This document appears to be an English test for a 3rd grade student. It contains 10 sections testing a variety of English language skills, including reading comprehension, writing numbers and days of the week, verb conjugation, and subject-verb agreement. The test covers material appropriate for a 3rd grade level, such as basic grammar, vocabulary, and comprehension of short paragraphs. It aims to evaluate the core English abilities expected of a student that age.
I can't ride a bike.
1. a bike ride can't I
Friend: I can swim very well.
2. very well swim can I
Mum: Can you wash the dishes?
3. the wash dishes you can
Dad: I can't cook dinner.
4. dinner cook can't I
Brother: Let's play football! I can kick the ball.
5. ball the kick can I football! play Let's
(5)
G
Translate the sentences.
(Prevedi rečenice.)
1 I can swim very well.
___________________________________________
2 Can you ride
The Snow Man hears the yard dog warn that the weather is changing and the sun will make him run. The Snow Man does not understand as he was recently made. In the morning, there is a thick fog and strong wind. When the sun rises, everything is covered in hoarfrost and frozen dew drops, revealing delicate forms usually hidden by foliage.
The document contains two versions (A and B) of an English assignment for 8th grade students. Version A includes a chart to complete with country, nationality, and language information. It also includes tag questions and sentences to translate opposite meanings. Version B is similar but contains different content, including completing sentences with similar meanings and translating sentences into Mongolian.
This document contains two variations of an exam for 5th grade students testing their English language skills. Each variation includes sections to test vocabulary by filling in blanks, and choosing the best answer to complete sentences. The questions cover topics like names, family members, colors, animals, body parts, clothing, seasons, and basic grammar. The exam is designed to evaluate students' understanding of foundational English words and sentence structures.
A child is celebrating their birthday and when asked how old they are, they respond that they are four years old. Another child then wishes them a happy birthday and when asked their age, says they are three years old.
This document is a lesson about families from an English language learning program. It introduces vocabulary for describing families, such as "big family" and "small family". It provides example dialogues asking about family size and identifying family members. Students are asked to practice the new language by completing sentences about their own families. Key words introduced include "mum", "dad", "brother", "sister", and descriptions of family size.
This document appears to be an English test for a 3rd grade student. It contains 10 sections testing a variety of English language skills, including reading comprehension, writing numbers and days of the week, verb conjugation, and subject-verb agreement. The test covers material appropriate for a 3rd grade level, such as basic grammar, vocabulary, and comprehension of short paragraphs. It aims to evaluate the core English abilities expected of a student that age.
I can't ride a bike.
1. a bike ride can't I
Friend: I can swim very well.
2. very well swim can I
Mum: Can you wash the dishes?
3. the wash dishes you can
Dad: I can't cook dinner.
4. dinner cook can't I
Brother: Let's play football! I can kick the ball.
5. ball the kick can I football! play Let's
(5)
G
Translate the sentences.
(Prevedi rečenice.)
1 I can swim very well.
___________________________________________
2 Can you ride
The Snow Man hears the yard dog warn that the weather is changing and the sun will make him run. The Snow Man does not understand as he was recently made. In the morning, there is a thick fog and strong wind. When the sun rises, everything is covered in hoarfrost and frozen dew drops, revealing delicate forms usually hidden by foliage.
The document contains two versions (A and B) of an English assignment for 8th grade students. Version A includes a chart to complete with country, nationality, and language information. It also includes tag questions and sentences to translate opposite meanings. Version B is similar but contains different content, including completing sentences with similar meanings and translating sentences into Mongolian.
This document contains two variations of an exam for 5th grade students testing their English language skills. Each variation includes sections to test vocabulary by filling in blanks, and choosing the best answer to complete sentences. The questions cover topics like names, family members, colors, animals, body parts, clothing, seasons, and basic grammar. The exam is designed to evaluate students' understanding of foundational English words and sentence structures.
A child is celebrating their birthday and when asked how old they are, they respond that they are four years old. Another child then wishes them a happy birthday and when asked their age, says they are three years old.
This document is a lesson about families from an English language learning program. It introduces vocabulary for describing families, such as "big family" and "small family". It provides example dialogues asking about family size and identifying family members. Students are asked to practice the new language by completing sentences about their own families. Key words introduced include "mum", "dad", "brother", "sister", and descriptions of family size.
This document provides a lesson on using third person singular forms to describe what colors of clothes someone is wearing. It introduces the concepts of colors, clothes, and using "he is wearing" or "she is wearing" to ask and answer questions about what color of jeans, shirt, or other items of clothing someone has on. Examples are provided asking "What is he wearing?" and "What is she wearing?" and answering with the third person singular form to say what color of clothing the person is wearing.
Unit5 lesson3 i'm wearing an orange dressTsedo Batsukh
The document is a lesson plan about describing clothing. It introduces the topic of colors and clothes, with the aim to teach describing what someone is wearing. Example sentences are provided like "I'm wearing a red dress". Questions are then asked about different clothing items to practice responding with "I'm wearing a [color] [item]".
This lesson teaches students how to ask and answer questions about siblings using the phrases "Have you got a sister?" and "Have you got a brother?". It introduces the vocabulary for family members like sister, brother, mum and dad. Students will practice talking about their own family by stating their name and describing their mum, dad, sister and brother.
The document introduces a lesson about identifying and naming clothes. It presents questions like "What is it?" and "What are they?" along with answers identifying various items of clothing like a cap, jacket, T-shirt, dress, trainers, shoes, jeans, and trousers. The goal is to teach learners to recognize different types of clothes and ask and answer questions about what the items are.
This lesson aims to teach students to identify places and locations by introducing new language for common places like "the hill", "the river", "the grass", "the flowers", and "the trees". An example question "Where is Madi?" is provided and answered with "She is on the hill" to demonstrate usage.
This document introduces nature as the topic of study and identifies learning aims of identifying nature and learning new words related to nature such as the sun, clouds, moon, stars, and sky.
This document provides a lesson on classroom commands in Mongolian. It introduces common classroom commands like "stand up", "sit down", "open", "close", "point", and "draw". Students practice following the commands and play a game of "Simon Says". As homework, they must memorize the new words and write responses to polite command prompts.
This lesson describes a classroom and introduces vocabulary for common classroom objects. It asks "What is this?" to introduce individual objects like a desk or board, and "What are they?" to introduce plural objects like windows, desks, and chairs. Pictures are provided of each object to help teach the new vocabulary.
This document provides information about present simple tense and school routines in 3 paragraphs and less than 200 words. It discusses:
1) How present simple tense is used to talk about habits and things that are always true. Examples of its use are given.
2) A table showing the positive, negative, question and short answer forms of the present simple tense for the first person singular and plural.
3) Common routines at school like having lessons, lunch, sports and clubs are listed. Sample sentences are provided about what children do at school using given words. Pictures are also included showing daily routines and times.
This document discusses a lesson plan for English class. The topic is everyday actions for school children. The lesson is part of Unit 2 from the English 2 curriculum. The teacher listed is B. Enkhzul.
My school has 15 rooms including classrooms, an office, a hall, a library, a computer room, a gym, a language lab, and a canteen. The lesson teaches about using "have got" and "has got" to talk about what rooms are at a school. Students are asked questions to practice using these phrases, such as how many gyms, libraries, or desks are at their own school. They also complete sentences with "have got" or "has got" such as describing what rooms their school has. For homework, students draw their school and label the different rooms.
1. The document is a test for unit 1 titled "Hello again" that has two variations, A and B.
2. The test contains questions that students must answer about subjects like grammar, time, and possessions.
3. Students are asked to write out times of day in words and answer other questions testing their knowledge from the unit.
This document provides a lesson on the past tense forms of "to be" in English. It includes examples sentences with blanks to be filled in with "was/were" and "wasn't/weren't". It then has students practice forming questions and answers about telling time. The final activity has students write about where they were at different times yesterday. The document reviews basic English grammar concepts and has interactive exercises for students to practice.
This document outlines a lesson plan about using prepositions of place and the past tense of "to be" to talk about where students were on holiday. The objectives are to write sentences using place prepositions and the past form of "to be", make "to be" positive, and talk about holidays. Vocabulary includes places like mountain, camp, and abroad. Students practice making sentences and ask each other about their holidays. For homework, they write 50-60 words about where they were on holiday.
This document provides a lesson plan on using past and present forms of the verb "to be" in English. The goal is for students to know how to use the past forms "was" and "were" and the present forms "is" and "are". The lesson includes objectives, examples of sentences using these forms in both present and past tenses, a reading passage comparing a city in the past and present that students fill in blanks within, and exercises for students to practice using these verb forms in questions and short answers.
The document provides a lesson on asking and telling time in English. It discusses using the verb "to be" in questions, examples of asking someone for the time, and common ways of stating times like "It's eight o'clock" or "It's eight." The lesson includes a short text with times that students read and answer comprehension questions about. It teaches forming questions using "was/were" and answering questions about times of day in short, clear sentences.
This document provides a lesson on using the past continuous tense to describe actions that were interrupted by other past actions or times. It explains that the past continuous describes longer actions in the past, while simple past can describe interrupting actions. Examples are given of sentences using the past continuous to talk about what was happening at specific past times, like "At 4pm yesterday I was watching football." and "The sun was shining when I woke up this morning." Links are included for a test on knowledge of the past continuous tense.
This document provides a lesson on using third person singular forms to describe what colors of clothes someone is wearing. It introduces the concepts of colors, clothes, and using "he is wearing" or "she is wearing" to ask and answer questions about what color of jeans, shirt, or other items of clothing someone has on. Examples are provided asking "What is he wearing?" and "What is she wearing?" and answering with the third person singular form to say what color of clothing the person is wearing.
Unit5 lesson3 i'm wearing an orange dressTsedo Batsukh
The document is a lesson plan about describing clothing. It introduces the topic of colors and clothes, with the aim to teach describing what someone is wearing. Example sentences are provided like "I'm wearing a red dress". Questions are then asked about different clothing items to practice responding with "I'm wearing a [color] [item]".
This lesson teaches students how to ask and answer questions about siblings using the phrases "Have you got a sister?" and "Have you got a brother?". It introduces the vocabulary for family members like sister, brother, mum and dad. Students will practice talking about their own family by stating their name and describing their mum, dad, sister and brother.
The document introduces a lesson about identifying and naming clothes. It presents questions like "What is it?" and "What are they?" along with answers identifying various items of clothing like a cap, jacket, T-shirt, dress, trainers, shoes, jeans, and trousers. The goal is to teach learners to recognize different types of clothes and ask and answer questions about what the items are.
This lesson aims to teach students to identify places and locations by introducing new language for common places like "the hill", "the river", "the grass", "the flowers", and "the trees". An example question "Where is Madi?" is provided and answered with "She is on the hill" to demonstrate usage.
This document introduces nature as the topic of study and identifies learning aims of identifying nature and learning new words related to nature such as the sun, clouds, moon, stars, and sky.
This document provides a lesson on classroom commands in Mongolian. It introduces common classroom commands like "stand up", "sit down", "open", "close", "point", and "draw". Students practice following the commands and play a game of "Simon Says". As homework, they must memorize the new words and write responses to polite command prompts.
This lesson describes a classroom and introduces vocabulary for common classroom objects. It asks "What is this?" to introduce individual objects like a desk or board, and "What are they?" to introduce plural objects like windows, desks, and chairs. Pictures are provided of each object to help teach the new vocabulary.
This document provides information about present simple tense and school routines in 3 paragraphs and less than 200 words. It discusses:
1) How present simple tense is used to talk about habits and things that are always true. Examples of its use are given.
2) A table showing the positive, negative, question and short answer forms of the present simple tense for the first person singular and plural.
3) Common routines at school like having lessons, lunch, sports and clubs are listed. Sample sentences are provided about what children do at school using given words. Pictures are also included showing daily routines and times.
This document discusses a lesson plan for English class. The topic is everyday actions for school children. The lesson is part of Unit 2 from the English 2 curriculum. The teacher listed is B. Enkhzul.
My school has 15 rooms including classrooms, an office, a hall, a library, a computer room, a gym, a language lab, and a canteen. The lesson teaches about using "have got" and "has got" to talk about what rooms are at a school. Students are asked questions to practice using these phrases, such as how many gyms, libraries, or desks are at their own school. They also complete sentences with "have got" or "has got" such as describing what rooms their school has. For homework, students draw their school and label the different rooms.
1. The document is a test for unit 1 titled "Hello again" that has two variations, A and B.
2. The test contains questions that students must answer about subjects like grammar, time, and possessions.
3. Students are asked to write out times of day in words and answer other questions testing their knowledge from the unit.
This document provides a lesson on the past tense forms of "to be" in English. It includes examples sentences with blanks to be filled in with "was/were" and "wasn't/weren't". It then has students practice forming questions and answers about telling time. The final activity has students write about where they were at different times yesterday. The document reviews basic English grammar concepts and has interactive exercises for students to practice.
This document outlines a lesson plan about using prepositions of place and the past tense of "to be" to talk about where students were on holiday. The objectives are to write sentences using place prepositions and the past form of "to be", make "to be" positive, and talk about holidays. Vocabulary includes places like mountain, camp, and abroad. Students practice making sentences and ask each other about their holidays. For homework, they write 50-60 words about where they were on holiday.
This document provides a lesson plan on using past and present forms of the verb "to be" in English. The goal is for students to know how to use the past forms "was" and "were" and the present forms "is" and "are". The lesson includes objectives, examples of sentences using these forms in both present and past tenses, a reading passage comparing a city in the past and present that students fill in blanks within, and exercises for students to practice using these verb forms in questions and short answers.
The document provides a lesson on asking and telling time in English. It discusses using the verb "to be" in questions, examples of asking someone for the time, and common ways of stating times like "It's eight o'clock" or "It's eight." The lesson includes a short text with times that students read and answer comprehension questions about. It teaches forming questions using "was/were" and answering questions about times of day in short, clear sentences.
This document provides a lesson on using the past continuous tense to describe actions that were interrupted by other past actions or times. It explains that the past continuous describes longer actions in the past, while simple past can describe interrupting actions. Examples are given of sentences using the past continuous to talk about what was happening at specific past times, like "At 4pm yesterday I was watching football." and "The sun was shining when I woke up this morning." Links are included for a test on knowledge of the past continuous tense.
7. I will send you the information when I get it.
I will translate the email, so Mr. Smith can read it.
Will you help me move this heavy table?
Will you make dinner?
I will not do your homework for you.
I won’t do all the housework myself!
A: I’m really hungry.
B: I‘ll make some sandwiches.
A: I’m so tired. I’m about to fall asleep.
B: I‘ll get you some coffee.
A: The phone is ringing.
B: I‘ll get it.
9. I will call you when I arrive.
If I am elected President of the United
States, I will make sure everyone has
access to inexpensive health insurance.
I promise I will not tell him about the
surprise party.
Don’t worry, I‘ll be careful.
I won’t tell anyone your secret.
11. He is going to spend his vacation in Hawaii.
She is not going to spend her vacation in Hawaii.
A: When are we going to meet each other
tonight?
B: We are going to meet at 6 PM.
I‘m going to be an actor when I grow up.
Michelle is going to begin medical school next year.
They are going to drive all the way to Alaska.
Who are you going to invite to the party?
A: Who is going to make John’s birthday cake?
B: Sue is going to make John’s birthday cake.
13. The year 2222 will be a very interesting year.
The year 2222 is going to be a very interesting
year.
John Smith will be the next President.
John Smith is going to be the next President.
The movie “Zenith” will win several Academy
Awards.
The movie “Zenith” is going to win several
Academy Awards.
16. You (earn)_______ a lot of money.
You (travel)_______ around the world.
You (meet)________ lots of interesting people
Everybody (adore)________ you.
You (not / have)_______ any problems.
Many people (serve)_________ you.
They (anticipate)________ your wishes.
There (not / be)_____ anything left to wish for.
Everything (be)________ perfect.
But all these things (happen / only)____ if you
marry me.
