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This document discusses phrases and sentences. It provides examples of phrases and sentences to illustrate the difference. Phrases are groups of words that lack a subject or verb or both, while sentences express a complete thought with a subject and verb. The document also discusses peer reviewing, which involves objectively reviewing and providing feedback on another student's writing to help them improve. It outlines how to conduct peer reviews, including asking questions if confused and offering examples or details. Students are instructed to read their paragraphs aloud and peer review each other's writing based on content.
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The document provides information about the conjunctions "as if" and "as though" and how they are used in sentences. It discusses how they are used to describe how someone or something looks, sounds, or feels. It also explains that they can be used with verbs to describe behavior or the way someone is acting. Additionally, it notes that "as if", "as though", and "like" can be used with the past tense to indicate uncertainty or improbability in the present. The document includes examples for each use and provides a classroom activity with exercises for students to practice using these conjunctions correctly in sentences.
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The document provides information about the conjunctions "as if" and "as though" and the adverb "like". It discusses their similar meanings and various grammatical structures and uses. Specifically, it explains that "as if" and "as though" are used to describe how something or someone looks, sounds, or feels. They can also be used with verbs to describe behavior or the way someone is acting. Examples of each use are provided. The document also notes that "like" is often used instead of "as if" and "as though" in informal English. It concludes with classroom exercises for students to practice using these terms correctly in sentences.
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The document provides information about the conjunctions "as if" and "as though" and how they are used in English grammar. It discusses how they are used to describe how someone or something looks, sounds, or feels. It also explains that they can be used with verbs to describe behavior or the way someone is acting. Additionally, it notes that "as if" or "as though" in the past tense can indicate unreality or improbability in the present. Some examples of usage are given for each case. Finally, it discusses how "like" can sometimes be used instead of "as if" and "as though" in informal English.
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Cambridge English Teaching Activities | September back to School
* Please note that for the links to work properly you need to download the document from Slideshare to your computer .
It’s September again and we’re back with a selection of activities for the first few weeks of school.
This month, Ewa brings us a couple of ideas that will help you kick-start the new school year. First, we’ve put together a few getting to know you activities to encourage your students to start up a conversation with each other. There are also a couple of warm-up games, a newspaper project and a reading challenge.
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The document provides information about the conjunctions "as if" and "as though" and how they are used in English grammar. It discusses how they are used to describe how someone or something looks, sounds, or feels. It also explains that they can be used with verbs to describe behavior or the way someone is acting. Additionally, it notes that "as if" or "as though" in the past tense can indicate unreality or improbability in the present. Some examples of usage are given for each case. Finally, it discusses how "like" can sometimes be used instead of "as if" and "as though" in informal English.
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It may be hard to believe, but June has arrived! As the holidays approach we want to encourage our learners to start thinking about places to visit, at least online! Our C1 Advanced and C2 Proficiency students can learn more about Japan while they improve their reading and listening skills. Our B1 Preliminary and B2 First learners can start thinking about the next time they will be able to meet their classmates while they practise their speaking. The younger ones can talk about the beach and learn new vocabulary to express their ideas. Happy teaching!
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* Please note that for the links to work properly you need to download the document from Slideshare to your computer .
It’s September again and we’re back with a selection of activities for the first few weeks of school.
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Spring board%20unit%201%20bell%20 ringers 1
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bell ringer
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September 15 (83TR)
- 2. Turn in your rough draft
- 3. Quiz Make sure you circle the preposition(s) and line out the prepositional phrase(s)!!!!!!
- 5. Phrases
- 6. Phrases If a group of words lacks a subject or a verb or both, it’s a phrase. A phrase is not a complete sentence.
- 7. Notice the difference between phrases and sentences in these examples: Phrase: To get a good lock for my house. Sentence: To get a good lock for my house, I need to talk to a locksmith.
- 8. Notice the difference between phrases and sentences in these examples: Phrase: To come up with the right answer. Sentence: Pam was unable to come up with the right answer.
- 9. Notice the difference between phrases and sentences in these examples: Phrase: Making her a good dinner. Sentence: I want to please my girlfriend by making her a good dinner.
- 10. Notice the difference between phrases and sentences in these examples: Phrase: Such as a new backpack, a Barbie, a walkie-talkie, a stuffed lizard, and even a computer. Sentence: My daughter says she wants a lot of things for her birthday, such as a new backpack, a Barbie, a walkie-talkie, a stuffed lizard, and even a computer.
- 11. Notice the difference between phrases and sentences in these examples: Phrase: On the shelf. Sentence: I can’t reach the box on the shelf.
- 12. Activity 1: Identify Phrases and Sentences Use your iClicker to select an answer!
- 13. 1. To drive down the mountain at night. Phrase Sentence
- 14. 2. Before paying the bill, she carefully reviewed the statement. Phrase Sentence
- 15. 3. To find a new job, Felicia updated her computer skills. Phrase Sentence
- 16. 4. On Tuesday my kindergarten students. Phrase Sentence
- 17. 5. The anthrax scare turned out to be a hoax. Phrase Sentence
- 18. 6. For example, a computer, a cell phone, and a DVD player. Phrase Sentence
- 19. 7. Over there on the table. Phrase Sentence
- 20. 8. We pushed open the gate. Phrase Sentence
- 21. 9. To study for Spanish, English, pre-calculus, biology, and economics. Phrase Sentence
- 22. 10. The fire in the national forest was caused by a careless smoker. Phrase Sentence
- 23. Discuss Dog
- 24. 1. Why is Christopher fascinated with illustrations, diagrams and maps? How do they help us understand him?
- 25. 2. List three things Chris likes and three things he dislikes. Explain his reasons for each like/dislike listed.
- 26. 3. How does Christopher’s father show him love?
- 27. 4. What makes Chris feel safe? What makes him feel unsafe?
- 28. 5. Why does Christopher find people confusing?
- 29. Christopher asserts, “I am not a spazzer.” Do you agree/disagree and why. Give examples to support your view.
- 30. Peer Review? What is that? Objective feedback Seeing someone’s text from your own perspective Explaining to them how you ‘see’ it Being kind, yet honest, in the process From Purdue OWL: Peer Review Presentation (http://owl.english.purdue.edu/owl/resource/712/1/)
- 31. The ‘Why’ of Peer Review Why does peer review work? We see our writing ‘through’ another person We see how other students think and write We see others’ writing strengths and weaknesses We see new ideas and new ways of explaining ideas We learn to look at our own writing in a different way From Purdue OWL: Peer Review Presentation (http://owl.english.purdue.edu/owl/resource/712/1/)
- 32. The ‘How’ of Peer Review Ways you can respond as a helpful reader: If you get confused or lost Mark an ‘X’ in the text where you are confused Ask the writer to explain his or her ideas From Purdue OWL: Peer Review Presentation (http://owl.english.purdue.edu/owl/resource/712/1/)
- 33. The ‘How’ of Peer Review Ways you can respond as a helpful reader: If you cannot see the point: Ask the writer ‘So what?’ questions. In other words, ask the writer ‘What does this point have to do with this paragraph?’ Offer more examples and details to the writer Leave the final decisions to the writer From Purdue OWL: Peer Review Presentation (http://owl.english.purdue.edu/owl/resource/712/1/)
- 34. Peer Review Read your paragraph aloud. You are allowed to stop and write all over your paper. The rest of the group is not allowed to comment whatsoever (even after you are finished). Everyone reads aloud first. Decide which color highlighter will represent you in the group. Decide as a group how much time you have for each paragraph. Remember, you will need time at the end to discuss. Pass your paragraph and peer review sheet to the left. Peer review the paragraph in front of you concentrating on content, not surface errors. Highlight your comments in your color. Pretend the author of the paragraph is nowhere near you. All comments/questions/critiques should be written. Fill in the “Editor #1” section of the peer review sheet. Highlight your name in your color. Pass left again and repeat steps four and five using the appropriate editor section. Repeat step six. Review the comments on your paragraph and your peer review sheet. Make a note of any questions you have. Take turns being in the mush pot of your groups for a couple of minutes and discuss each paragraph.
- 35. Homework Paragraph #2 final draft typed with rough draft, peer review, and rubric stapled behind it