The document provides tips for international students adjusting to life on a new college campus. It discusses the challenges of being away from home but also the opportunities to make new friends. While the academic work may be difficult, students are encouraged to manage their time and not fall behind. The beginning of college can be lonely, but orientation programs help new students socialize. Overall, college offers great potential for growth and learning if students make responsible choices.
8th Grade Language Arts Survival Guide Gone DigitalHeather Sanders
This document outlines the rules, procedures, and expectations for an 8th grade language arts class. It discusses the weekly vocabulary lessons, major assignments like research projects, and classroom policies around entering the room, notebooks, headings, make-up work, late work, and extra credit. The teacher emphasizes respect, kindness, learning as much as possible, and having fun, within the guidelines of following instructions and authority.
The document provides an analysis of teaching a lesson on the simple present tense. It outlines the curriculum requirements, limitations of students' knowledge, and necessary resources. It then describes the instructional goals of teaching grammar rules for the simple present tense positively, negatively, and in questions/short answers. Assessments will evaluate students listening to a video, participating in class, and completing internet activities. Teaching strategies will include participation, brainstorming, feedback and active online activities. Students' understanding will be assessed through practice, questions, and results of written and oral activities.
This document is a student's digital portfolio containing summaries of their work and activities from the school year. It includes reflections on classes like Science, Social Studies, Math, French, and assignments from various subjects. The student was involved in many extracurricular activities like leadership, cross country, basketball, volleyball, and worked in the library. The portfolio shows the student's strengths in time management and determination through their diverse involvement in academics and extracurriculars.
Learn about the IEP (individual education plan) and common EC (exceptional children) acronyms. Learn strategies to deal with the hardest of students. Leave with usable materials and realistic methods to implement in any classroom. Focus will be on behavior and classroom management, the IEP and basic EC terms.
This document outlines a lesson plan for teaching English using a story about the Lao New Year as a context. The goal is for students to effectively communicate experiences of the Lao New Year using descriptive sentences with adverbs of frequency. Key points covered include understanding the traditions in the story, identifying adverbs of frequency and their proper use in sentences, performance tasks to assess understanding like describing pictures using adverbs, and learning activities like reading the story, relating personal experiences, and writing an essay using the new grammar.
COMPUTERS CLASS X FUNCTIONAL ENGLISH AND WEB APPLICATIONSRc Os
The document provides information on various topics related to functional English and communication skills:
1. It defines key terms used when ordering food at a restaurant such as starters, main course, and dessert.
2. It discusses making resolutions and examples of common resolutions people make for themselves.
3. It provides examples of different types of changes such as change for the better, change for the worse, change with the times, and more.
This unit focuses on transportation and commuting. It includes conversations about different commutes, such as by train, bus, car, bicycle, and walking. Students practice complaining about common commutes and responses. They discuss dislikes about commuting, school, housework, and weather. The unit emphasizes stressing words for emphasis and using transportation time for English study.
The document provides information about possessions, verbs, adverbs of frequency, questions, and daily routines. It includes lists of common possessions, explanations of verbs and how they change form, examples of adverbs like "always" and "never" and how they describe frequency. It also demonstrates how to form yes/no and wh- questions in English using helping verbs like "do" and "does". Finally, it shares a sample daily routine using verbs and time expressions to describe a typical day.
8th Grade Language Arts Survival Guide Gone DigitalHeather Sanders
This document outlines the rules, procedures, and expectations for an 8th grade language arts class. It discusses the weekly vocabulary lessons, major assignments like research projects, and classroom policies around entering the room, notebooks, headings, make-up work, late work, and extra credit. The teacher emphasizes respect, kindness, learning as much as possible, and having fun, within the guidelines of following instructions and authority.
The document provides an analysis of teaching a lesson on the simple present tense. It outlines the curriculum requirements, limitations of students' knowledge, and necessary resources. It then describes the instructional goals of teaching grammar rules for the simple present tense positively, negatively, and in questions/short answers. Assessments will evaluate students listening to a video, participating in class, and completing internet activities. Teaching strategies will include participation, brainstorming, feedback and active online activities. Students' understanding will be assessed through practice, questions, and results of written and oral activities.
This document is a student's digital portfolio containing summaries of their work and activities from the school year. It includes reflections on classes like Science, Social Studies, Math, French, and assignments from various subjects. The student was involved in many extracurricular activities like leadership, cross country, basketball, volleyball, and worked in the library. The portfolio shows the student's strengths in time management and determination through their diverse involvement in academics and extracurriculars.
Learn about the IEP (individual education plan) and common EC (exceptional children) acronyms. Learn strategies to deal with the hardest of students. Leave with usable materials and realistic methods to implement in any classroom. Focus will be on behavior and classroom management, the IEP and basic EC terms.
This document outlines a lesson plan for teaching English using a story about the Lao New Year as a context. The goal is for students to effectively communicate experiences of the Lao New Year using descriptive sentences with adverbs of frequency. Key points covered include understanding the traditions in the story, identifying adverbs of frequency and their proper use in sentences, performance tasks to assess understanding like describing pictures using adverbs, and learning activities like reading the story, relating personal experiences, and writing an essay using the new grammar.
COMPUTERS CLASS X FUNCTIONAL ENGLISH AND WEB APPLICATIONSRc Os
The document provides information on various topics related to functional English and communication skills:
1. It defines key terms used when ordering food at a restaurant such as starters, main course, and dessert.
2. It discusses making resolutions and examples of common resolutions people make for themselves.
3. It provides examples of different types of changes such as change for the better, change for the worse, change with the times, and more.
This unit focuses on transportation and commuting. It includes conversations about different commutes, such as by train, bus, car, bicycle, and walking. Students practice complaining about common commutes and responses. They discuss dislikes about commuting, school, housework, and weather. The unit emphasizes stressing words for emphasis and using transportation time for English study.
The document provides information about possessions, verbs, adverbs of frequency, questions, and daily routines. It includes lists of common possessions, explanations of verbs and how they change form, examples of adverbs like "always" and "never" and how they describe frequency. It also demonstrates how to form yes/no and wh- questions in English using helping verbs like "do" and "does". Finally, it shares a sample daily routine using verbs and time expressions to describe a typical day.
This document provides information for students taking English III. It introduces the teachers, explains how to set up audio for online sessions, and outlines how the course is structured. The course covers American literature from the Colonial period to present across two semesters. Students will study literature in its historical context and learn journalistic skills. Required books and homework submission procedures are also outlined.
This document outlines strategies for creating a positive classroom experience on the first day of school. It discusses using icebreaker activities to build relationships and set clear expectations. Specific activities described include a "Four Corners" game to get students moving and interacting, creating a "Word Wall" poster to define respect, and having students complete a "Diamante Poem" about themselves. The document also provides tips for effective classroom discipline, such as remaining calm, separating behavior from the individual, and giving students opportunities to make decisions. The overall goals are to set the right tone, build rapport with students, and relay techniques that worked well for classroom management.
English Structure_The use of modal in English. It helps to understand the ri...NurwahidaYusuf1
This document provides information about giving suggestions and advice using modal verbs in English. It begins with objectives and introduces modal verbs like should, could, must, have to, and ought to. It explains that modals express necessity, advisability, and suggestions to different degrees. Examples are given of accepting and declining suggestions. The rest of the document provides practice exercises for students to give suggestions to friends in different situations and respond, as well as information on homework.
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 discusses several key factors for effective teaching:
1. Classroom management is important and depends on understanding students, content, and teacher variables. Reflective teaching through tools like journals can help teachers improve.
2. An effective language lesson structure includes clear stages like presentation, practice, and closure. Pacing and sequencing activities are also important.
3. Providing feedback to students is important for language development. Both oral and written feedback should be used, focusing on both form and content and considering students' skills and needs.
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.
This document discusses various topics related to learning and education, including learning English, international English, common frustrations learners face, and improving one's command of the language. It presents several quotations to reflect on and statements about different types of learning. It also includes passages about school levels and subjects in British and American English and matching idioms and phrases to their definitions. Finally, it poses questions about international English and overcoming language barriers.
The document discusses six common patterns of text structure: chronological, cause and effect, compare and contrast, problem and solution, sequence/process, and spatial/descriptive. It provides examples and descriptions of each pattern to help readers identify how a text is organized. Tips are given to analyze a passage and determine which pattern of text structure has been used. Several short passages are presented and the reader is asked to identify the pattern of organization for each one.
1. Jennifer wants to focus on improving her lesson planning and creating more engaging opportunities for student learning.
2. In their first meeting, Jennifer and her coach identified priorities like writing SMART aims and incorporating culturally relevant engagement strategies.
3. Their goal for the next meeting is to review lesson plan components and have Jennifer practice writing aims for her upcoming unit on Colonial America.
Shiva introduces himself at a volleyball camp, providing his name, age, where he lives, education details, subjects he likes, hobbies, favorite color, food, and his purpose for being at the camp. Self-introductions are important for both educational and career contexts. When introducing oneself for an interview, it is important to dress appropriately, greet the interviewers with confidence, and provide details about one's qualifications, strengths, weaknesses, goals and experience. Sample self-introductions are provided for educational and job interview contexts, and tips are given for introducing oneself in a telephonic conversation depending on whether the intended person answers or someone else.
This document provides information and examples about using conditionals in English. It discusses the first conditional, which describes likely future events, and provides examples like "If you study, you will pass the exam." It also explains that modal verbs like "may", "might", "can", "must", and "should" can be used instead of "will" in the main clause. Additionally, it covers using conditionals with time words like "when", "as soon as", "before", and "after". The document concludes with exercises for students to practice using conditionals correctly.
The document summarizes the student's progress in their accounting course. In section one, the student expresses their commitment to finishing their associate's degree in accounting at a community college and transferring to complete their bachelor's at Florida International University. They aim to manage their time well between school, work, and other activities. In section two, the student discusses their learning styles based on various assessments. Their highest scores were in read/write and they discuss strategies for taking in information, using information, communicating, and test-taking based on their learning preferences. They also discuss career options aligned with their Myers-Briggs personality type of ENFJ. In section three, the student explores various emotions and lessons learned through hypothetical scenarios relating to
Practical textbook for communication skillsAnasAlwadi
Shiva introduces himself at a volleyball camp, providing his name, age, where he lives, education details, hobbies, favorite color and food, and his purpose for being at the camp. The document then provides guidance on structuring self-introductions, including topics to cover and examples of introductions for educational and career contexts. Sample self-introductions are also provided to demonstrate the proper format.
how to cope up challenges as a students and teenager?with 10 tips about mend...jerricco john cabunagan
are you problematic with your studies as a student here some tips can help you how to cope up challenges as a student and 10 tips to mend a broken heart
This document provides an overview of an English language learning unit about moving on from big life events. It includes conversations about breaking up from relationships and describes moving on positively by getting over the break up. The unit focuses on describing life changes using phrases like "broke up with my boyfriend" and "transferred schools". Learners practice conversations discussing their own life events and responding appropriately to both good and bad news shared by others.
This lesson introduces students to writing biographies of their peers by having them conduct interviews and draft first paragraphs. The teacher will model the process by interviewing another teacher and writing a sample paragraph. Students will be paired up and interview each other using provided questions about name, birthdate, family, and an additional student-generated question. They will take notes during the interview and then use the information to write a draft of the first paragraph in complete sentences and third person. Adaptations are provided for ESL and lower-level students, such as thinking out loud while modeling and strategic partnering.
This lesson introduces students to writing biographies of their peers by having them conduct interviews and draft first paragraphs. The teacher will model the process by interviewing another teacher and writing a sample paragraph. Students will be paired up and interview each other using provided questions about name, birthdate, family, and an additional student-generated question. They will take notes during the interview and then use the information to write a draft of the first paragraph in complete sentences and third person. Adaptations are provided for ESL and lower-level students, such as thinking out loud while modeling and strategic partnering.
Most students reported changes to their daily routines due to the sudden shift to online learning during the pandemic lockdown. This included sleeping more, getting up later, having more flexible schedules, and needing to reallocate time spent on other activities to attending online classes and completing assignments. While some enjoyed aspects like more sleep and flexibility, others disliked not seeing friends and being overwhelmed with homework. Overall, the experience highlighted the importance of friends, family, and everyday things sometimes taken for granted.
New Frontiers is a six-level English course for young adult learners. It uses balanced input and output activities to guide students through core English skills. The series focuses on communication, critical thinking, collaboration, and creativity using 21st century learning techniques. The course features include colorful comics, animations, unit structures to encourage engagement, and a focus on preparing students to communicate globally. Each level contains 10 units covering vocabulary, grammar, listening, speaking, reading, writing, and projects.
The 10 Most Influential Leaders Guiding Corporate Evolution, 2024.pdfthesiliconleaders
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This document provides information for students taking English III. It introduces the teachers, explains how to set up audio for online sessions, and outlines how the course is structured. The course covers American literature from the Colonial period to present across two semesters. Students will study literature in its historical context and learn journalistic skills. Required books and homework submission procedures are also outlined.
This document outlines strategies for creating a positive classroom experience on the first day of school. It discusses using icebreaker activities to build relationships and set clear expectations. Specific activities described include a "Four Corners" game to get students moving and interacting, creating a "Word Wall" poster to define respect, and having students complete a "Diamante Poem" about themselves. The document also provides tips for effective classroom discipline, such as remaining calm, separating behavior from the individual, and giving students opportunities to make decisions. The overall goals are to set the right tone, build rapport with students, and relay techniques that worked well for classroom management.
English Structure_The use of modal in English. It helps to understand the ri...NurwahidaYusuf1
This document provides information about giving suggestions and advice using modal verbs in English. It begins with objectives and introduces modal verbs like should, could, must, have to, and ought to. It explains that modals express necessity, advisability, and suggestions to different degrees. Examples are given of accepting and declining suggestions. The rest of the document provides practice exercises for students to give suggestions to friends in different situations and respond, as well as information on homework.
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 discusses several key factors for effective teaching:
1. Classroom management is important and depends on understanding students, content, and teacher variables. Reflective teaching through tools like journals can help teachers improve.
2. An effective language lesson structure includes clear stages like presentation, practice, and closure. Pacing and sequencing activities are also important.
3. Providing feedback to students is important for language development. Both oral and written feedback should be used, focusing on both form and content and considering students' skills and needs.
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.
This document discusses various topics related to learning and education, including learning English, international English, common frustrations learners face, and improving one's command of the language. It presents several quotations to reflect on and statements about different types of learning. It also includes passages about school levels and subjects in British and American English and matching idioms and phrases to their definitions. Finally, it poses questions about international English and overcoming language barriers.
The document discusses six common patterns of text structure: chronological, cause and effect, compare and contrast, problem and solution, sequence/process, and spatial/descriptive. It provides examples and descriptions of each pattern to help readers identify how a text is organized. Tips are given to analyze a passage and determine which pattern of text structure has been used. Several short passages are presented and the reader is asked to identify the pattern of organization for each one.
1. Jennifer wants to focus on improving her lesson planning and creating more engaging opportunities for student learning.
2. In their first meeting, Jennifer and her coach identified priorities like writing SMART aims and incorporating culturally relevant engagement strategies.
3. Their goal for the next meeting is to review lesson plan components and have Jennifer practice writing aims for her upcoming unit on Colonial America.
Shiva introduces himself at a volleyball camp, providing his name, age, where he lives, education details, subjects he likes, hobbies, favorite color, food, and his purpose for being at the camp. Self-introductions are important for both educational and career contexts. When introducing oneself for an interview, it is important to dress appropriately, greet the interviewers with confidence, and provide details about one's qualifications, strengths, weaknesses, goals and experience. Sample self-introductions are provided for educational and job interview contexts, and tips are given for introducing oneself in a telephonic conversation depending on whether the intended person answers or someone else.
This document provides information and examples about using conditionals in English. It discusses the first conditional, which describes likely future events, and provides examples like "If you study, you will pass the exam." It also explains that modal verbs like "may", "might", "can", "must", and "should" can be used instead of "will" in the main clause. Additionally, it covers using conditionals with time words like "when", "as soon as", "before", and "after". The document concludes with exercises for students to practice using conditionals correctly.
The document summarizes the student's progress in their accounting course. In section one, the student expresses their commitment to finishing their associate's degree in accounting at a community college and transferring to complete their bachelor's at Florida International University. They aim to manage their time well between school, work, and other activities. In section two, the student discusses their learning styles based on various assessments. Their highest scores were in read/write and they discuss strategies for taking in information, using information, communicating, and test-taking based on their learning preferences. They also discuss career options aligned with their Myers-Briggs personality type of ENFJ. In section three, the student explores various emotions and lessons learned through hypothetical scenarios relating to
Practical textbook for communication skillsAnasAlwadi
Shiva introduces himself at a volleyball camp, providing his name, age, where he lives, education details, hobbies, favorite color and food, and his purpose for being at the camp. The document then provides guidance on structuring self-introductions, including topics to cover and examples of introductions for educational and career contexts. Sample self-introductions are also provided to demonstrate the proper format.
how to cope up challenges as a students and teenager?with 10 tips about mend...jerricco john cabunagan
are you problematic with your studies as a student here some tips can help you how to cope up challenges as a student and 10 tips to mend a broken heart
This document provides an overview of an English language learning unit about moving on from big life events. It includes conversations about breaking up from relationships and describes moving on positively by getting over the break up. The unit focuses on describing life changes using phrases like "broke up with my boyfriend" and "transferred schools". Learners practice conversations discussing their own life events and responding appropriately to both good and bad news shared by others.
This lesson introduces students to writing biographies of their peers by having them conduct interviews and draft first paragraphs. The teacher will model the process by interviewing another teacher and writing a sample paragraph. Students will be paired up and interview each other using provided questions about name, birthdate, family, and an additional student-generated question. They will take notes during the interview and then use the information to write a draft of the first paragraph in complete sentences and third person. Adaptations are provided for ESL and lower-level students, such as thinking out loud while modeling and strategic partnering.
This lesson introduces students to writing biographies of their peers by having them conduct interviews and draft first paragraphs. The teacher will model the process by interviewing another teacher and writing a sample paragraph. Students will be paired up and interview each other using provided questions about name, birthdate, family, and an additional student-generated question. They will take notes during the interview and then use the information to write a draft of the first paragraph in complete sentences and third person. Adaptations are provided for ESL and lower-level students, such as thinking out loud while modeling and strategic partnering.
Most students reported changes to their daily routines due to the sudden shift to online learning during the pandemic lockdown. This included sleeping more, getting up later, having more flexible schedules, and needing to reallocate time spent on other activities to attending online classes and completing assignments. While some enjoyed aspects like more sleep and flexibility, others disliked not seeing friends and being overwhelmed with homework. Overall, the experience highlighted the importance of friends, family, and everyday things sometimes taken for granted.
New Frontiers is a six-level English course for young adult learners. It uses balanced input and output activities to guide students through core English skills. The series focuses on communication, critical thinking, collaboration, and creativity using 21st century learning techniques. The course features include colorful comics, animations, unit structures to encourage engagement, and a focus on preparing students to communicate globally. Each level contains 10 units covering vocabulary, grammar, listening, speaking, reading, writing, and projects.
The 10 Most Influential Leaders Guiding Corporate Evolution, 2024.pdfthesiliconleaders
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Storytelling is an incredibly valuable tool to share data and information. To get the most impact from stories there are a number of key ingredients. These are based on science and human nature. Using these elements in a story you can deliver information impactfully, ensure action and drive change.
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Unit One.doc
1. Unit One
First Day On Campus
The Bridge
If you’re an international student, or you
happen to join a university away from home,
you face many challenges and make a huge
move as you leave for college. It’s normal to
feel a certain level of stress in new situations, it
keeps you aware and on your toes. Yet, during
the first weeks and months you’ll want to be in
control of stress, otherwise you will start to feel
overwhelmed. How can you be happy and
successful there? How do you stay balanced as
a fresh university student? Here are some tips:
Yes, the work is hard, but give yourself an
opportunity to get used to this new academic
life. Don’t forget that you are your own boss.
You make the schedule and manage your own
time. You might think of cutting classes and
neglecting homework, as no one will nag you.
Nevertheless, you’ll wish they had if the final
exam is approaching and you’re not ready.
2. The beginning of college can be a lonely time
on the social level. You might be leaving your
old friends behind. The flip side is that you can
also expect to make new friends. All colleges
have freshman orientation programs so that
new students can get to know each other.
Freshmen are usually anxious to make new
friends because everyone’s in the same boat.
To wrap it up, college means potentials. It is
not just a learning opportunity; it’s a bridge
through life. If you make the right choice, you
cross safely. You’ll feel good about yourself,
get a great education, have fun, and you’ll grow
up in the process. Wow! What a deal!
3. Key Vocabulary:
- on your toes = to be careful and attracted
- overwhelmed = affected
- tips = advice
- opportunity = chance
- schedule = timetable
- nag = keep repeating and asking
- approaching = nearing
- flip side = less good side
- orientation = guidance
- Freshmen = new students
- anxious = worried
- wrap it up = finish = conclude
- potentials = opportunities = abilities
4. Grammar
Tens
e
Affirmative/
Negative/Que
stion
Usage Signal
Words
Simp
le
Prese
nt
A: He speaks.
N: He does
not speak.
Q: Does he
speak?
■action in the present
taking place once, never
or several times
■facts
■actions taking place one
after another
■action set by a timetable
or schedule
always,
every
…,
never,
normall
y,
often,
seldom,
someti
mes,
usually
if
sentenc
es type
I (If I
talk,
…)
Simp
le
Past
A: He spoke.
N: He did not
speak.
Q: Did he
speak?
■action in the past taking
place once, never or
several times
■actions taking place one
after another
■action taking place in the
middle of another action
yesterd
ay, 2
minutes
ago, in
1990,
the
other
day,
5. last
Friday
if
sentenc
e type
II (If I
talked,
…)
Futur
e
Simp
le
1
A: He will
speak.
N: He will not
speak.
Q: Will he
speak?
■action in the future that
cannot be influenced
■spontaneous decision
■assumption with regard
to the future
in a
year,
next
…,
tomorr
ow
If Type
I (If
you ask
her, she
will
help
you.)
assump
tion: I
think,
probabl
y, we
might
…,
perhaps
6. Futur
e
Simp
le
2
(goin
g to)
A: He is
going to
speak.
N: He is not
going to
speak.
Q: Is he going
to speak?
■decision made for the
future
■conclusion with regard
to the future
in one
year,
next
week,
tomorr
ow
Simple Present Tense
We use the present simple to talk
about:
1- General facts that are true and will be
true for some time
I am a university student.
2- Repeated action or habits:
She gets up at seven-thirty every morning.
3- Stories of films and plays, and in sports
commentaries:
Harry Potter uses magic and fights the evil
demons.
4- Future schedules and arrangements:
The train leaves at eleven o’clock.
7. We make questions in the present
simple tense:
1- By changing the order of the subject and
verb ‘to be’:
Statement:
She is happy.
Question:
Is she happy?
2- For other verbs we use “do” before the
subject to make questions
Statement:
Mark lives in France.
Question:
Does Mark live in France?
We make negative sentences in the present
simple tense:
By putting not after verb ‘to be’ or after ‘do’:
Statement:
She is happy.
Mark lives in France.
Negative:
She is not happy.
8. Mark does not live in France.
Note
Some verbs usually take the present simple
rather than the present continuous, whatever the
context:
Mental states:
believe, know, suppose, think, realize,
recognize, and understand.
Wants and likes:
want, like, love, hate, need, and prefer.
Appearance:
appear, seem, and look like.
Example:
Correct: She knows him very well.
Wrong: She is knowing him very well.
**************************************
The past simple of regular verbs is formed
by:
Adding- (ed) to the base form of the verb:
Play Played
Many common verbs have irregular past simple
forms:
9. Take > Took
Note:
The irregular verb must be well memorized.
How to make questions with past simple
tense verbs?
We make questions in the past simple tense:
1. By changing the order of the subject and verb
‘to be’:
Statement: Rachel was a teacher.
Question: Was Rachel a teacher?
2. For other verbs we use ‘did’ before the
subject to make questions:
Statement: Samuel played football.
Question: Did Samuel play football?
How to make negatives with past simple
tense verbs?
We make negative sentences by putting not
after verb ‘to be’ or after ‘did’:
Statement: Rachel was a teacher.
Samuel played football.
Negative: Rachel was not a teacher.
Samuel did not play football.
10. **************************************
When do we use the future simple tense?
We use the simple future tense in the form of
"Will + infinitive" to express the following:
1- As a statement of future fact, or to say
what we think will happen as this example
shows.
I think I will visit my aunt.
2- Repeated events in the future:
She will do her homework when she finishes her
lunch.
Note
• To talk about strong future intentions or plans
we use be going to + infinitive , look at this
example:
- She is going to fly to Paris next week.
• The simple present tense can be used with a
time expression for a definite future
arrangement.
- Correct: The girls start school on Sunday.
- Wrong: The girls are going to start school on
Sunday.
11. • We use shall instead of will in questions with
I and we:
- Shall we get some tea?
- Shall I help you carry the box?
12. Listening Comprehension
First Day on Campus by Fadwa Mohamed
It was my first day on campus. I have become
an international student at Georgia State
University (GSU) in the USA. I flew a long
way from Egypt to be there. From the plane,
everything seemed small and strange. I was
nervous to be in a new place, but kind of
curious too. An Egyptian student with GSU
came to pick me up. I found myself in a new
world with new people.
It's impossible now to express that feeling in
words. But I can tell you my experience. I was
relieved to see some Egyptian students in the
orientation. They were the representatives of
the Egyptian student organization. I met
students from different countries, like China,
Japan, Mexico, and Iraq. I met a very friendly
girl from South America who really helped me
feel less nervous. Soon, time was flying among
laughs and joy.
13. The lunch break was a painful time. It was the
first time in my life to taste American food. It
looked nice but didn't satisfy my appetite, as I
remembered my mother’s delicious cooking.
Yet, I knew I had to get used to it. After lunch,
we were taken to visit the campus. Our group
leader took us to different buildings and gave us
a long tour. By this time, I was beginning to
enjoy myself and make new friends.
Two hours later, I started to feel tired. I asked
my group leader - who was Indian - to take me
to the student hostel. I was a bit scared of
having a roommate. I’m an only child and
never got used to sharing a room with anyone.
But when I met May, we immediately hit it off.
I felt like we’ve known each other all our lives.
Tomorrow was something to look forward to.
14. Academic Writing
In academic writing, “pre-writing” comes first.
- Pre-writing involves three steps:
1- Choosing a topic
2- Narrowing down the topic
3- Making an outline
Choosing a Topic
- Choosing a topic means deciding on a thesis
statement.
- The thesis statement is the sentence that tells
your readers what your topic is, and what they
should expect. It is usually the last sentence in
your introduction.
- A thesis statement is a single, clear sentence
that states what you want your readers to know,
believe, or understand after having read your
essay.
Narrowing Down the Topic
- This means downsizing your topic to make it
well organized, concise, and to the point.
15. - Example:
Friends (too broad)
My Friend's date of birth (too narrow)
Making an Outline
What is an outline?
An outline is a part of “Pre-Writing”
A list outlines all of the information that you
would like to include in your paper.
The list helps you to put all of your information
in the right order before you begin writing.
Why Write an Outline?
• It helps you organize all the ideas struggling
to appear.
• It allows you to discover the problems that
might occur in your essay.
An outline organizes your information into 3
major parts in preparation for your paper:
1- Your Introduction
2- Your Body Paragraphs
3- Your Conclusion
16. What Goes in the Introduction Section of the
Outline?
The same information that should be in your
essay’s introductory paragraph Thesis
Statement
1- Your First Major Point
2- Your Second Major Point
3- Your Third Major Point
What about the Body section?
The body section outlines the following
information on each of your major points:
- Major Point
- 3-5 Supporting Details
- Transition relating it back to your thesis
3- Your conclusion section
1-Restates your thesis statement
2-Reestabelishes your major points
3-Adds any final thoughts