The document provides an example of how to describe a photo of a tree in autumn for an English language exam. It includes a sample description of two photos showing different views of an autumn tree in full color. The description notes the leaves, branches, sunlight, and shadows visible in the photos. It also shares phrases that could be useful for describing pictures, such as when/where a photo was taken, what is in it, and why it was chosen.
The document discusses the different types of articles in English - a, an, the - and how to choose the correct article based on whether the noun is countable, definite, or indefinite. It provides examples of when to use a, an, the, and no article, including with plural vs. singular nouns, proper nouns, measurements, and other special cases. Guidelines are given on determining definiteness based on context clues like prior mentions or modifiers like "of". Exercises are included for practice identifying articles.
Nana and Papa celebrated their 50th wedding anniversary with friends and family. Over 100 guests attended the party held in their backyard to honor Nana and Papa's five decades of marriage. The anniversary celebration included dinner, dancing, speeches from their children congratulating Nana and Papa on 50 years of love and companionship.
This document discusses the potential impacts of virtual reality (VR) technology on society. It explores how VR is being used positively in the military for training and in medicine for treatment, but could also have negative consequences such as dehumanization. While still in development, VR has promising applications and may significantly change society, but also raises debates around its technical and social effects. The document analyzes VR's origins, current uses, and potential to both improve conditions and negatively impact society.
The document discusses the different types of articles in English - a, an, the - and how to choose the correct article based on whether the noun is countable, definite, or indefinite. It provides examples of when to use a, an, the, and no article, including with plural vs. singular nouns, proper nouns, measurements, and other special cases. Guidelines are given on determining definiteness based on context clues like prior mentions or modifiers like "of". Exercises are included for practice identifying articles.
Nana and Papa celebrated their 50th wedding anniversary with friends and family. Over 100 guests attended the party held in their backyard to honor Nana and Papa's five decades of marriage. The anniversary celebration included dinner, dancing, speeches from their children congratulating Nana and Papa on 50 years of love and companionship.
This document discusses the potential impacts of virtual reality (VR) technology on society. It explores how VR is being used positively in the military for training and in medicine for treatment, but could also have negative consequences such as dehumanization. While still in development, VR has promising applications and may significantly change society, but also raises debates around its technical and social effects. The document analyzes VR's origins, current uses, and potential to both improve conditions and negatively impact society.
Nicola Kilgallon experimented with double exposure photography. Their favorite image combined three photos - a face, river, and trees. They were happy with the detail captured, especially in the trees. One influence was Andre De Freitas, whose woodland images inspired combining a person with trees. Nicola analyzed their work and identified strengths like cropping, and areas for improvement such as adding more images or changing colors. Overall, their images matched the theme of discovery through outdoor subject matter left open to interpretation.
The document contains a collection of photographs taken by Trisha Connor for various photography assignments. The photographs include a close-up of an apple showing water droplets, a portrait of Evan displaying a soft expression, the house Trisha spent her spring break in, a simple green plant showing different shades, a profile portrait of a man capturing his facial features and skin texture, and a McDonald's sign in Chinese without English translation from Trisha's visit to Chinatown. Trisha provides context and reflections for each photograph, discussing elements like capturing the desired expression, using a location to inspire an assignment, appreciating simplicity, and documenting cultural adaptation.
This photo shows shadows being cast on a street by trees. The sun provides energy for plants like the trees and grass to grow. Students would learn that:
1) The street in sunlight would be hotter than the shaded parts in the shadows.
2) The sun creates energy through photosynthesis that allows plants to grow.
3) Demonstrations with solid and non-solid objects can show how shadows are formed by blocking sunlight.
The document provides details about three experimental photography projects by Stephanie Yarrow.
The first project uses collage techniques to create an image of a person integrated into different scenes from a tram museum by copying and pasting parts of photos.
The second project experiments with double exposure techniques by overlaying photos of trees and birds. Improvements like changing the photos are discussed.
The third and best project again uses double exposure, overlaying multiple photos of blue birds to create a colorful image. Exposure details are provided and it is analyzed for how it fulfills the theme of discovery.
This document provides information about the simple present tense of verbs in English. It begins by explaining the three simple tenses - present, past, and future. It then discusses the simple present tense in more detail, noting that it expresses actions that happen regularly or facts/general truths. Rules for using the simple present tense with singular and plural subjects are provided. Examples are given to illustrate these rules. The document concludes by providing exercises for learners to practice using the simple present tense correctly.
The document discusses potential shots and scenes for a school documentary. It proposes starting with a wide shot of the school yard to set the scene. Several classroom and common room locations are considered, with a focus on showing student diversity. Shots would include high angles, zooms, pans, and close-ups. The headteacher's office and an exam room are also discussed as potential locations, with different camera movements and angles described.
The document discusses potential shots and scenes for a school documentary. It proposes starting with a wide shot of the school yard to set the scene. Several classroom and common room locations are considered, with a focus on showing student diversity. Shots would include high angles, zooms, pans, and close-ups. Exam scenes would feature students revising or messing around, then speaking to a teacher after. A variety of shots like wide, high, and over the shoulder are suggested to capture the different locations and scenes.
This document contains 6 analyses of photographs taken by the author. Each analysis discusses elements of the photo such as lines, shapes, color, lighting, balance of light and dark, and what meaning or story the photo could represent. Suggestions are made for how to improve certain photos such as changing the lighting, angle, or focus to make different elements like the background or subject stand out more clearly.
This document summarizes and provides potential uses for 5 photos taken by a student throughout a photography course. The photos include a plant demonstrating focus, a black and white photo of lines showing contrast and focal point, a picture of a cat on a sink showing contrast and living things, flowers from a neighborhood explore showing focal point and focus, and a tree for a rhyming lesson or beginning landscape lesson.
This document summarizes the development of sample tasks to prepare students for the oral section of the Unified State Exam (USE) in English. It describes the four tasks included in the oral USE: reading aloud, role-play dialogue, picture description, and picture comparison. The goals of the guide developed are to help both students and teachers successfully prepare for the oral USE portion regardless of the textbooks used. The tasks aimed to improve oral skills required for the exam and were distributed to schools in various regions. Analysis of exam results found that the sample tasks significantly helped students reinforce these skills.
These photographs depict two lamps illuminating spaces in different ways. The first shows a small lamp on a wall, reflecting weakly but reliably in the darkness. The second shows a man illuminated from behind by a reading lamp, creating high contrast and a lonely atmosphere. Both backgrounds are dark, opposite the available light. The developer aims to increase saturation, sharpen details, crop images, and blur backgrounds to focus on the lamps and subjects. They discuss using light to convey emotion and atmosphere through available illumination.
This document contains summaries and descriptions of 14 photographs taken by the author for a digital photography portfolio class. The photographs showcase a variety of subjects including plants, trees, leaves, and everyday objects arranged to represent the author. The author discusses the composition, lighting, technical aspects, and meaning behind each photograph.
The document contains a student's photography project documenting their experiments with different photography techniques to capture nature, movement, weather, and the passage of time over multiple images. The student took pictures of things like flowers, fire, wind turbines, sunsets, food, raindrops and a cookie being eaten to show the effects of time. They also experimented with black and white filters, time lapses, low and high angle shots, and zoom lenses. The overall project aimed to creatively document the natural world and how it changes over time through a series of photographs.
1.6 Adjectives Essay
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This document provides guidance on how to describe photographs in detail. It includes examples of describing various aspects of two photos such as the people, objects, location and feelings. The document then lists questions to consider when describing a photo as well as words and phrases to use such as to describe locations, appearances and situations. Finally, it provides tips for organizing a photo description such as starting generally before details and giving reasons for interpretations.
Surrealist ideas and Viewpoint & compositionYingyi Xu
This photograph by Ingberg depicts a serious man carrying a heavy stone on his head, representing the considerable stresses and pressures people feel in their professional lives and social obligations. Shot in black and white, it highlights the man's loneliness and isolation. The simple yet elegant composition draws the viewer's focus to the stone, which the title "Stone Part One" suggests is a diamond being shaped by time into something valuable that can change the world.
Mark Power is an English photographer known for his fine art and documentary photography. He started in fine art photography and later diversified into filmmaking. In 1992, he published a black and white photo book documenting the BBC's Shipping Forecast. In 1997, he published a book in color documenting the Millennium Dome project. Power became a member of Magnum Photographers in 2002 and is now a professor of photography at Brighton University.
The 90-minute lesson plan aims to teach elementary level students about describing photos. Students will interpret photos by identifying actions, use key phrases to describe photos orally and in writing, and work collaboratively. The plan includes a warm-up where students share favorite photos, presenting target vocabulary and structures, practice describing photos using the language, and a closing activity where students take photos following descriptions. Scaffolding strategies support students throughout teacher-led and independent activities.
2. A Complete Guide To The Aptis Speaking Exam Parts.pdfmartamoralesjimnez
This document provides guidance on preparing for and completing the four parts of the Aptis Speaking exam. Part 1 involves giving personal information in response to questions. Part 2 requires describing a picture, giving an opinion, and comparing one's own experiences. Part 3 involves describing, comparing, and contrasting two pictures or situations, speculating about them, and choosing one. Part 4 involves discussing personal experiences, emotions, and opinions in response to prompts involving an image. The document provides sample questions, response structures, and tips for each part, including taking notes during the one-minute preparation period for Part 4.
Nicola Kilgallon experimented with double exposure photography. Their favorite image combined three photos - a face, river, and trees. They were happy with the detail captured, especially in the trees. One influence was Andre De Freitas, whose woodland images inspired combining a person with trees. Nicola analyzed their work and identified strengths like cropping, and areas for improvement such as adding more images or changing colors. Overall, their images matched the theme of discovery through outdoor subject matter left open to interpretation.
The document contains a collection of photographs taken by Trisha Connor for various photography assignments. The photographs include a close-up of an apple showing water droplets, a portrait of Evan displaying a soft expression, the house Trisha spent her spring break in, a simple green plant showing different shades, a profile portrait of a man capturing his facial features and skin texture, and a McDonald's sign in Chinese without English translation from Trisha's visit to Chinatown. Trisha provides context and reflections for each photograph, discussing elements like capturing the desired expression, using a location to inspire an assignment, appreciating simplicity, and documenting cultural adaptation.
This photo shows shadows being cast on a street by trees. The sun provides energy for plants like the trees and grass to grow. Students would learn that:
1) The street in sunlight would be hotter than the shaded parts in the shadows.
2) The sun creates energy through photosynthesis that allows plants to grow.
3) Demonstrations with solid and non-solid objects can show how shadows are formed by blocking sunlight.
The document provides details about three experimental photography projects by Stephanie Yarrow.
The first project uses collage techniques to create an image of a person integrated into different scenes from a tram museum by copying and pasting parts of photos.
The second project experiments with double exposure techniques by overlaying photos of trees and birds. Improvements like changing the photos are discussed.
The third and best project again uses double exposure, overlaying multiple photos of blue birds to create a colorful image. Exposure details are provided and it is analyzed for how it fulfills the theme of discovery.
This document provides information about the simple present tense of verbs in English. It begins by explaining the three simple tenses - present, past, and future. It then discusses the simple present tense in more detail, noting that it expresses actions that happen regularly or facts/general truths. Rules for using the simple present tense with singular and plural subjects are provided. Examples are given to illustrate these rules. The document concludes by providing exercises for learners to practice using the simple present tense correctly.
The document discusses potential shots and scenes for a school documentary. It proposes starting with a wide shot of the school yard to set the scene. Several classroom and common room locations are considered, with a focus on showing student diversity. Shots would include high angles, zooms, pans, and close-ups. The headteacher's office and an exam room are also discussed as potential locations, with different camera movements and angles described.
The document discusses potential shots and scenes for a school documentary. It proposes starting with a wide shot of the school yard to set the scene. Several classroom and common room locations are considered, with a focus on showing student diversity. Shots would include high angles, zooms, pans, and close-ups. Exam scenes would feature students revising or messing around, then speaking to a teacher after. A variety of shots like wide, high, and over the shoulder are suggested to capture the different locations and scenes.
This document contains 6 analyses of photographs taken by the author. Each analysis discusses elements of the photo such as lines, shapes, color, lighting, balance of light and dark, and what meaning or story the photo could represent. Suggestions are made for how to improve certain photos such as changing the lighting, angle, or focus to make different elements like the background or subject stand out more clearly.
This document summarizes and provides potential uses for 5 photos taken by a student throughout a photography course. The photos include a plant demonstrating focus, a black and white photo of lines showing contrast and focal point, a picture of a cat on a sink showing contrast and living things, flowers from a neighborhood explore showing focal point and focus, and a tree for a rhyming lesson or beginning landscape lesson.
This document summarizes the development of sample tasks to prepare students for the oral section of the Unified State Exam (USE) in English. It describes the four tasks included in the oral USE: reading aloud, role-play dialogue, picture description, and picture comparison. The goals of the guide developed are to help both students and teachers successfully prepare for the oral USE portion regardless of the textbooks used. The tasks aimed to improve oral skills required for the exam and were distributed to schools in various regions. Analysis of exam results found that the sample tasks significantly helped students reinforce these skills.
These photographs depict two lamps illuminating spaces in different ways. The first shows a small lamp on a wall, reflecting weakly but reliably in the darkness. The second shows a man illuminated from behind by a reading lamp, creating high contrast and a lonely atmosphere. Both backgrounds are dark, opposite the available light. The developer aims to increase saturation, sharpen details, crop images, and blur backgrounds to focus on the lamps and subjects. They discuss using light to convey emotion and atmosphere through available illumination.
This document contains summaries and descriptions of 14 photographs taken by the author for a digital photography portfolio class. The photographs showcase a variety of subjects including plants, trees, leaves, and everyday objects arranged to represent the author. The author discusses the composition, lighting, technical aspects, and meaning behind each photograph.
The document contains a student's photography project documenting their experiments with different photography techniques to capture nature, movement, weather, and the passage of time over multiple images. The student took pictures of things like flowers, fire, wind turbines, sunsets, food, raindrops and a cookie being eaten to show the effects of time. They also experimented with black and white filters, time lapses, low and high angle shots, and zoom lenses. The overall project aimed to creatively document the natural world and how it changes over time through a series of photographs.
1.6 Adjectives Essay
Adjectives
Personal Adjectives
Ted Hughes The Jaguar Essay
Describe Me Adjectives
Assignment 3 Adjectives
Adjectives For Red Lobster
Descriptive Adjectives
Three Adjectives
Three Focused Adjectives
Figurative Language Essays
Redemption Essay
This document provides guidance on how to describe photographs in detail. It includes examples of describing various aspects of two photos such as the people, objects, location and feelings. The document then lists questions to consider when describing a photo as well as words and phrases to use such as to describe locations, appearances and situations. Finally, it provides tips for organizing a photo description such as starting generally before details and giving reasons for interpretations.
Surrealist ideas and Viewpoint & compositionYingyi Xu
This photograph by Ingberg depicts a serious man carrying a heavy stone on his head, representing the considerable stresses and pressures people feel in their professional lives and social obligations. Shot in black and white, it highlights the man's loneliness and isolation. The simple yet elegant composition draws the viewer's focus to the stone, which the title "Stone Part One" suggests is a diamond being shaped by time into something valuable that can change the world.
Mark Power is an English photographer known for his fine art and documentary photography. He started in fine art photography and later diversified into filmmaking. In 1992, he published a black and white photo book documenting the BBC's Shipping Forecast. In 1997, he published a book in color documenting the Millennium Dome project. Power became a member of Magnum Photographers in 2002 and is now a professor of photography at Brighton University.
The 90-minute lesson plan aims to teach elementary level students about describing photos. Students will interpret photos by identifying actions, use key phrases to describe photos orally and in writing, and work collaboratively. The plan includes a warm-up where students share favorite photos, presenting target vocabulary and structures, practice describing photos using the language, and a closing activity where students take photos following descriptions. Scaffolding strategies support students throughout teacher-led and independent activities.
2. A Complete Guide To The Aptis Speaking Exam Parts.pdfmartamoralesjimnez
This document provides guidance on preparing for and completing the four parts of the Aptis Speaking exam. Part 1 involves giving personal information in response to questions. Part 2 requires describing a picture, giving an opinion, and comparing one's own experiences. Part 3 involves describing, comparing, and contrasting two pictures or situations, speculating about them, and choosing one. Part 4 involves discussing personal experiences, emotions, and opinions in response to prompts involving an image. The document provides sample questions, response structures, and tips for each part, including taking notes during the one-minute preparation period for Part 4.
2. A Complete Guide To The Aptis Speaking Exam Parts.pdf
устная часть экзамена
1. How to describe a tree in autumn
by Jane Lawson at DailyStep.com)
.
Just look at the autumn leaves on this beautiful tree! The colours are
amazing aren’t they? I took this photo in a town called Athlone, in central
Ireland. If you ever do an English examination, you will need to learn how to
describe a picture for your speaking exam, so here is an example of how to
do it. Below that, there is a study of some useful phrases for describing
pictures.
.
“These pictures show two different views of a tree in autumn. In the left
hand picture we can see the leaves of the tree with the sun shining on
them. The colours in this photo are amazing – the leaves are gold,
orange, yellow and brown. They remind me of a fire burning, because the
colours and shapes of the leaves look just like the flames of a fire. This is
obviously a very tall tree because the view in the photo looks up into
the branches of the tree, and we can see more and more branches up high
in the distance. It’s obviously a bright, clear day, and it is also likely to
be rather chilly because clear, sunny days in autumn often mean cold
weather!
.
In the picture on the right hand side we can see a carpet of gold-
coloured leaves that have fallen from the tree. The sunlight is making the
leaves look as if they are glowing. On the left hand side of the picture we
can see part of the tree trunk, and at the top we can see a couple of large
branches, covered in autumn leaves. The sun must be to the left of the
tree because the trunk is casting a shadow on the wall and also on the
ground between the tree and the wall.
.
Both these pictures make me think of a wood where I used to play when
I was a child. In the autumn, we used to gather up the leaves and throw
2. them at each other. There is something rather sad about the beautiful
season of autumn, because although the woods look stunning as their leaves
die and fall to the ground, we know that winter is coming, and the tree will
soon be bare, with no leaves until the new ones grow in spring.”
.
А вот примерное описание фотографии (задание 3) по опциям ниже:
when youtook the photo — где ты сделал этот снимок
what/who is in the photo — что или кто на фотографии
what is happening - что происходит в момент, когда была сделан снимок
why you took the photo — почему ты сделал этот снимок
why you decided to show the picture to your friend — почему ты решил показать эту фотографию своему другу
Предположим вы выбрали эту фотография из трех предложенных (фото взята с сайта ФИПИ)
Hello, how are things? (вступление, вопрос «как дела?» является общепринятым при встрече) Look here, I w ould like you
to have a look at this photo. I took it a month ago w hen I w as going on excusion w ith my class. In this photo you can
see our bus driver. As you see, he looks very friendly. We were going to the State Darwin Museum and on the w ay he told
us a lot of facts about w ild life. By the way, he is from the northen part of Russia. Well, at that time I was doing a projet on
my future profession. That is why I took the photo. I had already had a lot of pictures of different people. And, you know,
w hen I w as a boy, I w anted to be a driver, too. So, I decided that it w as not a bad idea to use this photo in my
project. Although the job of a driver seems to me rather boring now , I would like to show the photo to you as he is very well-
read and interesting person. And I believe he likes his job. You know a saying «Choose a job you love and you w ill never have
to w orka day in your life». And w hat are you going to be? (в заключение, вы приводите известное изречение
китайского философа Конфуция)
Choose a job you love and you will never have to work a day in your life.
Сonfucius
3. Слова-связки и союзы в этом описании подчеркнуты, они делают ваше описание более естественным и связным, обратите на
них внимание. Вы можете самостоятельно переделать или сократить данное описание, так как оно специально дано в
максимальном объеме. Однако вы должны оставить слова-связки (3-4), а также подчеркнутые слова, так как они являются
основными в вашем ответе и соответствуют опциям задания. Список таких слов вы найдете здесь —> Как написать эссе по
английскому языку (структура, слова-связки)
* * *
А вот примерное сравнение фотографий (задание 4) по опциям ниже:
give a brief description (action, location) — кратко опишите действие или место
say what the pictures have in common — что общего между двумя фотографиями
say in what way the pictures are different — чем они отличаются
say which kind of life you’d prefer for wild animals -какая из фотографий тебе больше нравится (это общий смысл
опции, так как ее дословный перевод может отличаться в зависимости от темы)
explain why — объясните, почему вы так думаете
Вот 2 фотографии, взятые с сайта ФИПИ:
Фотография 1 (с сайта ФИПИ)
4. Фотография 2 (с сайта ФИПИ)
Давайте сравним их:
Well, both pictures show an animal, the bear. I would like to startwith (вступление) the first picture that show s a big polar
bear in the zoo. The bear is sitting on a stone w ith its paw s up. It is not looking at people, it looks aside and it seems that it is
tired of so much attention. A lot of people have gathered near the open-air cage, taking pictures. As the people are w earing
w arm coats and caps, it is probably late autumn. The colours in this picture are grey and dark.
As for the second picture, it alsoshows a bear, but it is the brow n bear. It is completelydifferentfrom the first one as it
shows the bear in the w ild. In contrast to the first picture, the second one is full of bright colours: yellow flow ers, green grass .
It show s a summer day. The bear is busy, it is carring a log. I like this picture more and not only because I like summer but also
because I believe that keeping w ild animals in the zoo is inhuman. Some people say that it is necessary for some educational
purposes, to say nothing of entertaiment.
All in all,both these pictures make me think of the w ildlife. And I am sure that w ild animals should live free in their natural
habitat because they are part of nature.
5. Speaking в ЕГЭ. Part 4
Задание:
Study the two photographs. In 1.5 minutes be ready to compare and contrast the photographs:
give a brief description (action, location)
say w hat the pictures have in common
say in w hat w ay the pictures are different
say w hat kind of lesson you’d prefer
explain w hy
You will speak for not more than 2 minutes. You have to talk continuously.
Sample answer:
I would like to compare and contrast these two pictures:
In both pictures we see people studying. The first picture shows a lecture, perhaps, at university. The teacher might
be explainingsomething to the students. It seems that the lecture is quite interesting because most students are listening to
the lecturer. It looks as if some of the students are taking notes. In the second picture, w e also see a group of
students. Perhaps, they are doing some task at the seminar or a w orkshop.
These pictures have a lot in common: both of them show groups of students engaged in studying. Besides, the action
in these pictures takes place in a classroom. What is more, both groups of students seem to be genuinely interested in
whatever they are doing judging by their faces and postures. Another similarity is that some of the students in both
pictures are w riting something.
6. However, these photos have certain differences too. In the first picture, the students are not expected to take active
participation in the lesson. They are probably only expected to listen to the speaker. While in the second picture the
students seem to be active participants. They might be discussing something, or, perhaps, they are playing a game. What
is more, in the first picture the students are sitting at the desks w ith the teacher in front of them whereas in the second
picture the students are sitting in a circle. Finally, there are a lot of students in the first picture. In contrast, the group in the
second picture is relatively small.
Personally, I would prefer to attend the seminar rather than a lecture. Firstly, I believe that it is easier to study in a small
group because you get distracted less. In addition, I w ould like to be an active participant rather than a listener. Finally, I
believe people remember material better w hen they have an opportunity to discuss it together or role-play.