Using Student Made Activities, Exercises And
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The document discusses using student-made activities and materials to enhance language learning. It suggests that having students create teaching materials gives them more practice than just using ready-made materials. The process of making the materials helps students understand concepts more deeply and reach higher levels of learning. Some ideas mentioned are having students choose topics, select vocabulary, check peer work, handle equipment, and choose homework and group activities.
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The document provides sample sentences and exercises for reporting speech in English. It explains the main changes that occur when direct speech is changed to reported or indirect speech, such as changing pronouns, adjectives, words of time and place, and verb tenses. Examples are given of direct speech and the corresponding reported speech. Exercises then provide direct speech statements and questions to be changed to the reported form.
English 6 dlp 43 using expression hope can wish could if were
This module teaches about using the words "hope" and "wish" to express desires. It explains that "wish" is used for desires unlikely to happen, using past verb forms, while "hope" is used for likely desires, using present verb forms. Examples are provided and learners complete exercises to practice using these words correctly. The module aims to help learners understand and distinguish between "hope" and "wish" when expressing different types of desires.
English 6 dlp 43 using expression hope can wish could if were
This module teaches about using the words "hope" and "wish" to express desires. It provides examples of how "hope" is used for desires likely to happen, using present verbs, while "wish" expresses unlikely desires, using past verbs. Learners complete exercises to identify whether sentences use "hope" or "wish" correctly and fill in blanks with the right word. The module aims to help learners understand and accurately use these words to talk about their own and others' desires.
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The document provides examples and explanations of different types of noun clauses in English. It discusses noun clauses introduced by who, what, whose + be, if or whether, and that. It provides examples of how questions are changed to noun clauses and discusses word order and inclusion of prepositional phrases in some cases. The last part provides exercises for the reader to practice completing sentences by changing questions to noun clauses.
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The document provides examples and explanations of different types of noun clauses in English. It discusses noun clauses introduced by who, what, whose + be, if or whether, and that. It provides examples of how questions are changed to noun clauses and discusses word order and inclusion of prepositional phrases in some cases. The last part provides exercises for the reader to practice changing questions to noun clauses.
Adjetive pronoun x possessive pronoun
The document provides information on possessive adjectives and possessive pronouns in English. It defines possessive adjectives and possessive pronouns, lists their forms for each person and number, and describes their uses such as before nouns or after prepositions. Grammar exercises are included for students to practice using possessive adjectives and possessive pronouns in different contexts.
Lesson 4 secondary level passed
- The document outlines a lesson plan for an English class focusing on the past simple form of the verb "to be".
- The 80-minute class will include a written test to evaluate students' knowledge of biography vocabulary, the verb form, and reading comprehension.
- The test has multiple choice, fill-in-the-blank, sentence ordering, and writing components to assess different skills.
- The lesson incorporates group and individual work and aims to improve students' reading, writing, and critical thinking abilities.
Supporting Readers Presentation
The document discusses the importance of fluency in reading. It defines fluency as the ability to read text quickly, smoothly and automatically with little focus on decoding individual words. Developing fluency requires automaticity in multiple areas including accuracy, expression, pacing and the ability to process language and punctuation simultaneously. The goal is for readers to sound natural when reading aloud without conscious attention to decoding.
Formato prueba
This document contains an evaluation test for English students. It has three sections that assess listening comprehension, grammar, and writing. The listening section contains 6 multiple choice questions about 3 speakers discussing important people in their lives. The grammar section contains 10 blanks to be filled in with the correct verb tenses. The writing section asks students to answer questions and write a letter based on a speech about environmental protection. The test is designed to evaluate students' English comprehension and expression abilities.
Auxiliares Conversacion 27 Nov 08_Patricia Spence
The document provides guidance for language assistants on effectively supporting children's language learning through three-way communication. It recommends preparing interactive activities using songs, games and projects on topics of interest. Examples given include using a song about a man in the moon to teach food vocabulary and making sandwiches. Preparing resources, adapting language levels and scaffolding learning are emphasized.
School is fun
The document discusses what students usually do at school. It mentions that students read, speak to the teacher, talk to the board, draw, ask questions, learn things by heart, sit at tables, take breaks, and talk to classmates. It also mentions that a typical English classroom contains desks, a board, and chairs. Students in English class usually learn, speak, sing, answer questions, translate, watch English films, write, read stories and poems, and learn poems by heart.
Adverb11 adverbial phrases
The document defines an adverbial phrase as a group of words that acts like an adverb by providing more information about a verb, adjective, or other adverb. An adverbial phrase answers the questions how, how much, when, or where. It then provides examples of sentences with underlined adverbial phrases and instructs the reader to write which question the phrase answers.
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Me, write an exam?
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Syllabus
Chapter-1
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Chapter 2
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Chapter 3
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- 1. Using student-made activities, exercises and exam-reviews JoAnn Miller, Free-Lance Consultant
- 7. Grammar
- 8. Discovery Techniques always usually sometimes never often 100% | | | | 0% Ken always comes early
- 9. Student-made activity For asking advice: Why don’t you…? You should… I think you should… Have you considered… Etc. My elephant has a head cold.
- 10. Reading
- 12. Listening
- 13. If I had a hammer, I'd hammer in the _________ I'd hammer in the _________, all over this land I'd hammer out _________, I'd hammer out a warning, I'd hammer out love between my _________ and my sisters, all over this land. If I had a _________, I'd ring it in the _________, I'd ring it in the _________, all over this land I'd ring out _________, I'd ring out a warning I'd ring out love between my _________ and my sisters, all over this land. If I had a song, I'd _________ it in the _________, I'd _________ it in the _________, all over this land I'd _________ out _________, I'd _________ out a warning I'd _________ out love between my _________ and my sisters, all over this land. Well I got a hammer, and I got a _________, and I got a song to _________, all over this land. It's the hammer of _________, it's the _________ of Freedom, it's the song about Love between my _________ and my sisters, all over this land. It's the hammer of _________, it's the _________ of Freedom, it's the song about Love between my _________ and my sisters, all over this land. If I had a _________, I'd _________ in the morning I'd _________ in the evening, all over this land I'd _________ out danger, I'd _________ out a _________, I'd _________ out _________ between my brothers and my _________, all over this land. If I had a bell, I'd _________ it in the morning, I'd _________ it in the evening, all over this land I'd _________ out danger, I'd _________ out a _________ I'd _________ out _________ between my brothers and my _________, all over this land. If I had a _________, I'd sing it in the morning, I'd sing it in the evening, all over this land I'd sing out danger, I'd sing out a _________ I'd sing out _________ between my brothers and my _________, all over this land. Well I got a _________, and I got a bell, and I got a _________ to sing, all over this land. It's the _________ of Justice, it's the bell of _________, it's the _________ about _________ between my brothers and my _________, all over this land. It's the _________ of Justice, it's the bell of _________, it's the _________ about _________ between my brothers and my _________, all over this land. “If I had a hammer…”, Peter, Paul and Mary
- 14. Writing
- 15. Business Emails
- 17. Problem!!! Credit card Out of stock Address
- 18. It was raining very hard when I got home that night. Chain Story
- 19. Vocabulary
- 20. SHOPPING: supermarket, stationary store, pet store, clothing store, shoe store, toy store Categories
- 21. Adjectives freezing cold chilly cool warm hot boiling happiness, sadness anger, surprise, disappointment, love, etc. Love like adore care for hate be in love with be attracted to fancy hate-like-care for-be attracted to-fancy-be in love with-adore I was quite fond of him. I was head over heels in love Absolutely besotted. We got on quite well.
- 26. Handout available at: www.efltasks.net Take time to look around….there are a number of downloadable and online activities for all levels