Subject-Verb Agreement - Proficiency English 2
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This document is a subject-verb agreement exercise that contains: 1) 20 sentences with blanks to fill in the correct verb form based on the subject. Students are asked to underline the correct verb form. 2) An additional 21 sentences with blanks to fill in the correct verb based on whether the subject is singular or plural. Students are again asked to underline the correct verb form. 3) The purpose is to practice identifying subjects and choosing the appropriate verb to maintain subject-verb agreement in sentences.
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Скачати підручник: https://12baliv.com.ua/book/8-klas/anhliyska-mova/o-d-karpyuk-2021-8-j-rik-navchannya
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Скачати підручник: https://12baliv.com.ua/book/8-klas/anhliyska-mova/o-d-karpyuk-2021-8-j-rik-navchannya
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This document provides instructions for a student to adapt an article about blind men describing different parts of an elephant to be more suitable for their students' level. The student is asked to state the adaptation steps taken and suggest an activity using the adapted article, specifying the student level and skill focused. The original article tells the story of six blind men who each touch a different part of an elephant and come to different conclusions about what an elephant is like based on only experiencing one part. It is then provided for the student to adapt.
Adopting and Adapting Materials
This document discusses selecting and adapting materials for language teaching. It begins by distinguishing between published materials like course books and authentic materials. Several criteria for selecting course books are outlined, including suitability for learners' level, skills focus, price, availability, and cultural sensitivity. Ways to evaluate course books are also presented. The document then discusses different types of adapting materials, such as adding, deleting, modifying, simplifying, and reordering. Considerations for selecting authentic materials and criteria for choosing materials in general are provided.
Evaluating, adapting elt materials and technology in elt
This presentation slide is submitted by Pradana Akbar T (16716251022), Simon Petrus Kita Ngatu (16716251008), and Adi Kurniawan (1671251016) in order to fulfill the task requirement of Resource-based learning materials development class.
Technical English 2 (May 2015) - Reading Material
This text discusses the principle that individuals should only be compelled or controlled by society through force or social pressure to prevent harm to others, not for their own benefit. It asserts that an individual's liberty can only rightfully be interfered with for self-protection purposes. The only justification for exercising power over someone against their will is to prevent harm to others, as their own good is not a sufficient reason to compel them to act in a certain way or restrain them.
Material adaptation
Extreme sports like white water rafting and parkour became popular in the UK in the 1980s attracting thrill-seekers and adrenaline junkies. The adapted listening discusses white water rafting expert Pas Blackwell explaining that he enjoyed the challenge, freedom, and rush of rafting down rapids. It also profiles parkour practitioner Rebecca Ahmed noting that parkour provides fun, fitness, and a test of overcoming one's fears through movement.
Textbook Evaluation Checklist
This document is a textbook evaluation tool that consists of 6 parts for reviewing textbooks. It includes sections to rate the organization/format, content, teacher's edition/supplementary materials, inclusion/equity/diversity issues, and alignment with district curriculum and state standards of the textbook. Reviewers are asked to rate various criteria on a scale from 0 to 3 to evaluate different aspects of the textbook.
Developing an EL Textbook Evaluation Checklist
This article describes the development of an English language textbook evaluation checklist. The researchers first reviewed existing textbook evaluation checklists and identified common criteria. They then developed a tentative checklist organized into two main categories: general attributes and learning-teaching content. The general attributes section includes subcategories like relation to syllabus, methodology, suitability to learners, and physical attributes. The learning-teaching content section includes criteria for areas like listening, speaking, reading, writing, vocabulary and grammar. The researchers considered issues of validity, reliability and practicality in developing the checklist. They intend to further refine the checklist through additional research studies. The checklist is intended to help educators evaluate and select textbooks.
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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Subject-Verb Agreement - Proficiency English 2
- 1. PROFICIENCY ENGLISH 2 1/2013/34 Subject-Verb Agreement Name : Course : Group : A. Underline the correct verb in the parentheses. 1. Almost everybody (has / have) some difficulty with writing. 2. Neither the chipmunk nor the squirrels (is / are) bothering us. 3. Both of us (is / are) voting in the next election. 4. Milo, Phoebe, and I (was / were) offering our help. 5. Neither of you (jump / jumps) to conclusions. 6. Some say the Indians (has / have) been treated unfairly. 7. There (was / were) only two choices on the menu. 8. Rudy as well as his cat (like / likes) milk. 9. He (is / are) my boss and friend. 10. Sunbathing (is / are) my favorite form of exercise. 11. Neither of us (has / have) to pay the fine. 12. The twins and their parents (travel / travels) together. 13. Nobody (believe / believes) your alibi. 14. America and Russia (is / are) the most powerful nations. 15. “Safe” and “out” (is / are) two calls in baseball. 16. Neither of them (dance / dances) to disco music. 17. Each (serve / serves) a different purpose. 18. The hammer as well as the saw (make / makes) work easier. 19. Jacques (was / were) working for his uncle last year.
- 2. 20. Our team (play / plays) hard every night. 21. Neither of the boys (has / have) to shave. B. Underline the correct verb form. If the subject is a noun rather than a pronoun, you may need to substitute the pronoun subject in order to see if you have chosen the correct verb, i. e. use “they” in place of a plural noun such as “people,” or a noun phrase such as “all of the children” and “he,” “she,” or “it” in place of a singular noun. EXAMPLES: The cow and the horse (eat, eats) hay every night. “They” eat hay every night. John (do, does) his homework after school. “He” does his homework after school. 1. The world (change, changes) so rapidly that we can hardly keep up. 2. People (is, are) often ten or twenty years behind the times in their knowledge of the world. 3. People who (live, lives) in poverty often do not even have television or newspapers. 4. He (doesn’t, don’t) want to be killed. 5. Life (is, are) very complicated 6. Traditionally, college students (has, have) been very active in politics. 7. There (is, are) both men and women at the meeting. 8. The students in my class (has, have) very poor work habits. 9. Each of you (has, have) an equal chance to make good grades. 10. All of the children (was, were) hunting Easter eggs in the garden. 11. A notebook and a pen (is, are) lying on the desk in the library. 12. My son, along with two friends, (is, are) coming for the weekend. 13. Sitting on the sofa (was, were) two students from Thailand.
- 3. 14. Either the workers or the manager (is, are) coming to the conference. 15. Not only the students, but also the teacher (has, have) been unhappy. 16. Everybody (hate, hates) to take tests. 17. Knowledge gained after long study (disappear, disappears) rapidly from our minds. 18. One of my greatest worries in college (was, were) that I would study hard and still flunk important tests. 19. Georgia Southern University (provide, provides) some scholarships for the students. 20. The news about Afghanistan (is, are) shocking, isn’t it?