Tom has a dream about Santa Claus visiting him. In his dream, Santa wears a red shirt, red trousers, and has a long beard and funny ears. Tom's friends also come to his house and they sing songs near the Christmas tree. The document provides instructions and activities for students to practice their English literacy skills through various writing and reading exercises related to the story.
This document provides information about English lessons for 5th grade students. It includes the learning objectives for noting details and using facial expressions to understand a story called "The Sly Fox." Students are asked comprehension questions about the story and do activities like role playing and drawing scenes from the story. The next lesson focuses on inferring the meanings of unfamiliar compound words using context clues, synonyms, and antonyms. Examples of compound words and exercises to understand them are provided.
English 6-dlp-2-relaying-information-accurately-using-different-disAlice Failano
1. The document discusses direct and indirect discourse, explaining that direct discourse uses the exact words of a speaker within quotation marks, while indirect discourse reports the words without quotation marks.
2. It provides examples of changing direct quotations to indirect discourse and asks learners to practice this.
3. The document tests the learners' understanding with multiple choice and fill-in-the-blank questions about reporting questions in direct and indirect discourse.
English 3 dlp 10 identifying rhyming wordsTsaniSabila
1) This document is a module on identifying rhyming words in poems for third grade students.
2) It begins with introductions and definitions of rhyming words and examples of poems with rhyming words.
3) The module then provides activities for students to practice identifying rhyming words in different poems through matching and listing exercises.
Lumnay attends the wedding ceremony of Awiyao and Madulimay despite her heartbreak over losing Awiyao. During the ceremony, she hears the gangsas (gongs) calling to her from afar. Overcome with emotion, she leaves and goes to the bean field clearing that she and Awiyao had begun cultivating. Lumnay sits among the bean plants, lost in thought about Awiyao and coming to terms with their separation as she listens to the gangsas in the distance.
English 6-dlp-8-decoding-meaning-of-unfamiliar-words-using-contextAlice Failano
This document provides guidance on using context clues to determine the meaning of unfamiliar words. It explains that context clues are found in the words surrounding an unfamiliar word. Several examples are provided where learners must analyze sentences to deduce the meanings of words in bold based on contextual hints. The document emphasizes that understanding a word's relationship to surrounding words is key to determining its definition. Learners are prompted to practice this skill on multiple examples and check their work against answer keys.
English 6 dlp 39 inferring different outcomesEDITHA HONRADEZ
ENGLISH ENGLISH
6
Module 39
A DepEd-BEAM Distance Learning Program supported by the Australian Agency for International Development
INFERRING DIFFERENT OUTCOMES
English 6-dlp-5-words-with-affixes-prefixesAlice Failano
The document discusses prefixes and how they can be used to form new words. It provides examples of common prefixes like "un-", "in-", "dis-", "im-", and "ir-" which are often used to mean "opposite of" or "not". Learners are given exercises to practice identifying prefixes in words and using prefixes to complete sentences. The purpose is to help expand one's vocabulary through understanding and using prefixes.
This document discusses idioms and provides exercises for students to practice understanding and using idioms. It defines an idiom as a phrase where the words together have a meaning different from the individual word definitions. Students are given examples of idioms involving colors, animals, and other categories. They are assigned group activities like drawing, acting out, or writing stories using idioms. The final assignment is for students to list 5 idioms in Hiligaynon with their English equivalents.
This document provides information about English lessons for 5th grade students. It includes the learning objectives for noting details and using facial expressions to understand a story called "The Sly Fox." Students are asked comprehension questions about the story and do activities like role playing and drawing scenes from the story. The next lesson focuses on inferring the meanings of unfamiliar compound words using context clues, synonyms, and antonyms. Examples of compound words and exercises to understand them are provided.
English 6-dlp-2-relaying-information-accurately-using-different-disAlice Failano
1. The document discusses direct and indirect discourse, explaining that direct discourse uses the exact words of a speaker within quotation marks, while indirect discourse reports the words without quotation marks.
2. It provides examples of changing direct quotations to indirect discourse and asks learners to practice this.
3. The document tests the learners' understanding with multiple choice and fill-in-the-blank questions about reporting questions in direct and indirect discourse.
English 3 dlp 10 identifying rhyming wordsTsaniSabila
1) This document is a module on identifying rhyming words in poems for third grade students.
2) It begins with introductions and definitions of rhyming words and examples of poems with rhyming words.
3) The module then provides activities for students to practice identifying rhyming words in different poems through matching and listing exercises.
Lumnay attends the wedding ceremony of Awiyao and Madulimay despite her heartbreak over losing Awiyao. During the ceremony, she hears the gangsas (gongs) calling to her from afar. Overcome with emotion, she leaves and goes to the bean field clearing that she and Awiyao had begun cultivating. Lumnay sits among the bean plants, lost in thought about Awiyao and coming to terms with their separation as she listens to the gangsas in the distance.
English 6-dlp-8-decoding-meaning-of-unfamiliar-words-using-contextAlice Failano
This document provides guidance on using context clues to determine the meaning of unfamiliar words. It explains that context clues are found in the words surrounding an unfamiliar word. Several examples are provided where learners must analyze sentences to deduce the meanings of words in bold based on contextual hints. The document emphasizes that understanding a word's relationship to surrounding words is key to determining its definition. Learners are prompted to practice this skill on multiple examples and check their work against answer keys.
English 6 dlp 39 inferring different outcomesEDITHA HONRADEZ
ENGLISH ENGLISH
6
Module 39
A DepEd-BEAM Distance Learning Program supported by the Australian Agency for International Development
INFERRING DIFFERENT OUTCOMES
English 6-dlp-5-words-with-affixes-prefixesAlice Failano
The document discusses prefixes and how they can be used to form new words. It provides examples of common prefixes like "un-", "in-", "dis-", "im-", and "ir-" which are often used to mean "opposite of" or "not". Learners are given exercises to practice identifying prefixes in words and using prefixes to complete sentences. The purpose is to help expand one's vocabulary through understanding and using prefixes.
This document discusses idioms and provides exercises for students to practice understanding and using idioms. It defines an idiom as a phrase where the words together have a meaning different from the individual word definitions. Students are given examples of idioms involving colors, animals, and other categories. They are assigned group activities like drawing, acting out, or writing stories using idioms. The final assignment is for students to list 5 idioms in Hiligaynon with their English equivalents.
1. The document provides a lesson on indefinite pronouns for English learners. It defines indefinite pronouns as pronouns that do not refer to specific persons, places, or things.
2. Examples of indefinite pronouns are provided such as everybody, nobody, both. The lesson explains that singular indefinite pronouns take singular verbs while plural indefinite pronouns take plural verbs.
3. Activities are included for students to practice identifying indefinite pronouns in sentences and selecting the correct verb form to agree with the indefinite pronoun. A test at the end allows students to check their understanding of indefinite pronouns.
English 6 dlp 44 writing reported in a story formEDITHA HONRADEZ
The document provides instructions on how to change direct quotations to reported sentences. It includes examples of direct quotations and how to rewrite them as indirect or reported statements. The direct quotations are changed by removing quotation marks, rearranging words and changing verb tenses. A short story is also included that demonstrates using direct and reported sentences. Learners are provided exercises to practice changing direct quotations to reported statements in paragraph form.
The document contains a series of questions about using different reference sources such as encyclopedias, dictionaries, atlases, and thesauruses. It asks which reference would be used to find specific types of information like biographies, pronunciations, maps, and synonyms. It also contains exercises on grammar, spelling, vocabulary, and punctuation.
This document contains an English lesson on word meanings and connotations. It discusses how words can have both a dictionary definition (denotation) and feelings/associations (connotation) that are positive, negative, or neutral. Examples are given of word pairs with different connotations. Students are asked to identify the connotation of phrases and look up word meanings. The lesson emphasizes that understanding denotations and connotations are important for precisely describing word meanings.
Grammar phrases and verbals/ figure of speechBeberly Fabayos
This document defines and provides examples of various figures of speech including simile, metaphor, hyperbole, personification, irony, oxymoron, paradox, apostrophe, antithesis, climax, anticlimax, synecdoche, and metonymy. It explains that figures of speech use creative language to convey meaning through implicit comparisons between objects or ideas. Examples are provided for each figure of speech to illustrate its usage and effect.
English 6-dlp-7-words-with-multiple-meaningAlice Failano
Betsy went for a ride in the forest with her cousin Jeremy. While riding, she heard hunting horns and saw a reflection of a girl on a white horse. It was a ghost from a sad story from the forest's past. Betsy later fell from her horse and was injured, but the ghost of the girl on the white horse helped her until Jeremy found her.
The document provides examples and exercises about using comparative adjectives in sentences with the structure "as ADJECTIVE as". It includes:
1) Examples of sentences comparing the whiteness of pearls to milk and their smoothness to silk.
2) Examples asking students to compare the redness of rubies to glowing coals and the height of Mrs. Barrera to Cornelia.
3) Exercises for students to complete sentences comparing attributes with phrases like "as sweet as" and "as helpful as".
This document provides an overview of Module 1 of a fourth grade English curriculum. It covers the following topics: greetings and introductions, family members, high-frequency words, short vowel sounds, possessive pronouns, verbs in simple present tense, WH questions, social issues, responsibility, language through arts, reading, writing, phonics, and oral communication. The module includes lessons, activities, and assessments related to these curricular threads and aims to develop students' communication, cultural awareness, and language skills.
English 6 dlp 37 inferring traits and characterEDITHA HONRADEZ
The document is a lesson about inferring character traits from dialog or situations. It provides examples for learners to practice identifying traits like hospitality, anger, worry, excitement and more. The lesson includes an activity with sample dialogs and situations where learners answer questions to identify traits like greed, revenge, laughter. It concludes with a test for learners to infer traits from short paragraphs and select the best trait from options like curious, patient, studious. The goal is to help learners develop the skill of inferring character traits.
English 6 dlp 34 cause and effect relationshipAlice Failano
1. The document discusses cause and effect relationships, providing examples of situations where one event causes another to happen.
2. It teaches learners to identify the cause and effect in sentences using clue words like "because", "so", and "as a result". Exercises are included for learners to practice identifying causes and effects.
3. The document emphasizes that understanding cause and effect relationships is important for comprehending why things happen.
Johnny Ball is celebrating his 35th birthday. He has been the manager of Birmingham City Football Club for 5 years, having previously played for them for 10 years. In total he has played for 3 clubs, starting with Newcastle United after leaving school at age 15. He moved to America briefly in 1961 to play for Los Angeles Dynamos but was unhappy there and returned to Birmingham less than a year later. He has lived with his wife Marie in a lovely old house near Birmingham for 2 years.
The document provides lesson plans and materials for teaching English to young learners. The first lesson is about the fable "The Crow and the Pitcher" and includes vocabulary development, reading the story, and comprehension questions. The second lesson reviews sight words and phrases/sentences, teaches about distinguishing phrases from sentences, and includes a decodable story called "My Two Pet Cats." The third lesson includes more sight word and phrase/sentence practice, the story "Funny Macmac," sequencing and retelling exercises using pictures from stories, and independent writing of phrases and sentences.
English 6-dlp-3-using-the-correct-intonationAlice Failano
The document is a lesson about using proper intonation in speech. It discusses the two main types of final intonation patterns - falling and rising. Falling intonation is used for statements and questions not answered with yes/no, while rising intonation is used for yes/no questions. The lesson provides examples and exercises for learners to practice identifying and using these intonation patterns when reading sentences and dialogues aloud. It aims to help improve learners' skills in expressing emotions and understanding through their voice and intonation.
English 6-dlp-1-distinguishing-changes-in-meanings-of-sentences-cauAlice Failano
This document is an English language learning module that discusses distinguishing changes in meaning caused by stressing different words in sentences. It provides examples of sentences where shifting the stressed word changes the intended meaning. The module contains exercises for learners to practice identifying these meaning changes based on stress. It encourages learners to pay attention to emphasis in interviews and dialogs as stress can influence the expressed meaning. The goal is to help learners understand and effectively use stress in English communication.
English 6 dlp 46 using irregular adjectives in making comparisonsEDITHA HONRADEZ
This document discusses how to use irregular adjectives in comparisons. It provides examples of common irregular adjectives like good, bad, and much and explains how they form their comparative and superlative forms differently than regular adjectives by changing spelling or using entirely different words. Several exercises are included to practice identifying the positive, comparative, and superlative forms of irregular adjectives in sentences.
This document provides a lesson on using adjectives in a series to describe nouns. It explains that adjectives in a series follow a specific order: determiner or number, size, shape, quality, age, color. Examples are provided of rearranging adjectives into the proper sequence. Students are given exercises to practice identifying and ordering adjectives. The purpose is to help students learn to properly sequence adjectives when modifying nouns.
English 4 dlp 5 decoding words in stories read using phonetic analysis optEDITHA HONRADEZ
This document provides a lesson on decoding words in stories using phonetic analysis. It introduces the sounds /s/, /a/, /sh/, and /i/ and provides examples of words containing each sound. Learners complete exercises identifying words with the same initial, medial, or final sounds and read passages aloud, focusing on pronouncing the sounds correctly. Feedback is provided after learners self-assess their work. The purpose is to help learners recognize common sounds in words and read fluently using phonetic analysis.
English 6 dlp 43 using expression hope can wish could if wereEDITHA HONRADEZ
This module teaches about using the words "hope" and "wish" to express desires. It explains that "wish" is used for desires unlikely to happen, using past verb forms, while "hope" is used for likely desires, using present verb forms. Examples are provided and learners complete exercises to practice using these words correctly. The module aims to help learners understand and distinguish between "hope" and "wish" when expressing different types of desires.
This document contains 36 lessons for grade 3 students on reading skills and comprehension. It includes stories, activities, word lists and reading exercises to help students practice and improve their reading abilities. The lessons cover topics like working together, making decisions, nature, the future, and famous Filipinos. The material was collaboratively developed by educators from schools across the Philippines.
The document summarizes key features of the QlikView business intelligence platform. It offers associative analytics that provide instant, one-click answers for all users through an intuitive interface. Users can explore and analyze data without limits through interactive visualizations and associative search. QlikView applications are easy to use, deploy, and manage with quick time to value.
1. The document provides a lesson on indefinite pronouns for English learners. It defines indefinite pronouns as pronouns that do not refer to specific persons, places, or things.
2. Examples of indefinite pronouns are provided such as everybody, nobody, both. The lesson explains that singular indefinite pronouns take singular verbs while plural indefinite pronouns take plural verbs.
3. Activities are included for students to practice identifying indefinite pronouns in sentences and selecting the correct verb form to agree with the indefinite pronoun. A test at the end allows students to check their understanding of indefinite pronouns.
English 6 dlp 44 writing reported in a story formEDITHA HONRADEZ
The document provides instructions on how to change direct quotations to reported sentences. It includes examples of direct quotations and how to rewrite them as indirect or reported statements. The direct quotations are changed by removing quotation marks, rearranging words and changing verb tenses. A short story is also included that demonstrates using direct and reported sentences. Learners are provided exercises to practice changing direct quotations to reported statements in paragraph form.
The document contains a series of questions about using different reference sources such as encyclopedias, dictionaries, atlases, and thesauruses. It asks which reference would be used to find specific types of information like biographies, pronunciations, maps, and synonyms. It also contains exercises on grammar, spelling, vocabulary, and punctuation.
This document contains an English lesson on word meanings and connotations. It discusses how words can have both a dictionary definition (denotation) and feelings/associations (connotation) that are positive, negative, or neutral. Examples are given of word pairs with different connotations. Students are asked to identify the connotation of phrases and look up word meanings. The lesson emphasizes that understanding denotations and connotations are important for precisely describing word meanings.
Grammar phrases and verbals/ figure of speechBeberly Fabayos
This document defines and provides examples of various figures of speech including simile, metaphor, hyperbole, personification, irony, oxymoron, paradox, apostrophe, antithesis, climax, anticlimax, synecdoche, and metonymy. It explains that figures of speech use creative language to convey meaning through implicit comparisons between objects or ideas. Examples are provided for each figure of speech to illustrate its usage and effect.
English 6-dlp-7-words-with-multiple-meaningAlice Failano
Betsy went for a ride in the forest with her cousin Jeremy. While riding, she heard hunting horns and saw a reflection of a girl on a white horse. It was a ghost from a sad story from the forest's past. Betsy later fell from her horse and was injured, but the ghost of the girl on the white horse helped her until Jeremy found her.
The document provides examples and exercises about using comparative adjectives in sentences with the structure "as ADJECTIVE as". It includes:
1) Examples of sentences comparing the whiteness of pearls to milk and their smoothness to silk.
2) Examples asking students to compare the redness of rubies to glowing coals and the height of Mrs. Barrera to Cornelia.
3) Exercises for students to complete sentences comparing attributes with phrases like "as sweet as" and "as helpful as".
This document provides an overview of Module 1 of a fourth grade English curriculum. It covers the following topics: greetings and introductions, family members, high-frequency words, short vowel sounds, possessive pronouns, verbs in simple present tense, WH questions, social issues, responsibility, language through arts, reading, writing, phonics, and oral communication. The module includes lessons, activities, and assessments related to these curricular threads and aims to develop students' communication, cultural awareness, and language skills.
English 6 dlp 37 inferring traits and characterEDITHA HONRADEZ
The document is a lesson about inferring character traits from dialog or situations. It provides examples for learners to practice identifying traits like hospitality, anger, worry, excitement and more. The lesson includes an activity with sample dialogs and situations where learners answer questions to identify traits like greed, revenge, laughter. It concludes with a test for learners to infer traits from short paragraphs and select the best trait from options like curious, patient, studious. The goal is to help learners develop the skill of inferring character traits.
English 6 dlp 34 cause and effect relationshipAlice Failano
1. The document discusses cause and effect relationships, providing examples of situations where one event causes another to happen.
2. It teaches learners to identify the cause and effect in sentences using clue words like "because", "so", and "as a result". Exercises are included for learners to practice identifying causes and effects.
3. The document emphasizes that understanding cause and effect relationships is important for comprehending why things happen.
Johnny Ball is celebrating his 35th birthday. He has been the manager of Birmingham City Football Club for 5 years, having previously played for them for 10 years. In total he has played for 3 clubs, starting with Newcastle United after leaving school at age 15. He moved to America briefly in 1961 to play for Los Angeles Dynamos but was unhappy there and returned to Birmingham less than a year later. He has lived with his wife Marie in a lovely old house near Birmingham for 2 years.
The document provides lesson plans and materials for teaching English to young learners. The first lesson is about the fable "The Crow and the Pitcher" and includes vocabulary development, reading the story, and comprehension questions. The second lesson reviews sight words and phrases/sentences, teaches about distinguishing phrases from sentences, and includes a decodable story called "My Two Pet Cats." The third lesson includes more sight word and phrase/sentence practice, the story "Funny Macmac," sequencing and retelling exercises using pictures from stories, and independent writing of phrases and sentences.
English 6-dlp-3-using-the-correct-intonationAlice Failano
The document is a lesson about using proper intonation in speech. It discusses the two main types of final intonation patterns - falling and rising. Falling intonation is used for statements and questions not answered with yes/no, while rising intonation is used for yes/no questions. The lesson provides examples and exercises for learners to practice identifying and using these intonation patterns when reading sentences and dialogues aloud. It aims to help improve learners' skills in expressing emotions and understanding through their voice and intonation.
English 6-dlp-1-distinguishing-changes-in-meanings-of-sentences-cauAlice Failano
This document is an English language learning module that discusses distinguishing changes in meaning caused by stressing different words in sentences. It provides examples of sentences where shifting the stressed word changes the intended meaning. The module contains exercises for learners to practice identifying these meaning changes based on stress. It encourages learners to pay attention to emphasis in interviews and dialogs as stress can influence the expressed meaning. The goal is to help learners understand and effectively use stress in English communication.
English 6 dlp 46 using irregular adjectives in making comparisonsEDITHA HONRADEZ
This document discusses how to use irregular adjectives in comparisons. It provides examples of common irregular adjectives like good, bad, and much and explains how they form their comparative and superlative forms differently than regular adjectives by changing spelling or using entirely different words. Several exercises are included to practice identifying the positive, comparative, and superlative forms of irregular adjectives in sentences.
This document provides a lesson on using adjectives in a series to describe nouns. It explains that adjectives in a series follow a specific order: determiner or number, size, shape, quality, age, color. Examples are provided of rearranging adjectives into the proper sequence. Students are given exercises to practice identifying and ordering adjectives. The purpose is to help students learn to properly sequence adjectives when modifying nouns.
English 4 dlp 5 decoding words in stories read using phonetic analysis optEDITHA HONRADEZ
This document provides a lesson on decoding words in stories using phonetic analysis. It introduces the sounds /s/, /a/, /sh/, and /i/ and provides examples of words containing each sound. Learners complete exercises identifying words with the same initial, medial, or final sounds and read passages aloud, focusing on pronouncing the sounds correctly. Feedback is provided after learners self-assess their work. The purpose is to help learners recognize common sounds in words and read fluently using phonetic analysis.
English 6 dlp 43 using expression hope can wish could if wereEDITHA HONRADEZ
This module teaches about using the words "hope" and "wish" to express desires. It explains that "wish" is used for desires unlikely to happen, using past verb forms, while "hope" is used for likely desires, using present verb forms. Examples are provided and learners complete exercises to practice using these words correctly. The module aims to help learners understand and distinguish between "hope" and "wish" when expressing different types of desires.
This document contains 36 lessons for grade 3 students on reading skills and comprehension. It includes stories, activities, word lists and reading exercises to help students practice and improve their reading abilities. The lessons cover topics like working together, making decisions, nature, the future, and famous Filipinos. The material was collaboratively developed by educators from schools across the Philippines.
The document summarizes key features of the QlikView business intelligence platform. It offers associative analytics that provide instant, one-click answers for all users through an intuitive interface. Users can explore and analyze data without limits through interactive visualizations and associative search. QlikView applications are easy to use, deploy, and manage with quick time to value.
This document provides advice for caring for aging parents. It asks that adult children have patience, listen without interrupting, help with daily tasks as their parents once helped them, and remember their parents' love despite any challenges that come with old age. The overall message is to support aging parents as they once supported you, with compassion and respect.
Ed Legaspi, from Southeast Asian Press Alliances, gave a talk about freedom of speech/expression on November 4th, at BlogFestAsia 2012: http://2012.blogfest.asia
Spout - Building a RESTful web app with Angular.js and BEAR.SundayRichard McIntyre
This document discusses building a RESTful web application with Angular.js and Bear.Sunday. It describes using Bear.Sunday as a RESTful backend CMS and Angular.js for the frontend. Key points include everything being a resource, relationships between resources, overriding functionality through AOP, dependency injection, testing, and integrating Angular.js components like routes, directives and services with the Bear.Sunday API.
Mobile learning (mLearning) involves delivering training through mobile devices like phones, PDAs, and music players. It allows learners to access lessons in small, manageable formats when convenient. An effective mobile learning environment considers the variety of mobile content, delivery formats, devices, wireless carriers, data transfer methods, learning styles, and strategies for development that transcend specific devices.
[28 8] beantwoording 6 themavragen 1 september 2015Reinoud Scheres
Onderzoek naar gelijkwaardigheid van de huidige verantwoording van het groepsrisico met het alternatief van de verantwoording van de omgevingsveiligheid (met het schillenmodel)
The Little Ice Age occurred between the 16th and 19th centuries, causing global cooling and harsh winters in Europe and North America. Evidence from tree rings, historical accounts, and ice cores indicate temperatures dropped following major volcanic eruptions in the tropics in 536 and 540 AD. These eruptions likely included Krakatoa and released sulfuric acid aerosols that blocked sunlight for years and had widespread effects on agriculture. During this cold period, vineyards shriveled and northerners developed fermentation of grains like barley and rye, inventions that led to the development of scotch whiskey and other spirits.
Fiscal policy as a means to prevent depressionGaurav Sinha
This document discusses how fiscal policy can be used to prevent economic recession. It defines fiscal policy as taxation, expenditure, and borrowing by the government. During a recession, characterized by high unemployment and falling GDP and prices, expansionary fiscal policy can play an important role. The government can increase spending on public works projects to directly and indirectly boost income, consumption, output and employment. It can also enact tax cuts to increase disposable income and aggregate demand. These fiscal stimulus measures utilize the multiplier effect to help pull the economy out of recession through discretionary policy changes and automatic stabilizers in the tax system.
This person enjoys baking as their favorite pastime and passion. They like to make foods from various cultures including Indian, Italian, and Greek cuisines. Their baking also includes making desserts from different cultures and traditions.
Ecology is the study of interactions between living and non-living components in an environment. Communities are assemblages of multiple species that live together in an environment. Over time, communities undergo succession as they evolve towards a climax community best suited to the local environment. Organisms within a community interact through symbiotic relationships that can be mutually beneficial, competitive, or involve predation. Energy and nutrients flow through the community from producers like plants through various consumer trophic levels in food webs.
Hello everyone! Welcome to our English club. Let me introduce you to our new friends. This is Oksana. She's from Ukraine. She likes dancing and singing. This is Max. He's from Germany. He likes football and computer games. This is Kate. She's from England. She likes reading and playing the guitar. This is Nick. He's from Spain. He likes swimming and skateboarding. Let's all make them feel welcome!
2 Look and say. / Подивись та скажи.
This is Oksana. She's from Ukraine. She likes dancing and singing.
This is Max. He's from Germany. He likes football and computer games.
This is
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 example sentences are given to illustrate the different uses. The document concludes with a classroom activity involving filling in blanks with "as if", "as though", or "like".
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.
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 example sentences are given to illustrate the different uses. Finally, there is a classroom activity with exercises for students to complete involving choosing the correct use of "as if", "as though", or "like" in sentences.
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.
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.
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 provided for each case. Finally, there is a classroom activity with exercises for students to practice using "as if," "as though," and "like" in sentences.
The document provides information about the uses of "as if", "as though", and "like" in English grammar. It begins by stating that "as if" and "as though" are conjunctions used to describe how someone or something looks, sounds, or feels. It then gives examples of their use and notes that "like" is also often used instead, though it is less formal. The document continues explaining other uses including with verbs, the past tense, non-finite clauses, and prepositional phrases. It concludes with classroom exercises to practice these grammatical structures. In under 3 sentences, the document summarizes common uses of "as if", "as though", and "like" in English and provides examples and
This document provides vocabulary and grammar instruction on personal pronouns, demonstrative adjectives, and the present simple tense. It includes examples of replacing nouns with pronouns in sentences, practice identifying pronouns and demonstratives, a word search to find personal pronouns, and investigation of short a vowel sounds. Students are asked to write sentences using the present simple tense and answer questions about typical daily routines. The document aims to help students recognize and use pronouns, demonstratives, and present tense verbs.
This document contains a grammar exercise, vocabulary exercise, and pronunciation exercise in English.
The grammar exercise involves completing sentences with verbs in different forms, pronouns, and choosing the correct words. The vocabulary exercise involves completing phrases with verbs and sentences with the correct verb form. The pronunciation exercise involves identifying stressed syllables in words and rhyming words.
The document is a Portuguese language exam containing grammar exercises on verbs in the present simple tense. It includes fill-in-the-blank questions with short texts using common verbs like "listen", "do", "be", etc. It also includes multiple choice questions testing forms of to be, interrogatives, negatives, and subjects/objects. There are reading comprehension questions on a short dialogue and questions about preferences.
This document contains a summary of an English textbook for 2nd grade students in Ukraine.
It begins with the title page which lists the author, publisher, and year of publication. It then provides a table of contents that outlines the 10 units in the textbook covering topics like greetings, family, seasons, daily routine, animals, and playground activities.
Each unit includes several lessons with objectives for reading, listening, speaking, and writing practice. Vocabulary, grammar structures, and phonics are introduced through dialogues, stories, exercises and games. Audio files and a workbook are included as supplementary materials.
Workbook 2019 sec. 3 - collected by Mr. Ayman MahgoubMahgoubAyman
This document contains an English language lesson with exercises about grammar, vocabulary, and language skills. In the first exercise, students are asked to match phrases using new vocabulary words. The second exercise has students complete sentences with words from the first exercise. The third exercise involves using a dictionary to answer questions about related words.
The lesson continues with additional exercises that focus on grammar, such as choosing the correct verb form and finding mistakes in sentences. Students are tasked with answering questions using the present perfect tense. Vocabulary is further developed through exercises involving word forms, meanings, and filling in tables. The document closes with a dialogue for students to finish and additional language practice.
This document appears to be the cover and introductory pages of a student textbook for English language learning. The summary is:
1) The document introduces an English language textbook provided by the Ministry of Education in Chile for 6th grade basic level students.
2) It contains information for students on the proper use and care of the textbook.
3) It lists publication details and credits for the authors, editors, illustrators, and production team involved in creating the textbook.
1. The passage discusses adding together a netball team, string quartet, married couple, newborn triplets, and football team.
2. While one might initially think this results in a "strange party", a mathematical addition requires finding what they all have in common - that they are groups of people.
3. Once you know how many are in each group, you can calculate the total number of people. Similarly with fractions, they must all share the same denominator before being added together.
The document provides a list of questions to get to know someone, such as their name, age, hobbies, favorite subject, family, friends and where they are from. It also includes a list of body parts and their pronunciations to learn.
This document is a textbook for 5th grade English language learners in Ukraine. It was published in 2018 by Geneza Publishing House. The textbook was written by Alla Nesvit to help students learn the 5th grade English curriculum. It uses stories about characters named Anna and Dan to teach students how to talk about their families, friends, interests and daily lives in English. The textbook introduces students to cultural traditions in both Ukraine and Britain. Additional online materials like a grammar guide and vocabulary list are available on the publisher's website to supplement what is in the textbook.
This document is a textbook for 5th grade English language learners in Ukraine. It was published in 2018 by Geneza Publishing House. The textbook was written by Alla Nesvit to help students learn the 5th year English curriculum. It uses stories about characters named Anna and Dan to teach students how to talk about their families, friends, hobbies and daily lives in English. The textbook provides exercises and activities to improve students' English communication skills.
This document provides publishing information for a 5th grade English language textbook by Alla Nesvity published in 2013 by Geneza in Kyiv, Ukraine. It includes the author, title, publisher, date, and ISBN number. The textbook is designed to teach English to 5th grade students in Ukrainian schools according to the new 2012 foreign language program.
This document provides publishing information for a 5th grade English language textbook by Alla Nesvity published in 2013 by Geneza in Kyiv, Ukraine. It includes the author, title, publisher, date, and ISBN number. The textbook is designed to teach English to 5th grade students in Ukrainian schools according to the new 2012 foreign language program.
1. UNIT 1
LITERASI BAHASA INGGERIS (LBI) BOOK 3 1
World
Of
Stories
Listening
and
speaking
Listening
and
speaking
Tom has a dream
They hear a knock.
In his dream, he is with his dear sister.
They open the door.
Knock
Knock
Knock
2. UNIT 1
LITERASI BAHASA INGGERIS (LBI) BOOK 32
World
Of
Stories
Listening
and
speaking
Listening
and
speaking
They see Santa Claus. Santa is wearing a red shirt
and a pair of red trousers.
He wears a hat.
He has funny ears.
He also has a long beard.
3. UNIT 1
LITERASI BAHASA INGGERIS (LBI) BOOK 3 3
World
Of
Stories
Listening
and
speaking
Listening
and
speaking
His friends come to his house too. They stand near the
Christmas tree.
They sing some songs.
4. UNIT 1
LITERASI BAHASA INGGERIS (LBI) BOOK 34
Writing
Writing
Fill in the blanks with ‘ear’.
Tom has a dream In his dream, he is with his
d _ _ _ sister.
They h_ _ _ a knock. They open the door.
They see Santa Claus. Santa is wearing a red shirt
and a pair of red trousers.
Knock
Knock
Knock
5. UNIT 1
LITERASI BAHASA INGGERIS (LBI) BOOK 3 5
He also has a long b_ _ _ d.
His friends come to his
house too.
They stand n_ _ _ the
Christmas tree.
They sing some songs.
He wears a hat. He has
funny _ _ _ s.
Writing
Writing
6. UNIT 1
LITERASI BAHASA INGGERIS (LBI) BOOK 36
Writing
Writing
Fill in the blanks with the correct words or phrases.
Knock
Knock
Knock
Tom has a _____.
In his dream, he is with ___
____ sister.
They hear _ _____. They open ___ ____.
They see _____ _____.
Santa is wearing a ___
_____ and a pair of red
________.
7. UNIT 1
LITERASI BAHASA INGGERIS (LBI) BOOK 3 7
Writing
Writing
He also has a ____
___ _ _.
His __ __ ___ come to his
_ ___ _ too.
They stand __ _ _ the
Christmas ____.
They sing ____
_____.
He wears a hat. He has
__ __ _ ____.
9. UNIT 1
LITERASI BAHASA INGGERIS (LBI) BOOK 3 9
Writing
Writing
Cut out the strips.
Tom has a dream.
In his dream, he is with his dear sister.
They hear a knock. He wears a hat. He has funny ears.
He also has a long beard. They sing some songs.
They open the door. They see Santa Claus.
Santa is wearing a red shirt and a pair of red trousers.
His friends come to his house too.
They stand near the Christmas tree.
Every year, he has this funny dream.
13. UNIT 2
LITERASI BAHASA INGGERIS (LBI) BOOK 3 13
World
Of
Stories
Listening
and
speaking
Listening
and
speaking
My best friend is Claire,
She is pretty and fair,
She has long black hair.
Every evening, she sits on the chair,
She combs her long hair,
And enjoys some fresh air.
My best friend Claire,
Pretty and fair,
With lovely long black hair.
My Best Friend Claire
14. UNIT 2
LITERASI BAHASA INGGERIS (LBI) BOOK 314
Writing
Writing
Fill in the blanks with the given words.
My best friend is [1] ,
She is pretty and [2] ,
She has long black [3] .
Every evening, she sits on the [4] ,
She [5] her long hair,
And enjoys some fresh [6] .
My best friend Claire,
Pretty and fair,
With lovely long black hair.
hair
combs
fair
chair Claire
air
My Best Friend Claire
15. UNIT 2
LITERASI BAHASA INGGERIS (LBI) BOOK 3 15
Writing
Writing
name:
hair:
face:
Complete the mind map.
16. UNIT 2
LITERASI BAHASA INGGERIS (LBI) BOOK 316
Rearrange the words.
1.
2.
3.
4.
5.
Claire. is My best friend
is She fair.
Shelong black hair. has
She long combs hair. her
the Every evening, sits chair. on she
Writing
Writing
17. UNIT 2
LITERASI BAHASA INGGERIS (LBI) BOOK 3 17
Create a poster about Claire.
Language
Arts
Language
Arts
18. UNIT 3 World
Of
Stories
Listening
and
speaking
Listening
and
speaking
Cure the Plants
I am sure, I am sure
There is a cure, there is a cure
For these sick, sick plants.
You need to pour, you need to pour
Pure, pure clean water,
Surely that is the cure,
For these sick, sick plants.
You may need, you may need
To add some manure,
With the water, to surely cure,
These sick, sick plants.
LITERASI BAHASA INGGERIS (LBI) BOOK 318
19. UNIT 3
Writing
Writing
Trace Me
sure pure cure
s u _ _ _ u r _ c _ _ e
s _ _ _ p _ _ _ c _ _ _
_ _ _ _ _ _ _ _ _ _ _ _
LITERASI BAHASA INGGERIS (LBI) BOOK 3 19
20. UNIT 3
Writing
Writing
Fill me up.
I am s_ _ _ ,
There is a c___,
For these sick plants.
You need to pour,
P_ _ _ , clean water,
Surely that is the c___,
For these sick plants.
You may need to add,
Some man___,
With the pure, clean water,
It will s_ _ _ ly c___,
These poor sick plants.
LITERASI BAHASA INGGERIS (LBI) BOOK 320
21. UNIT 3
Pictures for the Concertina Book
Language
Arts
Language
Arts
A picture of a wilted plant
A picture of a healthy plant
A picture of a child watering the
plant
A picture of the child putting
some manure
LITERASI BAHASA INGGERIS (LBI) BOOK 3 21
W
ILLINSERT
NEW
PIC
W
ILLINSERT
NEW
PIC
W
ILLINSERT
NEW
PIC
W
ILLINSERT
NEW
PIC
23. UNIT 4 World
Of
Stories
Listening
and
speaking
Listening
and
speaking
People I Know
Today is the first day of school.
These are the people I meet:
Mr Lim is a bus driver.
He sends me to school.
Mrs Manjit is
my class teacher.
She teaches me English.
What is your
name?
LITERASI BAHASA INGGERIS (LBI) BOOK 3 23
24. UNIT 4
Pak Abu is a gardener.
He plants flowers in
the school.
Mak Minah is a cleaner.
She cleans the windows.
World
Of
Stories
Listening
and
speaking
Listening
and
speaking
LITERASI BAHASA INGGERIS (LBI) BOOK 324
25. UNIT 4
Writing
Writing
Unscramble the letters in bold.
Rewrite the sentences neatly.
1. Mrs Manjit is a tcaeehr. She teaches in a school.
2. Mr Lim is a bus direvr. He drives a school bus.
3. Pak Abu is a gradneer. He plants flowers.
4. Mak Minah is a celaenr. She cleans the windows.
LITERASI BAHASA INGGERIS (LBI) BOOK 3 25
26. UNIT 4
Fill in the blanks correctly.
Language
Arts
Language
Arts
1. Mrs Manjit is a . She teaches in a school.
2. Mr Lim is a bus . He drives a school bus.
3. Pak Abu is a . He plants flowers.
4. Mak Minah is a . She cleans the windows.
LITERASI BAHASA INGGERIS (LBI) BOOK 326
27. UNIT 5 World
Of
Stories
Listening
and
speaking
Listening
and
speaking
LITERASI BAHASA INGGERIS (LBI) BOOK 3 27
Blair‛s Birthday
Blair has a printer
She prints a banner
For her birthday dinner.
Blair asks her father
To stand on a ladder
To put up the banner.
Blair sees her mother
Cooking with her sister
For her birthday dinner.
28. UNIT 5
LITERASI BAHASA INGGERIS (LBI) BOOK 328
Fill in the blanks with the correct answers.
Blair is at home
She has a
She is printing a
For her birthday
Blair asks her father
To put up the
He stands on a
He uses a
Blair asks her mother
To help cook
For her friends
From far and
printer banner dinner
ladder banner hammer
near dear dinner
Writing
Writing
29. UNIT 5
Writing
Writing
Complete the text.
LITERASI BAHASA INGGERIS (LBI) BOOK 3 29
Blair is at home
She has a
She
For
Blair asks
To put
He stands
He
Blair
To
30. UNIT 5
LITERASI BAHASA INGGERIS (LBI) BOOK 330
Replace the pictures with words. Rewrite the text.
Writing
Writing
Blair is at home
She has a
She is printing a
For her birthday
Blair asks her father
To put up the
He Stands on a
For her birthday
HAPPY BIRTHDAY
HAPPY BIRTHDAY
32. UNIT 7 World
Of
Stories
Listening
and
speaking
Listening
and
speaking
Rain, rain, go away
If you don’t, I can’t play
I have to stay inside today
Rain, rain, go away.
Rain, rain, go away
I’ll sail the boat today
I’ll draw and paint and play with clay
Rain, rain, go away.
Rain, rain, go away
Come again another day
I want to go outside to play
Rain, rain, go away.
Rain-Rain Go Away
Listen and underline.
LITERASI BAHASA INGGERIS (LBI) BOOK 332
33. UNIT 7
Tick the correct spelling.
away pray sway clay
play stay
display today
day say
World
Of
Stories
Listening
and
speaking
Listening
and
speaking
LITERASI BAHASA INGGERIS (LBI) BOOK 3 33
34. UNIT 7
Find words with the ‘ay’ sound and circle them.
Say the words and write them down.
h o l i d a y b
c d a y l d e f
g h i j a k t l
m a w a y n o o
p q r s t u d v
l w x y z a a b
a c d c l a y e
y f g s t a y h
1. 5.
2. 6.
3. 7.
4. 8.
ReadingReading
LITERASI BAHASA INGGERIS (LBI) BOOK 334
35. UNIT 7
Fill in the blanks.
Writing
Writing
Rain-Rain Go Away
Rain, rain, go aw_y
If you don’t, I can’t pla_
I have to stay inside to_ay
Rain, rain, go _ ___.
Rain, rain, go aw__
I’ll sail the boat t_d_y
I’ll draw and paint and p__y with c__y
Rain, rain, _ _ ____.
Rain, rain, go _ ___
Come again another ___
I want to go outside to ____
LITERASI BAHASA INGGERIS (LBI) BOOK 3 35
36. UNIT 7
Writing
Writing
Match the letters to form words.
d
pl
cl
w
s
ay
p
h
b
l
m
1. day
2.
3.
4.
5.
6.
7.
8.
9.
10.
LITERASI BAHASA INGGERIS (LBI) BOOK 336
38. UNIT 8
Write ‘T’ for ‘true’ or ‘F’ for ‘false’.
ReadingReading
1.Lily went to the market.
2.Lily is Sara’s friend.
3.The merry-go-round went up and down.
4.Lily went on the slide.
5.They were happy.
LITERASI BAHASA INGGERIS (LBI) BOOK 338
39. UNIT 8
Circle words with ‘ou’.
ReadingReading
fair shout hair sure
driver near mouth
out
cure
pure
round
gardener
teacher
day
loud
clay playground
hammer flower away
LITERASI BAHASA INGGERIS (LBI) BOOK 3 39
40. UNIT 8
Read the text.
Fill in the blanks correctly.
Writing
Writing
One day, Lily went .
She went to the playground.
She met her friend.
They went on the merry-go-round.
It went and round.
Lily opened her and started to
“Hooray! Hooray!”
They laughed out .
They were happy.
LITERASI BAHASA INGGERIS (LBI) BOOK 340
41. UNIT 9 World
Of
Stories
Listening
and
speaking
Listening
and
speaking
PIE BAGS
1. Please help me to pack these pies.
2. First, take a bag and a ribbon
3. After that, take a pie
4. Next, put the pie into the bag.
5. Then, tie the ribbon neatly.
6. Finally, show your bag to a friend.
LITERASI BAHASA INGGERIS (LBI) BOOK 3 41
42. UNIT 9
Fill in the blanks with the correct word or phrase.
1. Please help me to pack these ____.
2. First, take a ___ and a ribbon
3. After that, ____ a pie
4. Next, ___ the pie into the bag.
5. Then, ___ ___ ______ neatly.
6. Finally, ____ ____ ___ to a friend.
Writing
Writing
LITERASI BAHASA INGGERIS (LBI) BOOK 342
43. UNIT 9
Match and write.
LITERASI BAHASA INGGERIS (LBI) BOOK 3 43
Writing
Writing
1.
2.
3.
4.
5.
6.
7.
Please help me into the bag.
First, take a bag tie the ribbon neatly.
After that,
Next, put the pie to pack these pies.
Then, to a friend.
Finally, show your
bag
and a ribbon.
take a pie.
44. UNIT 9
LITERASI BAHASA INGGERIS (LBI) BOOK 344
Language
Arts
Language
Arts
Come, come, come
Help, help, help
Help me pack
Pack some pies.
Take a bag
A colourful bag
Tie a ribbon
A pretty ribbon.
Put the pie
Into the bag
Give the pie
To your friend.
Pack, Pack, Pies