Week 5 class 1 - word study - spelling and grammarrmcquirter
This document provides an overview of word study concepts including spelling patterns related to sound, structure, and meaning. It discusses topics like short and long vowels, consonant blends/digraphs, schwa vowels, pluralization, prefixes/suffixes, and spelling strategies. Ontario language curriculum expectations around spelling development and strategies are examined. Assessment examples are provided to evaluate spelling and sentence structure. Resources for further word study are shared. The document aims to support teachers in addressing the spelling and grammar needs of diverse learners.
This document provides information about world cultures and discusses cultural aspects represented by different pictures. It asks the reader to choose one culture to compare to their own, noting the best things about that culture and things that shouldn't be missed. The document also contains exercises on grammar structures, including active and passive voice, prepositions, adjectives, subjects, and making comments more or less direct. It discusses living abroad and includes a listening passage and lessons on impressions and proverbs.
The document defines adjectives as words that describe or modify nouns, and provides examples of common adjectives like "wooden", "beautiful", and "new". It discusses how adjectives can be formed by adding suffixes like "-able" or "-ish" and the typical order that adjectives appear in a phrase or sentence. The document also covers types of adjectives including those expressing emotions, participles, describing personal qualities, and impersonal adjectives.
This document discusses gerunds and infinitives. It provides examples of how to form gerunds and negative gerunds. It also discusses how to form infinitives and negative infinitives. The document lists verbs that can take gerunds or infinitives and explains how the meaning can change depending on which is used. It provides exercises for learners to practice using gerunds and infinitives correctly in sentences.
This document defines and provides examples of idioms. It explains that idioms are groups of words with meanings that differ from the literal definitions. Idioms do not always translate well and their meanings cannot be deduced from the individual words. Examples of common English idioms are provided such as "get a move on", "call it a day", and "bear something in mind". The document also discusses fixed expressions that have clear meanings in one language but require different expressions when translated. Overall, the document introduces idioms, provides examples to illustrate how their meanings differ from the literal words, and notes challenges that can occur when translating idioms across languages.
This document provides tips for achieving better speaking skills for the IELTS exam. It outlines 12 general interview tips, such as being formal, giving full answers, and maintaining good posture. It then walks through the different parts of the IELTS speaking exam, offering guidance on greeting the examiner, answering questions about yourself, describing a book, and discussing whether it's better to live in the city or countryside. It encourages practicing regularly by coming up with topics, questions, and answers and checking your fluency, pronunciation, and grammar. The document concludes by wishing students good luck on the exam.
This document provides 10 examples of common spelling and grammar mistakes to illustrate the importance of proofreading before printing or publishing. It encourages readers to take pictures of typos or errors they see and email or post them to the author's Facebook page. The author is Brittany N. Bluford, a writer focused on writing for a cause. Contact information and links to her website and Facebook page are included at the bottom.
Week 5 class 1 - word study - spelling and grammarrmcquirter
This document provides an overview of word study concepts including spelling patterns related to sound, structure, and meaning. It discusses topics like short and long vowels, consonant blends/digraphs, schwa vowels, pluralization, prefixes/suffixes, and spelling strategies. Ontario language curriculum expectations around spelling development and strategies are examined. Assessment examples are provided to evaluate spelling and sentence structure. Resources for further word study are shared. The document aims to support teachers in addressing the spelling and grammar needs of diverse learners.
This document provides information about world cultures and discusses cultural aspects represented by different pictures. It asks the reader to choose one culture to compare to their own, noting the best things about that culture and things that shouldn't be missed. The document also contains exercises on grammar structures, including active and passive voice, prepositions, adjectives, subjects, and making comments more or less direct. It discusses living abroad and includes a listening passage and lessons on impressions and proverbs.
The document defines adjectives as words that describe or modify nouns, and provides examples of common adjectives like "wooden", "beautiful", and "new". It discusses how adjectives can be formed by adding suffixes like "-able" or "-ish" and the typical order that adjectives appear in a phrase or sentence. The document also covers types of adjectives including those expressing emotions, participles, describing personal qualities, and impersonal adjectives.
This document discusses gerunds and infinitives. It provides examples of how to form gerunds and negative gerunds. It also discusses how to form infinitives and negative infinitives. The document lists verbs that can take gerunds or infinitives and explains how the meaning can change depending on which is used. It provides exercises for learners to practice using gerunds and infinitives correctly in sentences.
This document defines and provides examples of idioms. It explains that idioms are groups of words with meanings that differ from the literal definitions. Idioms do not always translate well and their meanings cannot be deduced from the individual words. Examples of common English idioms are provided such as "get a move on", "call it a day", and "bear something in mind". The document also discusses fixed expressions that have clear meanings in one language but require different expressions when translated. Overall, the document introduces idioms, provides examples to illustrate how their meanings differ from the literal words, and notes challenges that can occur when translating idioms across languages.
This document provides tips for achieving better speaking skills for the IELTS exam. It outlines 12 general interview tips, such as being formal, giving full answers, and maintaining good posture. It then walks through the different parts of the IELTS speaking exam, offering guidance on greeting the examiner, answering questions about yourself, describing a book, and discussing whether it's better to live in the city or countryside. It encourages practicing regularly by coming up with topics, questions, and answers and checking your fluency, pronunciation, and grammar. The document concludes by wishing students good luck on the exam.
This document provides 10 examples of common spelling and grammar mistakes to illustrate the importance of proofreading before printing or publishing. It encourages readers to take pictures of typos or errors they see and email or post them to the author's Facebook page. The author is Brittany N. Bluford, a writer focused on writing for a cause. Contact information and links to her website and Facebook page are included at the bottom.
The document covered a BBC documentary on meditation, explanations of the past perfect tense and uses of the auxiliary verb "would", an article on anaphylactic shock and scombroid toxicity that discussed symptoms and vocabulary, and an activity where students played bingo to review medical vocabulary.
This document provides an overview of word study concepts including spelling patterns related to sound, structure, and meaning. It discusses topics like short and long vowels, consonant blends and digraphs, schwa vowels, pluralization, prefixes, suffixes, and spelling strategies. Examples are given for each topic. The document examines the Ontario language curriculum and whether teachers have to deal with spelling. It outlines a developmental continuum for spelling and provides examples of grade 5 spelling expectations. Activities are suggested like critiquing spelling apps and finding online resources for sentence building.
This document discusses relative clauses and their usage. It explains that relative clauses add information about a person or thing mentioned. Who/that is used for people, that/which for things. Examples are given of relative clauses with who, that, which, whose, where, when and why. Contact clauses can omit the relative pronoun if it is defining.
This document provides information about using context clues to determine the meaning of unknown words. It discusses how context refers to the circumstances or setting in which something occurs. Figuring out word meanings from context involves looking for clues in the text around an unfamiliar word. The document then models this process with an example sentence and instructions for students to work through determining the definition of an underlined word and identifying the contextual clues that helped.
Style refers to the distinctive manner or form of expression, behavior, or appearance. It is the exterior and attracts attention. Substance refers to the core essence, meaning or practical importance. It is the actual content that leaves a lasting impact. A message, person, or creation needs both style and substance to be truly impactful and satisfying. Style alone is superficial while substance alone lacks appeal. The ideal is a perfect blend and balance of both.
Face It! Reference Work And Politeness Theory Go Hand In Hand, Acrl 09cleibige
This slideshow is a presentation on reference communication and politeness theory from the Association of College & Research Libraries Conference (Seattle, WA, 2009).
The document outlines the agenda for an English class. It discusses making inferences and provides examples. Students will take a patterns of organization quiz, vocabulary quiz, and work on an essay evaluating a store. They will analyze how stores use customer purchase data and habit loops to create marketing strategies based on a chapter in the book Habit.
The document provides instructions for students to complete a writing assignment about an everyday hero. Students are asked to write a 1-2 page biographical sketch or create a PowerPoint or media presentation telling the story of their hero's life in sequence. The instructions guide students to brainstorm about their hero, interview their hero or someone who knew them, draft their narrative using sensory details, and then revise and edit their work before submitting it.
This document provides tips for deleting redundant words and phrases in writing. It suggests removing meaningless words like "kind of" and "actually". It also recommends deleting doubled words like "full and complete" and modifiers where the base word implies the modifier, like "basic fundamentals". By trimming unnecessary words, writing can be tightened up and made more concise.
The document distinguishes between colloquial language, familiar language, and slang. Colloquial language refers to everyday speech and presents a moderate tone. Familiar language reflects a close relationship between speakers and allows for personal details. Slang consists of informal words restricted to particular contexts or groups. The document provides examples of colloquial and slang terms in English and Filipino. It also includes a matching exercise pairing English slang terms with their meanings.
This document provides information about grammar structures for expressing future tense in English, including the modal verbs "will", "shall", and phrases using "going to". It explains how to form affirmative and interrogative sentences using these structures and provides examples of different meanings expressed by "will", "shall", and "going to". Activities are included for students to practice forming sentences in the future tense.
This document contains summaries of 6 units (7.1 to 7.6) from a lesson on modern life. Each unit covers vocabulary, grammar concepts and examples related to the topic. Unit 7.1 discusses having to do things and expressions used to accept or decline requests. Unit 7.2 focuses on air travel vocabulary. Unit 7.3 covers relative pronouns who, which and that. Unit 7.4 lists different types of television shows people enjoy. Unit 7.5 provides examples of imperative sentences. And Unit 7.6 distinguishes between part-time and full-time jobs.
This document provides information and examples about prepositional idioms, which are verb phrases where the verb is followed by a preposition and takes on a nonliteral meaning. It defines prepositional idioms and distinguishes them from phrasal verbs. Examples are given for how a single verb can have multiple meanings depending on the following preposition. Lists of prepositional idioms are provided using different verbs followed by prepositions, along with their idiomatic meanings. Guidelines are offered for proper use of prepositional idioms.
The document discusses modal verbs and their uses. It defines modal verbs as helping verbs that are used with the base form of main verbs to express different meanings. It provides examples of common modal verbs like can, may, will. It explains that modal verbs are placed before the base form of other verbs and discusses how modal verbs are used to express possibility, obligation, necessity/insistence, and ability. It provides a group activity where students take on roles and use modal verbs to discuss different situations.
The document outlines an English lesson plan that includes the following:
1) Identifying and learning the alphabet to spell names and listening practice to identify letters.
2) Identifying and using possessive nouns and possessive adjectives such as "Kate's boss" and "my."
3) Identifying and memorizing vocabulary of relationships.
The document discusses Geoffrey Leech's Politeness Principle and the theories of politeness proposed by Penelope Brown and Stephen Levinson. Leech proposed maxims of politeness for conversational exchanges, including tact, generosity, approbation, and modesty. Brown and Levinson defined politeness as actions taken to counter face-threatening acts. They identified two aspects of face - negative face involving freedom from imposition and positive face involving desire for approval. Politeness strategies aim to preserve both kinds of face, including bald requests, positive politeness showing friendly intent, negative politeness admitting potential imposition, and indirect off-record strategies.
This document defines and provides examples of similes, metaphors, idioms, and proverbs. Similes use descriptive language to create images in the reader's mind by making comparisons using "like" or "as". Metaphors directly state something is something else to convey meaning literally. Idioms do not mean what they say literally but have figurative meanings. Proverbs are sayings that contain words of wisdom.
This vocabulary study sheet provides definitions, synonyms, antonyms, and parts of speech for 8 words from the story "Elisa's Diary" including opponents, brutal, supposedly, gorgeous, embarrassed, obvious, typically, and preliminary. The sheet is designed to help students understand and learn new vocabulary words encountered in the story.
7-9 Using Nouns and Pronouns and SpeakingAnne Agard
This document discusses various informal language expressions used in everyday conversation. Section A describes how "thing" and "stuff" are used to refer to objects, actions, and ideas generally. Section B discusses using nonspecific nouns like "thingamajig" when the exact name is unknown. Section C explains that about 25% of questions are tag questions with pronouns, often used to seek confirmation. Section D notes some non-standard pronoun usages that are more informal but sometimes used in speech.
This document provides helpful tips for completing an essay assignment about the novel Metamorphosis by Franz Kafka. It outlines two options for the essay and focuses on the first option of writing about what the main character Gregor should have done differently if given the chance to relive his life. The summary provides steps for brainstorming ideas, writing an introduction with a hook and thesis, developing body paragraphs with examples from the text, and concluding with a restatement of the thesis. It reminds students to use active voice, proofread their work, and submit it in the correct file format.
Here are some verbs and adjectives that can be used to form collocations with the noun lifestyle:
have a/an lifestyle
live a/an lifestyle
lead a/an lifestyle
alternative lifestyle
busy lifestyle
chaotic lifestyle
comfortable lifestyle
exciting lifestyle
healthy lifestyle
luxurious lifestyle
quiet lifestyle
relaxed lifestyle
2 b Match the collocations with lifestyle in 1a with their meanings:
1. have/live/lead an alternative lifestyle a. involving a lot of activity and work
2. have/live/lead a busy lifestyle b. not organized or planned
3. have/live/lead a chaotic lifestyle c. involving
The document covered a BBC documentary on meditation, explanations of the past perfect tense and uses of the auxiliary verb "would", an article on anaphylactic shock and scombroid toxicity that discussed symptoms and vocabulary, and an activity where students played bingo to review medical vocabulary.
This document provides an overview of word study concepts including spelling patterns related to sound, structure, and meaning. It discusses topics like short and long vowels, consonant blends and digraphs, schwa vowels, pluralization, prefixes, suffixes, and spelling strategies. Examples are given for each topic. The document examines the Ontario language curriculum and whether teachers have to deal with spelling. It outlines a developmental continuum for spelling and provides examples of grade 5 spelling expectations. Activities are suggested like critiquing spelling apps and finding online resources for sentence building.
This document discusses relative clauses and their usage. It explains that relative clauses add information about a person or thing mentioned. Who/that is used for people, that/which for things. Examples are given of relative clauses with who, that, which, whose, where, when and why. Contact clauses can omit the relative pronoun if it is defining.
This document provides information about using context clues to determine the meaning of unknown words. It discusses how context refers to the circumstances or setting in which something occurs. Figuring out word meanings from context involves looking for clues in the text around an unfamiliar word. The document then models this process with an example sentence and instructions for students to work through determining the definition of an underlined word and identifying the contextual clues that helped.
Style refers to the distinctive manner or form of expression, behavior, or appearance. It is the exterior and attracts attention. Substance refers to the core essence, meaning or practical importance. It is the actual content that leaves a lasting impact. A message, person, or creation needs both style and substance to be truly impactful and satisfying. Style alone is superficial while substance alone lacks appeal. The ideal is a perfect blend and balance of both.
Face It! Reference Work And Politeness Theory Go Hand In Hand, Acrl 09cleibige
This slideshow is a presentation on reference communication and politeness theory from the Association of College & Research Libraries Conference (Seattle, WA, 2009).
The document outlines the agenda for an English class. It discusses making inferences and provides examples. Students will take a patterns of organization quiz, vocabulary quiz, and work on an essay evaluating a store. They will analyze how stores use customer purchase data and habit loops to create marketing strategies based on a chapter in the book Habit.
The document provides instructions for students to complete a writing assignment about an everyday hero. Students are asked to write a 1-2 page biographical sketch or create a PowerPoint or media presentation telling the story of their hero's life in sequence. The instructions guide students to brainstorm about their hero, interview their hero or someone who knew them, draft their narrative using sensory details, and then revise and edit their work before submitting it.
This document provides tips for deleting redundant words and phrases in writing. It suggests removing meaningless words like "kind of" and "actually". It also recommends deleting doubled words like "full and complete" and modifiers where the base word implies the modifier, like "basic fundamentals". By trimming unnecessary words, writing can be tightened up and made more concise.
The document distinguishes between colloquial language, familiar language, and slang. Colloquial language refers to everyday speech and presents a moderate tone. Familiar language reflects a close relationship between speakers and allows for personal details. Slang consists of informal words restricted to particular contexts or groups. The document provides examples of colloquial and slang terms in English and Filipino. It also includes a matching exercise pairing English slang terms with their meanings.
This document provides information about grammar structures for expressing future tense in English, including the modal verbs "will", "shall", and phrases using "going to". It explains how to form affirmative and interrogative sentences using these structures and provides examples of different meanings expressed by "will", "shall", and "going to". Activities are included for students to practice forming sentences in the future tense.
This document contains summaries of 6 units (7.1 to 7.6) from a lesson on modern life. Each unit covers vocabulary, grammar concepts and examples related to the topic. Unit 7.1 discusses having to do things and expressions used to accept or decline requests. Unit 7.2 focuses on air travel vocabulary. Unit 7.3 covers relative pronouns who, which and that. Unit 7.4 lists different types of television shows people enjoy. Unit 7.5 provides examples of imperative sentences. And Unit 7.6 distinguishes between part-time and full-time jobs.
This document provides information and examples about prepositional idioms, which are verb phrases where the verb is followed by a preposition and takes on a nonliteral meaning. It defines prepositional idioms and distinguishes them from phrasal verbs. Examples are given for how a single verb can have multiple meanings depending on the following preposition. Lists of prepositional idioms are provided using different verbs followed by prepositions, along with their idiomatic meanings. Guidelines are offered for proper use of prepositional idioms.
The document discusses modal verbs and their uses. It defines modal verbs as helping verbs that are used with the base form of main verbs to express different meanings. It provides examples of common modal verbs like can, may, will. It explains that modal verbs are placed before the base form of other verbs and discusses how modal verbs are used to express possibility, obligation, necessity/insistence, and ability. It provides a group activity where students take on roles and use modal verbs to discuss different situations.
The document outlines an English lesson plan that includes the following:
1) Identifying and learning the alphabet to spell names and listening practice to identify letters.
2) Identifying and using possessive nouns and possessive adjectives such as "Kate's boss" and "my."
3) Identifying and memorizing vocabulary of relationships.
The document discusses Geoffrey Leech's Politeness Principle and the theories of politeness proposed by Penelope Brown and Stephen Levinson. Leech proposed maxims of politeness for conversational exchanges, including tact, generosity, approbation, and modesty. Brown and Levinson defined politeness as actions taken to counter face-threatening acts. They identified two aspects of face - negative face involving freedom from imposition and positive face involving desire for approval. Politeness strategies aim to preserve both kinds of face, including bald requests, positive politeness showing friendly intent, negative politeness admitting potential imposition, and indirect off-record strategies.
This document defines and provides examples of similes, metaphors, idioms, and proverbs. Similes use descriptive language to create images in the reader's mind by making comparisons using "like" or "as". Metaphors directly state something is something else to convey meaning literally. Idioms do not mean what they say literally but have figurative meanings. Proverbs are sayings that contain words of wisdom.
This vocabulary study sheet provides definitions, synonyms, antonyms, and parts of speech for 8 words from the story "Elisa's Diary" including opponents, brutal, supposedly, gorgeous, embarrassed, obvious, typically, and preliminary. The sheet is designed to help students understand and learn new vocabulary words encountered in the story.
7-9 Using Nouns and Pronouns and SpeakingAnne Agard
This document discusses various informal language expressions used in everyday conversation. Section A describes how "thing" and "stuff" are used to refer to objects, actions, and ideas generally. Section B discusses using nonspecific nouns like "thingamajig" when the exact name is unknown. Section C explains that about 25% of questions are tag questions with pronouns, often used to seek confirmation. Section D notes some non-standard pronoun usages that are more informal but sometimes used in speech.
This document provides helpful tips for completing an essay assignment about the novel Metamorphosis by Franz Kafka. It outlines two options for the essay and focuses on the first option of writing about what the main character Gregor should have done differently if given the chance to relive his life. The summary provides steps for brainstorming ideas, writing an introduction with a hook and thesis, developing body paragraphs with examples from the text, and concluding with a restatement of the thesis. It reminds students to use active voice, proofread their work, and submit it in the correct file format.
Here are some verbs and adjectives that can be used to form collocations with the noun lifestyle:
have a/an lifestyle
live a/an lifestyle
lead a/an lifestyle
alternative lifestyle
busy lifestyle
chaotic lifestyle
comfortable lifestyle
exciting lifestyle
healthy lifestyle
luxurious lifestyle
quiet lifestyle
relaxed lifestyle
2 b Match the collocations with lifestyle in 1a with their meanings:
1. have/live/lead an alternative lifestyle a. involving a lot of activity and work
2. have/live/lead a busy lifestyle b. not organized or planned
3. have/live/lead a chaotic lifestyle c. involving
The document discusses the history and importance of chocolate in human civilization. It notes that chocolate originated in Mesoamerica over 3000 years ago and was prized by the Aztecs and Mayans for its taste. Cocoa beans were used as currency and their cultivation was tightly regulated. The document stresses that chocolate spread around the world following the age of exploration and is now one of the most popular flavors worldwide.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses the history and development of a new technology called blockchain. Blockchain first emerged with bitcoin, using cryptography to allow transactions to be securely recorded and verified in a decentralized database. It has now expanded beyond cryptocurrencies to include applications in areas like finance, law, and government where there is need for a secure and decentralized record of transactions and information.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document provides information about the First Certificate in English (FCE) exam, including what it tests, how it is structured, scoring details, dates and locations for taking the exam. Specifically, it notes that the FCE exam assesses English proficiency at level B2, consists of reading, writing, use of English and listening sections that are each worth 20% of the score, and a speaking section worth 20%. It also gives details on the types of questions in each section and how long each section takes.
The document discusses the history and development of chocolate over centuries. It details how chocolate originated from cacao beans used by the Olmecs and Mayans as currency and medicine. Later, the Aztecs and Europeans discovered chocolate and it became popularized as a drink among European nobility in the 16th century before mass production made it accessible to common people in the 19th century.
The document provides information on word formation strategies that are important for the FCE (First Certificate in English) exam. It covers forming verbs with prefixes and suffixes, making negatives with prefixes, turning verbs into nouns with suffixes like "-ion" and "-ance", forming nouns from verbs and adjectives with suffixes like "-ment" and "-ness", irregular noun formations, and adjectives with their noun and verb forms. The word formation section of the FCE exam tests knowledge of these patterns.
The document discusses the history and development of chocolate over centuries. It details how chocolate originated from cacao beans used by the Olmecs and Mayans as currency and medicine. Later, the Aztecs and Europeans discovered chocolate and it became popularized as a drink among European nobility in the 16th century before mass production made it accessible to common people in the 19th century.
The document outlines the structure and content of a First Certificate in English Speaking exam. It includes 4 parts:
Part 1 involves answering basic questions about yourself. Part 2 has each candidate speak for 1 minute about 2 photos, comparing, contrasting, and speculating. Part 3 has candidates discuss travel problems shown in pictures. Part 4 extends the discussion with additional examiner questions. Sample language for each part is provided to help candidates compare/contrast, speculate, and discuss the topics.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides a survey about daily routines and habits. It includes questions about how often people do various activities, a chart to complete about weekly schedules, vocabulary exercises matching words like "always" and "chef" to their definitions, and a telephone conversation to complete. The purpose is to learn about different lifestyles and routines through surveys, schedules, and conversations.
The document discusses the origins and invention stories behind several common foods. It describes how the sandwich, crisps, and pizza originated from situations where people were looking for convenient portable foods or ways to use leftover ingredients. The stories illustrate how some of our most popular foods came from accidental discoveries or innovations to solve practical problems.
El documento presenta una lección sobre el pasado en inglés para estudiantes de sexto grado. Incluye ejercicios de traducción, descifrado y completado de verbos en pasado como jugar, visitar, acampar y esquiar.
The document summarizes the format and structure of the Cambridge English: First (FCE) exam. It is divided into four papers - Reading and Use of English, Writing, Listening, and Speaking.
The Reading and Use of English paper contains 7 parts testing a range of reading skills over 52 questions and takes 1 hour 15 minutes to complete.
The Writing paper contains 2 parts - a compulsory 140-190 word essay and a choice of 3 questions requiring a 120-150 or 120-180 word response. It is completed in 1 hour 20 minutes.
The Speaking test involves 4 parts including individual student responses, paired activities, and full group discussions. It lasts 14 minutes and involves conversation with
What Continuous Delivery Means for Version ControlPerforce
Continuous delivery is on its way to becoming standard practice for software projects where quality, stability, and time-to-market are paramount. In this talk, Jez will explain the why and what of continuous delivery, discuss the effect of continuous delivery on version control process and practice for teams of all sizes, and explore the implications for practitioners.
Week 2 focused on studying grammar topics like the past simple and present perfect tenses. Students practiced their listening, speaking, and presentation skills. They discussed leadership qualities and how to start a movement. Objectives included looking at typical quick responses, indirect questions, and pronunciation of "ed" endings. Students also role played a job interview and gave mini presentations on their work or studies.
This document outlines a lesson plan for a 7-week business English course. The course covers topics such as greetings, pronunciation, writing skills, presentations, daily business routines, resolving conflicts, and more. Each class has a specific focus, such as capitalization rules, building a CV, or giving and receiving feedback. Short quizzes and assessments are included to evaluate comprehension. The goal is to help students improve their English for professional settings and interactions.
Here are sentences illustrating each lexical category:
Noun: The dog chased its ball.
Verb: The children laughed loudly.
Adjective: The red ball rolled into the street.
Adverb: They quickly finished their homework.
Preposition: We walked behind the house.
Determiner: A large tree stood in the yard.
Conjunction: It was hot outside, so we stayed inside.
The document discusses various methods for assessing second language speaking ability. It describes 6 basic types of speaking tasks: imitative, intensive, responsive, interactive, and extensive. Intensive tasks include directed response, read-aloud, sentence/dialogue completion, picture cues, and translation. Responsive tasks involve question-answer exchanges. The document provides examples and considerations for different task types and discusses challenges in separating speaking from listening skills during assessment.
This document provides guidance on developing speaking skills for the GCSE French exam. It discusses the exam format, including role-plays, photo cards, and a conversation section. It emphasizes developing spontaneity through comprehensive input in the target language over several years, practice speaking in different contexts, and using authentic materials. It also reviews sample exam questions, mark schemes that examiners use to evaluate responses, and strategies for preparing students for the speaking assessment.
Accent reduction by Justin Murray @ REAL LIFE EnglishJason R. Levine
ELT MOOC by Jason R. Levine on WiziQ.
This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
This document provides information about the final exam for Spanish 1. It discusses the two parts of the exam: Part 1 is a reflective creative project using a web tool to demonstrate what was learned, and Part 2 involves reading passages and listening prompts with answers. It emphasizes to read the directions carefully, go through notes focusing on vocabulary for common topics, and provides examples of simple comparison sentences that could be used for the speaking section. Students are reminded not to use outside sources while taking the exam and that it must be completed in one sitting without leaving the page.
The document provides tips and guidance for learning English effectively. It discusses why English is important, challenges in learning English, and strategies for improving vocabulary, grammar, and use of tenses. Key recommendations include using a dictionary, learning words in context, speaking English regularly to build confidence, and not being afraid to make mistakes in the learning process.
This document provides information and guidance to students about preparing for and taking their final exam. It discusses the two parts that make up the final exam - a descriptive and submission project (Part 1), and a reading and listening comprehension section (Part 2). For Part 1, it provides details on the visual, audio, and written components and suggests topics to focus on practicing vocabulary and phrases. For Part 2, it warns students not to search outside sources or switch browser tabs while taking the exam. Overall guidelines are also given about using only one's own knowledge, having just one browser tab open, and not clicking outside the exam once started. The final grade breakdown of 75% for coursework and 25% for the final exam is also stated
This document provides an overview of a unit that includes vocabulary, grammar, speaking, and writing activities related to describing personality. The vocabulary section introduces personality adjectives and negative prefixes. The grammar section covers the present simple and continuous tenses and verbs not used in the continuous form. Speaking activities include talking about personality and likes/dislikes. The writing involves creating a personal profile.
TPEI | Level 1 | Units 1 and 2 SB and WBmflacademy
This document provides a summary of a unit that includes vocabulary about personality adjectives and grammar about the present simple and continuous tenses. It also covers speaking about personality and writing a personal profile. The unit contains exercises to describe film and TV characters, complete sentences using present tense verbs, and identify examples of the present simple and continuous in a dialogue.
This document provides information about teaching foreign languages in UK secondary schools. It discusses the UK education system and key stages, as well as the GCSE and A-Level foreign language exams. It provides details on exam formats, expectations for different levels, and techniques for teachers to help students improve their speaking skills, including using games, videos, pictures and texts. The overall aim is to give FLAs practical ideas for making foreign language classes engaging and helping students progress in their speaking ability.
The document provides vocabulary and language focus for a Key English Test (KET) exam preparation book titled "Target KET for Schools". It introduces the exam format and sections. The document then lists vocabulary topics covered in the book, including countries and nationalities, family, jobs, free time activities, and more. It also lists grammar points like present tenses, questions, suggestions, and adverbs of frequency. Finally, it provides examples of exam tasks and how the book prepares students for the KET for Schools exam.
The document provides an overview of the Target KET for Schools exam preparation book. It describes the format and content of the book, which is designed to help students prepare for the Key English Test (KET) for Schools exam. The book contains 12 units divided into lessons, with each lesson focusing on a topic that could be covered in the exam. The lessons provide vocabulary, language practice, and at least one exam task to help familiarize students with the exam format. Additional exam preparation materials include an exam guide, language summaries, and a practice test in the accompanying workbook.
This document provides information and instructions to help students prepare for a Spanish language final exam. It includes vocabulary lists and verb conjugations from previous lessons. It explains that the exam has two parts - one focusing on writing and speaking, and the other on reading and listening. Tips are provided on how to approach the different sections, including using specific vocabulary, staying focused, and not using outside resources. Deadlines for completing the exam and regular assignments are noted. The purpose is to help students review key content and feel prepared to demonstrate their Spanish language skills on the upcoming final assessment.
A great e-book to help develop your basic English language skills, especially if you are a student, working professional, job-seeker.
This e-book covers the following important topics:
- Parts of speech.
- Punctuation.
- Commonly confused words and phrases.
- Tips for filling in a college registration form.
- Learning how to summarise.
- Tips for completing written assignments.
- How to answer exam questions.
- How to write a cover letter when applying for a job.
- How to write a resignation letter.
- How to write e-mails.
The document summarizes modifications made to assessments in an 11th grade Environmental Science textbook. It describes the textbook's original assessment methods, such as section reviews and chapter reviews. It then outlines new assessment methods incorporated after modifications, including blogs, news broadcasts, student-made books, hands-on projects, and methods tailored to English language learners and disabled students. A matrix compares the original and modified assessment methods.
Basic Communicative of Styles in EnglishJessaBejer1
Here are the communicative styles that would be most appropriate for each context:
1. Talking to a counselor or psychiatrist - Consultative style
2. Delivering an oratorical speech - Formal style
3. Delivering a news report - Formal style
4. Discussion with your groupmates on how to finish the assigned tasks - Casual style
5. Providing comfort to a friend who was feeling down - Intimate style
6. Feeling happy while thinking about how your teacher appreciated you - Intimate style
7. A contestant performing declamation in front of a group of audience - Formal style
8. Recounting your past experiences - Casual or intimate style
The document provides an overview of the units and topics covered in an English language course. It includes the following units and elements:
Unit 1 - Greetings, numbers, days of the week, colors, body parts, verbs, present simple and present continuous tenses.
Unit 2 - Strategies for conversation using "actually".
Unit 3 - Present simple vs present continuous, conditionals, showing surprise.
Unit 4 - Future plans using "going to" and present continuous, indirect objects, conversation strategies.
Unit 5 - Past simple, questions and answers, countable and uncountable nouns, vocabulary.
Unit 6 - Expressions of place, ability with "can"
The document provides feedback on a lesson given at the San Antonio de Huamanga school. It lists several things the teacher did well, including being prepared, engaging students, and integrating technology. Areas for improvement include clearly communicating learning outcomes, providing clear and specific instructions/explanations, including a variety of interactive activities, and efficiently managing class time. The document then provides guidance on how to better communicate outcomes, give instructions for in-book and non-book activities, structure pair and group work, and maximize student participation time through efficient time management.
Ideas for Writing in the language classroomMaria Mu
This document discusses the writing process and characteristics of written text. It outlines the main stages of writing as planning, drafting, and editing. Key characteristics of written text include permanence, explicitness, density, detachment, and organization. The document also examines different purposes of writing such as expression of ideas, writing as an end in itself, or as a means to another end. Various techniques for generating ideas, planning writing, and responding to and correcting student work are presented.
This document discusses how to improve vocabulary in preparation for the FCE exam. It recommends organizing vocabulary by making flashcards, lists, or using mobile apps to study new words. Mastering vocabulary is essential for success on the FCE exam.
This document provides information and advice about language learning strategies and study skills. It includes a self-assessment quiz to determine what type of language learner you are, such as global or analytical. It also discusses different learning styles like visual, auditory, or kinesthetic. The document provides tips for managing study time and preparation strategies for language exams.
Principles to adopt teaching pronunciationMaria Mu
This document provides principles and techniques for teaching pronunciation to students learning English as a second language. It recommends teachers diagnose students' weaknesses, plan activities to address specific problems, and take opportunities to incorporate pronunciation work. Techniques include teaching vowel and consonant symbols, modeling pronunciation, choral and individual repetition, correcting by modeling then having students repeat, and developing recurring activities like word routes, minimal pairs, and games. Teachers should use a variety of activities and regularly recycle and review pronunciation.
Aspects of phonetics and phonology in pronunciationMaria Mu
This document discusses various aspects of teaching pronunciation to English language learners. It covers phonology, the phonemic chart, vowel and consonant sounds in American and British English, and how consonants are produced. It also addresses connected speech phenomena like assimilation, elision, linking, rhythm, word stress, sentence stress, intonation, and rhythm. The goal is to help students recognize and produce sounds accurately for comprehensible pronunciation.
Observation and Research: Session 1 (Blended TEFL course)Maria Mu
This document discusses research methods in education, including key concepts like independent and dependent variables, quantitative and qualitative approaches, and experimental designs. It describes the components of classroom research as involving the teacher, learner, classroom processes and products. Different data collection instruments are outlined, as are issues like reliability, validity, and triangulation. Experimental and action research are compared, and steps for developing valid and reliable research instruments are provided.
This presentation was made in 2003 when Portfolios were not in currently use in Peru. It provides a basic idea of how they can be used and some people may still find it useful.
An essay is composed of at least three paragraphs that develop a single topic and main idea. It has an introduction that states the thesis and provides context, several body paragraphs that explain and support the thesis with examples or details, and a conclusion that restates the thesis and main points. The thesis is the main argument or idea that is developed over the course of the essay. Outlines help organize the major points and subtopics to be addressed in each paragraph.
This document discusses individual factors that influence the learning of a second language, including cognitive style and language learning strategies. It first examines cognitive style, noting that it refers to how learners perceive, monitor, conceptualize, and recall linguistic information. Witkin's theory of field dependence/independence is explained, along with characteristics of field dependent and field independent learners. The document then discusses language learning strategies and provides a typology that includes cognitive, memory, compensation, metacognitive, social, affective, and communication strategies. Finally, it is noted that learning strategies can contribute to communicative competence and learner autonomy if developed through adequate instruction and consideration of learner characteristics.
This document provides information on paragraph structure and composition. It defines a paragraph as a group of sentences about a single topic that explain the writer's main idea. A paragraph typically contains 5-10 sentences. It should include a topic sentence stating the main idea, supporting sentences with details and examples, and a concluding sentence that restates the main point. Supporting sentences explain and develop the topic sentence using details, explanations, quotations, or statistics. The concluding sentence summarizes the key points without introducing new information.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
6. Verbs
• Fit= be of the right shape and size
• Suit= Go well with or enhance the
features, figure, or character of
(someone)
• Match = go with= to correspond
The jumper doesn´t fit
him.
He doesn´t look good in
it.
It doesn´t suit him.
7. Reading Part 2: Handle with
Care (Gapped Text)
• Check that the whole sentence fits in with the
meaning of the text before and after the gap.
• Connections between the language in the text and
the missing sentences are in bold.
• Connections between pronouns and other words
are in italics.
• Gap number 1: What pronouns can be used in the
missing sentence to refer to “our girls”?
• Which sentence (A-H) contains one of these
pronouns and mentions “talking” and “getting a
job”?
• Read the whole paragraph again to check that it fits.
8. Language focus: habitual behaviours
• General tendencies: tend, usually
• Frequency adverbs: Meaning and position in the sentence.
• Used to and would: past habits
• Frequency adverbs
• Frequently= often
• Seldom= rarely
• Usually = normally = generally
• Occasionally = sometimes
9. Frequency Adverbs
100 % always He always gives flowers to Mary.
85% usually I usually take two buses per day.
75% frequently She frequently goes to the park.
60% often We often play together.
50% Sometimes They sometimes play soccer until the
night.
40% occasionally I occasionally travel by boat.
30% rarely We rarely eat downtown.
20% seldom He seldom wears suits.
10% hardly ever We hardly ever play videogames.
0% never I never go out without money.
10. Meanings of GET
Get rid of =take action to be free of
Get into trouble
Get by = manage Get in
the
car
Get on/along with= have a good
relationship
Get out
of the car
11. Lifestyle
• Listening: Multiple matching
• Language Focus 2: Be used to, get used
to, used to
• Speaking
• Writing: Informal letters
15. Key to Activities: Language Focus 1
• Section C: Used to and Would, page 5
• Practice:
• 1a 2a 3b 4c 5a 6b 7b 8c 9c
• Vocabulary GET, page 6
• A: 1C 2D 3A 4A 5B 6B 7A 8C
• B: 1c 2e 3f 4d 5b 6a 7h 8g
16. Key to Activities: Language Focus 2
1. 1a 2b 3a
2. Be used to + ing/ noun in the affirmative describes
the state in which one no longer finds situations
new or strange . Get used to + ing/noun in the
affirmative describes theprocess of reaching
normality with a new or strange situation
3. The gerund
17. Key to Activities: Language Focus 2
• Practice (page 8, section b)
• 1. get used to having 2. used to cook 3. is/has got
used to eating 4.used to write 5. get used to
6. be/have got used to driving 7. get used to driving
18. Key to Writing: Informal letters
• 2. Purpose of each paragraph
• Par2: describe how he spends a typical day
• Par 3: give news and invite you to visit
• Par 4: finish and ask for a reply
• 3. Matching: 1e 2a 3(No)* 4c 5g 6(No)* 7(No)*
• 8d 9b 10f * Too formal
• 4. 1.while 2.as 3.and/as well 4.but 5.so 6.but
/while
19. Key to informal writing
• 5. Reasons for writing
• 1. giving news 2. asking for help 3. inviting
• 4. refusing an invitation 5.accepting an invitation
6. apologising