Here are the answers to the questions based on the listening activity:
1. C - The woman says she is attending a convention for the first part of her trip and then touring the capital for a few days, so her purpose is both business and pleasure.
2. B - The woman says she will be staying in a room at a hotel downtown for the entire week.
3. C - The woman says she will be staying for the entire week, which is more than four days.
4. B - The woman lists her belongings as clothes, a few books, and a CD player.
5. C - The woman mentions that she was born in that country when her parents were working there many
Reading worksheet (The Bee, Fortune and the Beggar, Achoo!)Mavict De Leon
The passage discusses bees and their hive structure. It notes that there are three types of bees - workers, drones, and a single queen. Workers gather nectar and pollen, build wax cells, and care for larvae. Drones do not work and are expelled from the hive in winter. The queen's role is to lay eggs. Cells in the hive have six sides and are precisely constructed with no gaps between them. Bees work diligently and it is interesting to observe them through a glass hive.
Rodrigo lives in Mexico City in a house with three bedrooms and two bathrooms. He enjoys being in the garden and playing with his cat. The house has a kitchen, living room, and is yellow with a red roof and two small front windows and a wood door. His mother has a family picture hanging on the wall of the hall.
This document provides examples and exercises to practice using the past simple and past continuous tenses in English. It includes:
1) Examples of irregular verbs in the past simple and sentences to practice this tense.
2) More sentences using common verbs like "teach", "fall", "catch" in the past simple.
3) Sentences to complete using common verbs like "clean", "watch", "smoke" in the past simple and past continuous tenses.
4) Questions to ask about a friend's past holiday using the past simple tense.
5) Sentences rewriting phrases with verbs in the past simple.
6) Identifying the correct tense - past simple
The document provides examples of using prefixes like "un-", "dis-", "ir-", "mis-", "re-", "il-", "im-", "non-" and "in-" to form opposites of root words. It gives sentences using words with these prefixes and leaves blanks to be filled in with the correctly prefixed words.
The document contains an English test with reading comprehension questions and grammar exercises. It includes a reading passage about Australia with questions about the text. There are also questions testing comparative adjectives, filling in blanks with comparative forms of adjectives, comparing things using comparatives, a dialogue with true/false questions, choosing the correct superlative form, and completing a dialogue with given words.
The document provides example sentences to be completed with verbs in different tenses and forms. It gives sentences where blanks need to be filled in with verbs like "arrest", "wake", "knock", and others. It also gives examples where blanks need verbs like "must", "shouldn't", "might", and "would". Finally, it asks to rewrite some sentences in the passive voice or with the same meaning using different structures. The goal is to practice transforming sentences using various verb forms and voices.
People discover unusual hobbies to occupy their time. The document describes a listening test about unusual hobbies like UFO spotting, body painting, and collecting tea/coffee packaging. It also includes questions about a report on these hobbies and instructions for students to complete related tasks after listening to the report twice. Finally, it provides passages and questions for students to answer in a reading and writing test about topics like hobbies, holidays, and unusual activities.
Mary is writing from London where she is standing in front of Buckingham Palace at half past eleven. She is watching the Changing of the Guard ceremony where the band is playing and soldiers are marching. There are many tourists from around the world also watching. Mary has taken a picture of the ceremony for her friends to see.
Reading worksheet (The Bee, Fortune and the Beggar, Achoo!)Mavict De Leon
The passage discusses bees and their hive structure. It notes that there are three types of bees - workers, drones, and a single queen. Workers gather nectar and pollen, build wax cells, and care for larvae. Drones do not work and are expelled from the hive in winter. The queen's role is to lay eggs. Cells in the hive have six sides and are precisely constructed with no gaps between them. Bees work diligently and it is interesting to observe them through a glass hive.
Rodrigo lives in Mexico City in a house with three bedrooms and two bathrooms. He enjoys being in the garden and playing with his cat. The house has a kitchen, living room, and is yellow with a red roof and two small front windows and a wood door. His mother has a family picture hanging on the wall of the hall.
This document provides examples and exercises to practice using the past simple and past continuous tenses in English. It includes:
1) Examples of irregular verbs in the past simple and sentences to practice this tense.
2) More sentences using common verbs like "teach", "fall", "catch" in the past simple.
3) Sentences to complete using common verbs like "clean", "watch", "smoke" in the past simple and past continuous tenses.
4) Questions to ask about a friend's past holiday using the past simple tense.
5) Sentences rewriting phrases with verbs in the past simple.
6) Identifying the correct tense - past simple
The document provides examples of using prefixes like "un-", "dis-", "ir-", "mis-", "re-", "il-", "im-", "non-" and "in-" to form opposites of root words. It gives sentences using words with these prefixes and leaves blanks to be filled in with the correctly prefixed words.
The document contains an English test with reading comprehension questions and grammar exercises. It includes a reading passage about Australia with questions about the text. There are also questions testing comparative adjectives, filling in blanks with comparative forms of adjectives, comparing things using comparatives, a dialogue with true/false questions, choosing the correct superlative form, and completing a dialogue with given words.
The document provides example sentences to be completed with verbs in different tenses and forms. It gives sentences where blanks need to be filled in with verbs like "arrest", "wake", "knock", and others. It also gives examples where blanks need verbs like "must", "shouldn't", "might", and "would". Finally, it asks to rewrite some sentences in the passive voice or with the same meaning using different structures. The goal is to practice transforming sentences using various verb forms and voices.
People discover unusual hobbies to occupy their time. The document describes a listening test about unusual hobbies like UFO spotting, body painting, and collecting tea/coffee packaging. It also includes questions about a report on these hobbies and instructions for students to complete related tasks after listening to the report twice. Finally, it provides passages and questions for students to answer in a reading and writing test about topics like hobbies, holidays, and unusual activities.
Mary is writing from London where she is standing in front of Buckingham Palace at half past eleven. She is watching the Changing of the Guard ceremony where the band is playing and soldiers are marching. There are many tourists from around the world also watching. Mary has taken a picture of the ceremony for her friends to see.
1. Buskers are street musicians who perform music for money in the subway stations of London. Most buskers are young people looking for alternative work and some are dedicated musicians.
2. The quality of music is important for buskers as their audiences consist of passersby who may only have a short time to listen. Therefore, the music needs to be simple but well played.
3. While busking without a license is technically illegal, the police generally turn a blind eye to buskers as they, like many passengers, enjoy the music in the underground.
The document provides a table specifying the contents, importance, and number of items for a test of English language communication skills (module: written expression). It will evaluate vocabulary, grammar, expressions, and texts. Candidates must correctly answer 12 of 24 total questions to pass. The test instructions inform examinees they will have 45 minutes to complete it using a blue or black pen.
This document is an English worksheet about using negative prefixes. It provides examples of negative prefixes like "un-", "in-", "im-", etc. being used to change the meaning of adjectives to their opposites. There are then exercises for students to complete, such as matching adjectives with their negative prefixes, filling in prefixes to complete sentences, and identifying incorrectly used prefixes. The worksheet aims to teach students how to use negative prefixes to form opposites of adjectives.
Silvia is a teenage girl who has agoraphobia, which means she fears open spaces. As a result, she stays home when not at school, studying, reading, or watching TV. At school, her father drives her in the morning and her mother picks her up in the afternoon. Sometimes she cries wishing she didn't have this illness, but she also enjoys reading books and doesn't want to go out.
This document provides examples of sentences using passive voice constructions. It gives sentences with blanks to be filled in by verbs in their passive form. Some examples include "A decision will not be made until the next meeting" and "Her new book will probably be translated into a number of foreign languages." It then provides similar examples using modal verbs like "must," "shouldn't," and "might." Overall, the document demonstrates how to form sentences in the passive voice using different verbs.
Here are the answers to the questions about Tim's daily routine:
1. Where does Tim work?
B. In the USA
2. When does he get up?
B. He gets up at six o'clock in the morning.
3. How does he get to work?
B. He drives to work.
4. What does he do during the day?
B. He helps customers on the telephone.
5. What does he do to check information?
A. He asks people some questions.
6. Which question does he NOT ask?
B. What is your job?
7. What does he do if the information is incorrect?
The document is a test in English for an 8th grade student in Brazil. It contains a reading passage about Australia, questions about the passage, vocabulary words, exercises on comparative adjectives and superlatives, and other grammar questions. The passage discusses facts about Australia such as the population, weather, and interesting animals that live there like kangaroos and koalas. It provides details about these animals and says they eat vegetables and grass, not meat.
This document provides instructions and questions for a test covering English grammar and vocabulary for Pre-Intermediate level students. It consists of 10 sections with multiple choice, gap fill, and short answer questions testing topics such as verb tenses, prepositions, phrasal verbs, adjectives, and word forms. The test is 50 minutes long and students should write their answers on an answer sheet, including their name, class, and date.
Silvia is a teenage girl who has agoraphobia, which means she fears open spaces. She stays at home most of the time and studies or watches TV. Her father takes her to school in the morning and her mother picks her up in the afternoon. Her friends ask if she misses the life of a normal teenager, but she says she enjoys reading and doesn't want to go out. Sometimes when alone, she cries and wishes she didn't have this illness.
The document contains an assessment for a Portuguese language class. It asks a series of questions to evaluate students' knowledge of the Portuguese language, English vocabulary words, and familiarity with common English language signs, advertisements, and cartoon characters. It also contains sample dialogues, passages of text, and images for students to interpret and answer comprehension questions about.
The document contains an English grammar test for students with multiple choice questions and fill-in-the-blank exercises about parts of speech, verb tenses, and holiday activities. It also includes short comprehension passages and questions to test reading skills. The test is graded on a 100 point scale and divided into multiple sections to thoroughly assess students' English grammar and language skills.
Usually children sit idle at home during vacation and do nothing to reinforce their learning. The Institute of ELC has designed this series of REINFORCEMENT for the young children. The worksheet in your hand is made by Ms Shabana Rizvi
The document provides directions to a party from a person named Linda. It begins with Linda reminding her friend Jo that she is feeling better now and providing directions to the party. Linda instructs Jo to get off the train at the shopping center and walk down the road until reaching the pedestrian crossing. She tells Jo to cross the road at the crossing and continue walking until reaching a pub. At the pub, Linda says to take the second road on the right and walk up the hill. There is a roundabout at the end of the road, where Linda instructs Jo to take the first road on the right and go over the railway bridge. Linda concludes by saying Jo will see the sports center where the party is being held because ballo
The document provides guidance and examples for using apostrophes to indicate possessives and joins in phrases. It includes multiple exercises where the reader is asked to complete sentences by adding apostrophes in the correct locations or using possessive constructions like "John's hat" to join two nouns. The exercises cover a wide range of scenarios for using apostrophes and possessives in the English language.
The document contains a reading comprehension test for year 5 students. It includes multiple choice questions testing grammar concepts, exercises to complete verb tenses and forms, matching activities, writing numbers in words, and a letter with comprehension questions. The test assesses students' understanding of key grammar rules and their ability to apply grammatical concepts in context.
The document is a workbook for 6th grade English students containing reading comprehension exercises, fill-in-the-blank questions, grammar exercises, and picture prompts involving family members, activities, and descriptions of people and places. It covers topics such as personal information, family relationships, occupations, colors, locations, activities, and verb tenses including present simple and present continuous.
This document contains an English assessment test for Form One students covering various grammar topics like simple present and past tense, present continuous tense, and relative pronouns. It includes multiple choice questions to test students' knowledge of verb conjugations and identifying correctly structured sentences within different tenses. There are also exercises for students to fill in the blanks with the correct verb forms. The test covers foundational English grammar concepts for middle school students.
The document provides instructions and questions for a grammar and vocabulary exam. It includes multiple choice questions testing understanding of parts of speech, sentence structure, and vocabulary. It also includes fill-in-the-blank and editing questions to assess grammar skills. The exam appears to be testing foundational English language skills.
The document discusses different ways to talk about the future in English, including using the present progressive, "going to", "will", future continuous, and future perfect tenses. It provides examples of when each tense is used, such as using the present progressive for scheduled future events, "going to" for plans and predictions, and "will" for offers/promises. It then has several exercises for learners to practice using the different future tense forms in sentences.
This document provides information about Alfred Nobel and the Nobel Prizes. It discusses how Nobel invented dynamite and established the Nobel Prizes in his will. The prizes are awarded each year in Stockholm in the fields of physics, chemistry, medicine, literature and peace. Some famous past winners mentioned include Nelson Mandela, Albert Einstein and Mother Teresa. Marie Curie is notable as the only woman to win the Nobel Prize twice.
Personal learning environments allow students to take control of their own education. They utilize tools like online courses, collaborative projects and social media to facilitate self-directed learning according to their needs and interests. By curating their own collections of educational resources from around the web, students are empowered to follow curiosity-driven learning paths and develop skills that will serve them throughout their lives and careers.
This document discusses the future of education and skills needed for 2030. It contrasts the skills focused on in traditional schools, like Old School, with the new skills needed to thrive in the future, called Skills 3.0, which include collaboration, problem solving, and digital literacy. A new vision for schools in 2030 is proposed, called School 3.0, with a focus on these modern skills.
1. Buskers are street musicians who perform music for money in the subway stations of London. Most buskers are young people looking for alternative work and some are dedicated musicians.
2. The quality of music is important for buskers as their audiences consist of passersby who may only have a short time to listen. Therefore, the music needs to be simple but well played.
3. While busking without a license is technically illegal, the police generally turn a blind eye to buskers as they, like many passengers, enjoy the music in the underground.
The document provides a table specifying the contents, importance, and number of items for a test of English language communication skills (module: written expression). It will evaluate vocabulary, grammar, expressions, and texts. Candidates must correctly answer 12 of 24 total questions to pass. The test instructions inform examinees they will have 45 minutes to complete it using a blue or black pen.
This document is an English worksheet about using negative prefixes. It provides examples of negative prefixes like "un-", "in-", "im-", etc. being used to change the meaning of adjectives to their opposites. There are then exercises for students to complete, such as matching adjectives with their negative prefixes, filling in prefixes to complete sentences, and identifying incorrectly used prefixes. The worksheet aims to teach students how to use negative prefixes to form opposites of adjectives.
Silvia is a teenage girl who has agoraphobia, which means she fears open spaces. As a result, she stays home when not at school, studying, reading, or watching TV. At school, her father drives her in the morning and her mother picks her up in the afternoon. Sometimes she cries wishing she didn't have this illness, but she also enjoys reading books and doesn't want to go out.
This document provides examples of sentences using passive voice constructions. It gives sentences with blanks to be filled in by verbs in their passive form. Some examples include "A decision will not be made until the next meeting" and "Her new book will probably be translated into a number of foreign languages." It then provides similar examples using modal verbs like "must," "shouldn't," and "might." Overall, the document demonstrates how to form sentences in the passive voice using different verbs.
Here are the answers to the questions about Tim's daily routine:
1. Where does Tim work?
B. In the USA
2. When does he get up?
B. He gets up at six o'clock in the morning.
3. How does he get to work?
B. He drives to work.
4. What does he do during the day?
B. He helps customers on the telephone.
5. What does he do to check information?
A. He asks people some questions.
6. Which question does he NOT ask?
B. What is your job?
7. What does he do if the information is incorrect?
The document is a test in English for an 8th grade student in Brazil. It contains a reading passage about Australia, questions about the passage, vocabulary words, exercises on comparative adjectives and superlatives, and other grammar questions. The passage discusses facts about Australia such as the population, weather, and interesting animals that live there like kangaroos and koalas. It provides details about these animals and says they eat vegetables and grass, not meat.
This document provides instructions and questions for a test covering English grammar and vocabulary for Pre-Intermediate level students. It consists of 10 sections with multiple choice, gap fill, and short answer questions testing topics such as verb tenses, prepositions, phrasal verbs, adjectives, and word forms. The test is 50 minutes long and students should write their answers on an answer sheet, including their name, class, and date.
Silvia is a teenage girl who has agoraphobia, which means she fears open spaces. She stays at home most of the time and studies or watches TV. Her father takes her to school in the morning and her mother picks her up in the afternoon. Her friends ask if she misses the life of a normal teenager, but she says she enjoys reading and doesn't want to go out. Sometimes when alone, she cries and wishes she didn't have this illness.
The document contains an assessment for a Portuguese language class. It asks a series of questions to evaluate students' knowledge of the Portuguese language, English vocabulary words, and familiarity with common English language signs, advertisements, and cartoon characters. It also contains sample dialogues, passages of text, and images for students to interpret and answer comprehension questions about.
The document contains an English grammar test for students with multiple choice questions and fill-in-the-blank exercises about parts of speech, verb tenses, and holiday activities. It also includes short comprehension passages and questions to test reading skills. The test is graded on a 100 point scale and divided into multiple sections to thoroughly assess students' English grammar and language skills.
Usually children sit idle at home during vacation and do nothing to reinforce their learning. The Institute of ELC has designed this series of REINFORCEMENT for the young children. The worksheet in your hand is made by Ms Shabana Rizvi
The document provides directions to a party from a person named Linda. It begins with Linda reminding her friend Jo that she is feeling better now and providing directions to the party. Linda instructs Jo to get off the train at the shopping center and walk down the road until reaching the pedestrian crossing. She tells Jo to cross the road at the crossing and continue walking until reaching a pub. At the pub, Linda says to take the second road on the right and walk up the hill. There is a roundabout at the end of the road, where Linda instructs Jo to take the first road on the right and go over the railway bridge. Linda concludes by saying Jo will see the sports center where the party is being held because ballo
The document provides guidance and examples for using apostrophes to indicate possessives and joins in phrases. It includes multiple exercises where the reader is asked to complete sentences by adding apostrophes in the correct locations or using possessive constructions like "John's hat" to join two nouns. The exercises cover a wide range of scenarios for using apostrophes and possessives in the English language.
The document contains a reading comprehension test for year 5 students. It includes multiple choice questions testing grammar concepts, exercises to complete verb tenses and forms, matching activities, writing numbers in words, and a letter with comprehension questions. The test assesses students' understanding of key grammar rules and their ability to apply grammatical concepts in context.
The document is a workbook for 6th grade English students containing reading comprehension exercises, fill-in-the-blank questions, grammar exercises, and picture prompts involving family members, activities, and descriptions of people and places. It covers topics such as personal information, family relationships, occupations, colors, locations, activities, and verb tenses including present simple and present continuous.
This document contains an English assessment test for Form One students covering various grammar topics like simple present and past tense, present continuous tense, and relative pronouns. It includes multiple choice questions to test students' knowledge of verb conjugations and identifying correctly structured sentences within different tenses. There are also exercises for students to fill in the blanks with the correct verb forms. The test covers foundational English grammar concepts for middle school students.
The document provides instructions and questions for a grammar and vocabulary exam. It includes multiple choice questions testing understanding of parts of speech, sentence structure, and vocabulary. It also includes fill-in-the-blank and editing questions to assess grammar skills. The exam appears to be testing foundational English language skills.
The document discusses different ways to talk about the future in English, including using the present progressive, "going to", "will", future continuous, and future perfect tenses. It provides examples of when each tense is used, such as using the present progressive for scheduled future events, "going to" for plans and predictions, and "will" for offers/promises. It then has several exercises for learners to practice using the different future tense forms in sentences.
This document provides information about Alfred Nobel and the Nobel Prizes. It discusses how Nobel invented dynamite and established the Nobel Prizes in his will. The prizes are awarded each year in Stockholm in the fields of physics, chemistry, medicine, literature and peace. Some famous past winners mentioned include Nelson Mandela, Albert Einstein and Mother Teresa. Marie Curie is notable as the only woman to win the Nobel Prize twice.
Personal learning environments allow students to take control of their own education. They utilize tools like online courses, collaborative projects and social media to facilitate self-directed learning according to their needs and interests. By curating their own collections of educational resources from around the web, students are empowered to follow curiosity-driven learning paths and develop skills that will serve them throughout their lives and careers.
This document discusses the future of education and skills needed for 2030. It contrasts the skills focused on in traditional schools, like Old School, with the new skills needed to thrive in the future, called Skills 3.0, which include collaboration, problem solving, and digital literacy. A new vision for schools in 2030 is proposed, called School 3.0, with a focus on these modern skills.
Case Jeugd en Stad - Learning Lab Education 2030Niel Van Meeuwen
This document discusses challenges facing urban youth in Belgium. It notes rising diversity in cities and high rates of early school leaving, unemployment, and child poverty. It presents data showing educational and economic disadvantages in Brussels, Antwerp, and Ghent compared to the Flemish Community overall. The document recommends innovating youth programs through competence-based empowerment and integrated projects. It emphasizes starting earlier to identify talents, making schools more open to environmental contexts, and redefining teacher-student relationships.
Presentatie verzorgd op tweedaags seminarie van de Vlaamse Overheid, Departement Welzijn en Volksgezondheid. Over de kracht en uitdagingen van Sociale Media voor de Overheid en voor Organisaties in het bijzonder...
The document provides examples of grammar exercises involving the present progressive tense. It includes filling in blanks with verbs in the present progressive, identifying actions people are doing in pictures, correcting sentences, and organizing words to form sentences in the present progressive. The exercises focus on verbs, subjects, prepositions, and other grammar elements in the context of law enforcement and criminal justice scenarios.
The document discusses how the learning styles of today's students have been shaped by growing up in a technology-rich environment. It argues that educators need to recognize this and incorporate technology into their teaching methods to better engage students. Specifically, it provides examples of how tools like podcasts, online exchanges, and video resources can help bring foreign languages and cultures to life in the classroom. It also suggests that technology can act as an "equalizer" and that students themselves are a valuable resource for teaching teachers about new educational technologies.
EEEGR Innovation Challanege Award - ExtremeOcean Innovation TranSPARPeterGifford
@EEEGR shortlisted ExtremeOcean Innovation's TranSPAR Craft for their Innovation Awards held July 2nd, 2014 at the Norwich City Football Club. The TranSPAR Craft received Special Mention from the judges.
This is the presentation that was given.
Pecha Kucha is a presentation style that aims to integrate self-realization into the educational system by working towards students having both a healthy mind and a healthy body. The presentation focuses on how education can support students' holistic well-being by cultivating their mental, physical, and emotional development.
An individual approach in a collaborative environmentNiel Van Meeuwen
The document outlines a learning park approach that takes an individual approach to learning in a collaborative environment. It discusses learners of all kinds, facilitators, project managers, coaches, coordinators, and support teams working together on projects, which are the new heart of learning. These projects can take place in personalized learning plans, essential life skills families, formal project work settings, or informal free time settings. The goal is to create an open-ended curriculum from the very start that allows individuals to learn through collaborative projects.
The document provides a grammar exercise using there is/there are to complete sentences about legal concepts. It tests the use of there is/there are in sentences about crimes, law enforcement personnel, and courtroom roles and proceedings. The exercise includes filling in blanks, reordering words to form sentences, describing images, and correcting example sentences. It covers common vocabulary in the legal field involving crimes, investigations, and the justice system.
Menurut dokumen tersebut, Qasim Ahmad berpendapat bahawa seorang sejarawan yang terlatih lebih sesuai untuk melakukan pengadilan moral berbanding masyarakat umum yang tidak terlatih. Ini kerana sejarawan yang terlatih mempunyai pengetahuan yang mendalam mengenai peristiwa sejarah berdasarkan kajian dan penyelidikan yang teliti dengan menggunakan pelbagai sumber utama, manakala masyarakat umum h
Branding and Design strategy for Lenovo in the She Centrury Yanan Li
This document provides a branding and service design strategy for Lenovo to address the female mobile phone market in China. It begins with an introduction explaining the growing economic power of women in China and the opportunity this presents. It then outlines the objectives of identifying Lenovo's current position, understanding female consumers, examining other brands targeting women, and establishing a branding and design approach. Research findings are presented on Lenovo's market share and competitors' strategies. Customer research shows factors women consider when buying phones and preferences for online searching. Possible brand strategies are evaluated and a conclusion recommends a sub-brand strategy using viral branding on Sina Weibo, emotional branding, and an experiential service design approach.
The Sandra J. Wing Healing Therapies Foundation provides financial assistance to cancer patients during their chemotherapy and/or radiation treatment so they can experience the benefit of healing therapies which are not covered by insurance.
Cancer patients living in the tri-valley cities of Pleasanton, Livermore, Dublin, San Ramon and Danville, California can apply for funds. All cancer patients: young and old, male and female may apply for funds to access services of acupressure, acupuncture, deep breathing techniques, guided mediation and/or visual imagery sessions.
Xamarin enables developers to write native mobile apps in C# that can run on iOS, Android, and other platforms. It allows for sharing of significant code across these platforms while still providing native user interfaces and performance. Developers can leverage existing .NET skills and libraries and write less platform-specific code through approaches like Xamarin.Forms. Xamarin apps can be distributed through standard mobile app stores and access the full APIs of each platform for full feature parity. It aims to improve developer productivity over traditional cross-platform approaches through increased code reuse capabilities.
This document contains a grammar exercise asking students to fill in blanks with the correct form of the verb "to be" in sentences related to legal contexts. It also includes exercises asking students to correct conversations involving legal professionals, identify pictures related to the legal system, write questions, and true statements combining legal words. The reading passage introduces a lawyer named Karl and answers questions about his background and family.
The document provides exercises on using articles (a, an, the) in English grammar. It includes filling in the correct article in sentences, identifying errors in sentences, finding words in a word search, and writing sentences using the words found. There are also reading comprehension and listening exercises involving articles.
This document is a Spanish language study guide containing exercises on grammar topics such as nationalities, prepositions, verb tenses (present simple, present progressive), possessive adjectives, and descriptive paragraphs. Students are prompted to complete sentences, questions, and short responses demonstrating their command of these grammatical concepts in Spanish. The guide covers foundational topics that help students strengthen their proficiency in basic Spanish grammar and language skills.
This document provides information about and examples of using the past perfect and past simple tenses in English. It explains that the past perfect tense is used to talk about something that happened before another action in the past. It also indicates that the past perfect tense cannot be used with specific time expressions like "yesterday" or "at 5pm", which require using the past simple instead. Examples are given showing a situation expressed with the past perfect tense and another with the past simple to illustrate the difference.
The document provides examples and exercises to practice using relative clauses with who, whom, whose, where, that and which. It includes filling in blanks with the correct relative pronouns, combining sentences using relative pronouns, and completing sentences using relative clauses with "where". The exercises help to understand how to use relative pronouns to concisely add information to sentences.
Morgan Spurlock and his fiancée Alex conducted an experiment where they gave up their jobs for 30 days to live on minimum wage in Columbus, Ohio. They struggled greatly, unable to afford decent housing, furniture, heating or medical care while earning $5.15 per hour. After spending over $1,000 more than they earned, they were shocked to realize how difficult and unsustainable it would be to survive long-term on minimum wage. The documentary highlights the growing gap between rich and poor in the US.
This document appears to be an English language exam consisting of grammar, vocabulary, pronunciation, reading and writing sections. It requests information such as the student's name and class. The reading passage is about shopping in various districts in Hong Kong, including Kowloon, Nathan Road, Mong Kok and mentions bargains that can be found on electrical goods and jewellery. It recommends exploring less popular areas like Mong Kok to experience more traditional Chinese culture and food. The writing section prompts imagining recommending a book to a book club and including details about the book, its setting, plot and characters.
The document contains a final workshop for sixth grade students. It includes exercises on completing questions with wh- words, asking wh- questions based on sentences, completing sentences with verbs like is/are/has/have, describing people, choosing opposite adjectives, using prepositions, matching words to pictures, answering questions using yes/no phrases, reading and answering questions about short stories, and filling in a crossword puzzle with clues. The passages are about butterflies going through different life stages and a family.
The document provides exercises involving the future tense. It includes questions and statements about plans, predictions, promises, and scheduled events using future forms like "will", "going to", and "be + -ing". The exercises cover a range of topics and scenarios to practice forming sentences in the future tense.
The document provides exercises involving the future tense. It includes questions and statements about plans, predictions, promises, and scheduled events using future forms like "will", "going to", and "be + -ing". The exercises cover a range of topics and scenarios to practice forming sentences in the future tense.
This document provides a word search puzzle and sentences for a student to analyze. The word search contains vocabulary words like "always", "as", "immediately", and "eventually". The student must find these words. They are then given sentences and must write R if correct or W if wrong, correcting any errors. This activity evaluates a student's ability to exchange personal information about relevant life events considering required grammar, vocabulary, and context.
This document provides an introduction to syntax and its key concepts. It defines syntax as the study of how words are arranged into larger linguistic units. The main units discussed are the phrase, clause, and sentence. Phrases contain groups of words that function together but do not include finite verbs, while clauses contain finite verbs but are not complete sentences. The document outlines the main phrase and clause types, and provides examples to illustrate parts of speech arranging into these syntactic units. It aims to serve as a foundational overview of syntax for students of linguistics.
This document provides examples and exercises to practice using the past simple and past continuous tenses in English. It includes:
1) Sentences to complete using irregular verbs in the past simple, such as "wrote", "sat", "came", "had", "ate", "drank", "got up".
2) More sentences to complete using other past tense verbs like "taught", "fell", "sold", "cost", "caught", "bought".
3) Sentences using common verbs like "watched", "cleaned", "smoked", "finished", "happened", "lived", "opened", "played", "rained", "stayed", "wanted".
The document discusses the passive voice and provides examples of converting sentences from active to passive voice. It includes exercises where the reader is asked to fill in blanks with the appropriate passive construction. The exercises cover a range of topics and tense forms to practice using the passive voice. Correct use of passive constructions is important when the agent is unknown, not important to the meaning, or to be discreet about the agent's identity by focusing on the action instead of who performed it.
1. The document contains vocabulary lessons about crime, adjectives, the past continuous tense, and adverbs.
2. In the crime section, students are asked to identify different crimes like theft, arson, and homicide from descriptions.
3. For adjectives, students make adjective forms of nouns and use them to complete sentences.
4. Exercises on past continuous tense have students fill in blanks with the past continuous form of verbs to complete sentences about simultaneous past actions.
5. The final section on adverbs asks students to use adverbs to complete sentences in the affirmative and negative in either the past simple or past continuous.
The document discusses determiners and pronouns in English grammar. It covers the different types of articles (definite, indefinite, zero article) and how they are used with nouns. It also discusses other determiners like all, every, some, many, etc. and how they are used with countable and uncountable nouns. Finally, it discusses personal pronouns like someone, anybody, everyone and how they refer to people, objects or places.
The document discusses the original co-authors of the English File series of books. Clive Oxenden and Paul Seligson co-authored English File 1, published in 1996, and English File 2, published in 1997. The series is published by Oxford University Press.
This document appears to be an English language assignment containing multiple parts:
1. Completing sentences with the correct verb tenses (present simple, present continuous, past simple, past continuous).
2. Asking someone for directions to the police station.
3. Completing sentences with quantifiers (some, any, how much, how many, a lot of, a, an, many, much).
4. Writing a paragraph about two given topics using connectors, such as what your family does daily or something interesting done last weekend. The assignment contains exercises to practice various grammar and language skills.
This document provides examples of using "there is/are" in sentences. Part A has students complete sentences using affirmative forms. Part B has them use negative forms like "there isn't/aren't". Part C asks students to create new sentences using "there is/are" and given nouns. The document focuses on teaching countable vs. uncountable nouns and using "there is/are" correctly in simple sentences.
An 8-year-old boy in Germany woke up at 3am, mistook the time, and walked to school with his bag. He was found by police walking back home through empty streets. He told officers he was going to school but found it closed. His parents were still asleep and unaware he had left. Other children at school enjoyed the drama of the situation.
1. GRAMMAR
Exercise: write a or an in the spaces.
1._____ gun 6._____ trial
2._____ judge 7._____ innocent person
3._____ lawyer 8._____ public prosecutor
4._____ lie detector 9._____ handcuffs
5._____ witness 10.____ audience
Put in a / an / the
1.I wrote to her but ____ statement never 7.Can you turn on ____ lie detector, please.
arrived. 8.Tom is in ____ superior court.
2.The prime minister is ____ lawyer. 9.He is in ____ trial
3.What is ____ name of the witness 10.We live in ___ old house, near the supreme
4.Jane is ____ very well known judge. court.
5.Colombia is ____ democratic country.
6.Let’s go to ____ courtroom
Put in a / an / or the where is necessary in theses sentences.
6. trial takes long time
1. I turn on lie detector and I start questioning. __________________________________
____________________________________
7. hooligan is person who causes trouble at
2. Excuse me, can we start audience? football matches.
____________________________________ _____________________________________
3. Alan wants to buy burglar alarm. 8. murderer of children received a life
_____________________________________ sentence.
_____________________________________
4. At the end of trial Hilary went home
_____________________________________ 9. Jacks makes his living working as lawyer.
_____________________________________
5. United States is free country.
_____________________________________ 10. bank robbery is very bad crime
____________________________________
Complete the following dialogue with the articles a / an / the
Judge: Please tell ____ court your name and address.
Defendant: I am John Stevens and I live at 57 Homefield Road, Edgware HA8
Judge: you are under ____ charge of stealing underwear valued at £42 from marks & Spencer and
___ possession of heroin. Do you understand ___ charges against you?
Look at the following sentences and decide if they are correct or incorrect, if they are incorrect circle
the mistake and correct them.
1. hijacker is person who takes control of plane or boat by force.
________________________________________________________________________________
2. murderer lives place and runs away
________________________________________________________________________________
3. burglar is person who steals from houses.
________________________________________________________________________________
2. 4. witness is person who sees crime
________________________________________________________________________________
5. black shoplifter steals food from supermarket.
________________________________________________________________________________
6. smuggler is person who brings goods into the country illegally.
_______________________________________________________________________________
7. In film at end of trial he is innocent.
________________________________________________________________________________
8. Heroin is illegal drug in Colombia
_______________________________________________________________________________
Now write sentences using the articles a / an / the related to your career .
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
VOCABULARY & WRITING
Find the following words in the puzzle
Blackmailer Forger Hooligan Murderer Shoplifter Vandal Burglar Hijacker Kidnapper
Pickpocket Smuggler Witness
b l a c k m a i l e r q w e r s
t h y u i o p a s d f g h j k m
f o r g e r l h i j a c k e r u
ñ o z x c p i c k p o c k e t g
c l v s h o p l i f t e r b n g
m i q w e b u r g l a r z x c l
v g b n m a s d f g h j k l ñ e
v a n d a l ñ k i d n a p p e r
q n w e r t y u i o p ñ l k j h
m u r d e r e r ñ w i t n e s s
Write sentences using the above words and the articles a / an / the
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. READING
Prime Minister Son’s Interview
My name is John Jackson, my father is a lawyer, and he is the Prime Minister of this country. My
mother is a lawyer too, but she is a family lawyer. Both of them are very good lawyers and work hard
for this country. As you know we live at 10 Down Street at the Whitehall in central London. We are an
English normal family, what I mean is that we like to spend a lot of time together, in activities like
going out for a trip on Sundays, participate in cultural events, going to the theater, have a dinner in a
good restaurant, etc.
I am not a lawyer, but I want to become n a very important one in a few years time, when I finish my
exams and University, off course! Right now, I want to enjoy my life with my family and have fun with
my friends.
Now answer the following questions
1. Circle in the text the articles a / an / the and explain the use of each article in the reading.
________________________________________________________________________________
_________________________________________________________________________
2. Where does the prime minister family live?
________________________________________________________________________________
3. What is the John Jackson’s mother profession?
________________________________________________________________________________
4. Why does he say that they are a normal family?
f
________________________________________________________________________________
SPEAKING
Discuss the following case by pairs
A MINOR BURGLAR
One afternoon two man enter to the supermarket Marks & Spencer, they start to examine the display
of jeans and suddenly they start to place the pairs of jeans in a carrier bag, then they go to the check-
check
out without making any attempt to pay, and at the exit the police stop them. The goods are recovered
so there is no claim for compensation.
re
Are they under which charges?
One the gays, is a minor. What is the process for a minor?
4. LISTENING
Listen and complete the script and underline the articles.
IMMIGRATION AND CUSTOMS
Customs Officer: Next. Uh, your __________ please.
Woman: Okay.
Customs Officer: Uh, what is the __________ of your visit?
Woman: I'm here to attend a ___________ convention for the first part of my trip, and then I plan on
touring the capital for a few days.
Customs Officer: And where will you be staying?
Woman: I'll be staying in a room at a hotel downtown for the entire week.
Customs Officer: And uh, what do you have in your __________ ?
Woman: Uh, well, just, just my __________ belongings um, . . . clothes, a few books, and a CD
player.
Customs Officer: Okay. Uh, please open your bag.
Woman: Sure.
Customs Officer: Okay . . . Everything's fine. [Great]. Uh, by the way, is this your ______ visit to the
country?
Woman: Well, yes and no. Actually, I was born here when my parents were working in the capital
many years ago, but this is my first trip back since then.
Customs Officer: Well, enjoy your trip.
Woman: Thanks.
Now answer thr following questions based on the listening activity
1. What is the purpose of the woman's visit?
A. business
B. pleasure
C. business and pleasure
2. Where will the woman stay during her trip?
A. at a friend's home
B. at a hotel
C. at a university dormitory
3. About how long will the woman be in the country?
A. one or two days
B. three or four days
C. more than four days
5. 4. What things are in the woman's luggage?
A. clothing, computer, and books
B. CD player, clothing, and books
C. books, gifts and computer
5. What other piece of information do we learn about the woman?
A. Her parents are on the same trip.
B. She enjoys traveling to different countries.
C. She was born in that country.