talk
Listen to a radio interview, and
number photos in order; then
listen and answer questions
about the details
World records
Fascinating facts
from a book of
world records
Write a paragraph
about a human or
natural wonder in your
country
Add information about
a place or thing
From the mountains to
the sea
Draw and label a
map to remember
the vocabulary of
natural features,
buildings, and
structures
The five greatest wonders
Group work: Choose
and rank your country’s
five greatest wonders;
then compare lists with
the class
Touchstone checkpoint Units 1–3 pages 31–32
3. viii
Functions / Topics Grammar Vocabulary Conversation
strategies
Pronunciation
Unit 7
Relationships
pages 65–74
Talk about friendships
Discuss dating
Talk about relationships
with neighbors
Subject relative
clauses
Object relative clauses
Phrasal verbs
Phrasal verbs,
including
expressions to talk
about relationships
Soften comments
with expressions
like I think, probably,
kind of, and in a way
Use though to give a
contrasting idea
Stress in
phrasal verbs
Unit 8
What if?
pages 75–84
Talk about how you wish
your life were different
and why
Discuss how to deal
with everyday dilemmas
Use wish + past form
of verb to talk about
wishes for the present
or future
Conditional sentences
with if clauses about
imaginary situations
Expressions
with verbs and
prepositions
Give advice using
expressions like If I
were you . . . , I
would . . . , and You
might want to . . .
Use expressions with
That would be . . . to
comment on an idea
or suggestion
Intonation
in long
questions
Unit 9
Tech savvy?
pages 85–94
Discuss gadgets and
technology
Ask for and offer
help with technology
problems
Questions within
sentences
Separable phrasal
verbs with objects
how to + verb,
where to + verb,
and what to + verb
Phrasal verbs,
including
expressions to talk
about operating
electronic machines
and gadgets
Give a different
opinion
Use expressions
like You know what
I mean? to ask for
agreement
Link final
consonants
and initial
vowels
Touchstone checkpoint Units 7–9 pages 95–96
Unit 10
What’s up?
pages 97–106
Discuss your social life
Talk about different
kinds of movies
Recommend books,
CDs, movies, and
shows
Present perfect
continuous vs. present
perfect
Since, for, and in for
duration
Already, still, and yet
with present perfect
Kinds of movies
Expressions to
describe types
of movies
Ask for a favor
politely
Use All right and
OK to move the
conversation to a
new phase or topic
and to agree to
requests
Reduction of
have
Unit 11
Impressions
pages 107–116
Speculate about people
and situations
Talk about feelings and
reactions
Modal verbs must,
may, might, can’t, or
could for speculating
Adjectives ending in
-ed vs. adjectives
ending in -ing
Feelings and
reactions
Show you
understand another
person’s feelings or
situation
Use You see to
explain a situation
Use I see to show
you understand
Linking and
deletion with
must
Unit 12
In the news
pages 117–126
Talk about events in the
news
Talk about extreme
weather and natural
disasters
The simple past
passive
The simple past
passive with by +
agent
Adverbs with the
passive
Extreme weather
conditions
Natural disasters
Introduce news with
expressions like
Did you hear
(about) . . . ?, Guess
what?, and You
know what?
Use the expression
The thing is . . . to
introduce issues
Breaking
sentences
into parts
Touchstone checkpoint Units 10–12 pages 127–128
4. Scope and sequence
ix
Listening Reading Writing Vocabulary
notebook
Free talk
People I look forward to seeing
Fill in the missing words
describing three people; then listen
for the reasons the speaker likes to
see them
Getting back in touch
Identify the people the speaker
wants to get back in touch with;
then write the reason he lost touch
with them
Web site chaperones
classmate reunions
A newspaper article
about a Web site
that reunites former
classmates
Write a short article
about three friends
and the things you
have in common
Use both, both of us,
and neither of us to
talk about things in
common
Matching up
Learn new phrasal
verbs by writing
other verbs that can
go with the particle
and other particles
that can go with the
same verb
What’s important?
Group work:
Discuss and agree
on the five most
important things
to consider when
choosing a life
partner
A wish for today
Identify the topics as four people
talk about their wishes; then write
the reasons
Here’s my advice.
Compare the advice that three
people give; then decide whose
advice is most helpful
If I had my life to live
over, . . .
An article listing
ways the writer’s
life would be
different if it could
be lived over
Write an article on the
changes you would
make if you could live
last year over again
Use adverbs of
certainty in
affirmative and
negative statements
Imagine that!
Learn prepositions
that can follow a new
verb
What would you do?
Group work:
Discuss the
questions about
hypothetical
situations, and
find out what you
have in common
What do you know about the
Internet?
Answer the questions about the
Internet, and then listen to a
conversation to check answers;
then write more information
The problem with technology
Listen to two people giving
opinions, and identify each
person’s opinions; then agree or
disagree with two opinions
Robbing you blind?
A magazine article
about identify theft
and what can be
done to avoid it
Write a short article
giving dos and don’ts
for keeping personal
information safe
Plan your article
On and off
Write short
conversations about
everyday situations
to remember new
vocabulary
Tech trivia
Pair work: Ask and
answer general
technology
questions, and
figure out your
partner’s score
Touchstone checkpoint Units 7–9 pages 95–96
A small favor
Match four students with the
favor each asks the professor;
then decide if you agree with the
professor’s decision
I’d really recommend it.
Listen for details as two friends
talk about a review of a show
Home entertainment
A review of a movie
and a CD
Write a review of a
book, CD, movie, or
show
Introduce contrasting
ideas with although,
even though, and
even if
Great movies
Link new words and
expressions to things
you have recently
done or seen
Who’s been doing
what?
Class activity: Ask
your classmates
questions about
their recent
activities
People and situations
Match four people and their
situations; then write a response
with must to each
People making a difference
Match three people and the
organizations they work with; then
write what each organization does
A teen hero
A magazine article
describing an
inspirational teen
Write a letter to the
editor
Use expressions for
giving impressions,
reactions, and
opinions
How would you feel?
Link new words
for feelings to the
situations where you
would experience
those feelings
What on earth are
they doing?
Pair work: Look at
two photos, and
speculate about
what is happening
News update
Listen to two news stories, and
answer questions
What do they say next?
Predict the topic of four
conversations; match their
beginnings and endings; then
listen to check your answers
A new brand of
journalism is taking
root in South Korea
A news article
about a new way of
reporting the news
Write a report on
class survey results
about keeping up with
the news
Learn useful
expressions for
writing about
statistics
Forces of nature
Learn new words in
combination with
other words that are
typically used with
them
Here’s the news!
Pair work: Create
short news reports
about photos
Touchstone checkpoint Units 10–12 pages 127–128