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This document provides exercises to practice listening comprehension skills by having the reader listen to five different speakers discuss their jobs. The exercises include gap fills to complete job titles for each speaker and multiple choice questions about the details of each speaker's job, including whether they enjoy their work, work schedules, job duties, and challenges. The goal is to check the reader's understanding of key details from the conversations.
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GIVING DIRECTIONS
Do a preparation exercise to familiarize yourself with common directional terms like left, right, straight, and roundabout. Then listen to directions while reviewing a map and completing gap fill exercises to check your understanding. The listening passage will provide directions to four different locations, using terms from the preparation exercise. New vocabulary learned should be recorded.
Eating out -_exercises_4
This document provides exercises to practice listening skills by listening to a conversation in a restaurant. It includes exercises to match pictures of food with words, circle true or false for sentences about the conversation, and fill in gaps of sentences from the conversation using words from a box. The goal is to improve listening comprehension by focusing on details of a dialogue between customers placing a food order at a restaurant.
Description
This document provides guidance on writing descriptive paragraphs. It discusses using specific words and phrases to help readers visualize what is being described. It outlines a process for writing descriptive paragraphs, including gathering ideas, focusing on a dominant impression or main topic, devising a logical plan, drafting and revising, and polishing with proofreading. Several exercises are included to help practice descriptive writing skills.
Seminar #10 speaking part 2 giving a talk, introducing the points
This document provides information and exercises about preparing for and completing Part 2 of the IELTS Speaking exam. It begins by outlining the structure of Part 2, then presents sample tasks and has students practice describing a place they like to shop for food using the task points. Later exercises have students listen to a sample response, identify phrases used to structure the response, and then practice the task themselves. The document concludes with guidance on using intonation effectively in speaking responses.
Rules, or no?
The document discusses the meanings of "must" and "have to" when used with infinitives. It states that "must" and "have to" both indicate obligation and mean the same thing. It then provides examples showing how "mustn't" and "don't have to" indicate prohibition or that something is not necessary. Finally, it suggests using "Must I..." or "Do I have to..." to ask about obligation.
Small talk techniques
The document provides techniques for making small talk, including echo questions, echo words, showing attention and agreement, and asking follow-up questions. Some key techniques are repeating part of what the other person said with a rising inflection to show interest, using agreeing expressions like "really" and "wow", and asking follow-up wh- questions to learn more. Practicing these skills can help encourage others to speak and engage in a conversation.
Introducing a friend
Sumi introduces Greta to Pablo. Greta is from Germany and Pablo is from Argentinian. They exchange pleasantries like asking how each other is doing and stating that it is nice to meet the other. The document provides exercises to practice listening skills when introducing a friend, including filling in names and phrases in conversations.
File 1 listen and consider 4MS
This document outlines 10 steps for a lesson on tag questions in English. It involves students interpreting pictures, describing food, reading dialogues, identifying question types, and learning about tag question grammar including form, tense agreement, subject matching, and intonation indicating certainty or seeking information. Exercises include marking intonation, identifying question types, completing explanations of tag questions, and answering grammar questions. The lesson aims to reinforce students' understanding of tag questions through various interactive activities.
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GIVING DIRECTIONS
Do a preparation exercise to familiarize yourself with common directional terms like left, right, straight, and roundabout. Then listen to directions while reviewing a map and completing gap fill exercises to check your understanding. The listening passage will provide directions to four different locations, using terms from the preparation exercise. New vocabulary learned should be recorded.
Eating out -_exercises_4
This document provides exercises to practice listening skills by listening to a conversation in a restaurant. It includes exercises to match pictures of food with words, circle true or false for sentences about the conversation, and fill in gaps of sentences from the conversation using words from a box. The goal is to improve listening comprehension by focusing on details of a dialogue between customers placing a food order at a restaurant.
Description
This document provides guidance on writing descriptive paragraphs. It discusses using specific words and phrases to help readers visualize what is being described. It outlines a process for writing descriptive paragraphs, including gathering ideas, focusing on a dominant impression or main topic, devising a logical plan, drafting and revising, and polishing with proofreading. Several exercises are included to help practice descriptive writing skills.
Seminar #10 speaking part 2 giving a talk, introducing the points
This document provides information and exercises about preparing for and completing Part 2 of the IELTS Speaking exam. It begins by outlining the structure of Part 2, then presents sample tasks and has students practice describing a place they like to shop for food using the task points. Later exercises have students listen to a sample response, identify phrases used to structure the response, and then practice the task themselves. The document concludes with guidance on using intonation effectively in speaking responses.
Rules, or no?
The document discusses the meanings of "must" and "have to" when used with infinitives. It states that "must" and "have to" both indicate obligation and mean the same thing. It then provides examples showing how "mustn't" and "don't have to" indicate prohibition or that something is not necessary. Finally, it suggests using "Must I..." or "Do I have to..." to ask about obligation.
Small talk techniques
The document provides techniques for making small talk, including echo questions, echo words, showing attention and agreement, and asking follow-up questions. Some key techniques are repeating part of what the other person said with a rising inflection to show interest, using agreeing expressions like "really" and "wow", and asking follow-up wh- questions to learn more. Practicing these skills can help encourage others to speak and engage in a conversation.
Introducing a friend
Sumi introduces Greta to Pablo. Greta is from Germany and Pablo is from Argentinian. They exchange pleasantries like asking how each other is doing and stating that it is nice to meet the other. The document provides exercises to practice listening skills when introducing a friend, including filling in names and phrases in conversations.
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This document outlines 10 steps for a lesson on tag questions in English. It involves students interpreting pictures, describing food, reading dialogues, identifying question types, and learning about tag question grammar including form, tense agreement, subject matching, and intonation indicating certainty or seeking information. Exercises include marking intonation, identifying question types, completing explanations of tag questions, and answering grammar questions. The lesson aims to reinforce students' understanding of tag questions through various interactive activities.
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Mario and Tamara are deciding which movie to see at the cinema. Tamara suggests seeing the action movie War Games, which starts at either 12:00 pm or 7:30 pm. Mario hasn't seen War Games but doesn't want an action film. Tamara mentions the science fiction movie Robot 2075 but says she's already seen it. They decide to see the horror film Midnight Moon, which also shows at 7:30 pm. Mario and Tamara plan to meet at the cinema at 7:00 pm to see the 7:30 pm showing of Midnight Moon.
STOP WASTING TIME
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The document outlines lesson plans and activities for a middle school language class focusing on polite language forms. The objectives are to have students role play as customers and waiters in a restaurant to practice requesting politely and dealing with vocabulary issues. Activities include identifying polite language in conversations, listening to orders placed and repeating back, providing strategies for dealing with unknown vocabulary, and rewriting dialogs to be more polite. The goal is for students to both understand and demonstrate polite language forms.
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Sumi introduces Greta to Pablo. Pablo is from Argentina and Greta is from Germany. Pablo asks Greta where she is from after greeting her and saying he is fine. Greta responds that she is from Germany and asks where Pablo is from. Pablo says he is from Argentina and that it is nice to meet Greta. Greta says it is nice to meet Pablo as well.
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This lesson plan outlines a systematic approach to teaching spelling to elementary school students in grades 1-6. The plan involves students identifying misspelled words each week and adding them to a "Words to Learn" sheet. Students then use various forms and activities throughout the week to learn and practice spelling their list words. These include looking at, saying, covering, writing, and checking words on Mondays. On Tuesdays or Wednesdays, students work with a "Study Pal" to quiz each other on their words. Additional activities include identifying word parts and related words. On Fridays, students again work with their Study Pal to assess the spelling words, noting mastered or remaining challenge words. The goal is for students
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This document describes the homework assignment for listening comprehension skills. It consists of two parts: 1) Creating a transcript of a listening clip by writing what was understood and noting speakers. 2) Answering 7 comprehension questions about the listening in complete sentences, including opinions in at least 3 sentences. The assignment should be two typed pages with name and date. Transcripts will be graded on accuracy and questions on comprehensively answering. Cheating will result in a zero. Assignments are due Thursdays as listed in the syllabus and late assignments will be marked down significantly.
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This document discusses synthesis and transformation when writing. Synthesis involves combining sentences using connectors like FANBOYS. Transformation involves changing words' parts of speech or verbs' aspects. Students practice these skills by combining sentences and changing words. To avoid mistakes, they should check their work using IMPIGS and read their writing aloud.
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This document discusses good communication skills, including why they are important, different communication styles, and characteristics of good speaking, listening, and body language. Good communication is important for preventing misunderstandings, building healthy relationships, and expressing yourself. Communication styles include passive, aggressive, and assertive. Good speaking skills involve considering voice volume, tone, empathy and use of "I" and "you" messages. Key listening skills are active listening and paraphrasing. Body language examples given are eye contact, posture, facial expressions, and gestures.
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The document discusses prosodic features in speech such as intonation, stress patterns, and duration. It explains that intonation refers to the pattern of pitch changes used to convey intent. Sentence stress emphasizes certain words to determine meaning. Prosodic features contribute to expressive reading by varying these acoustic elements. The document provides examples of using different intonations and stresses to achieve different purposes and meanings.
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This document provides instructions for language learning activities including practicing irregular verbs, asking and answering questions, chanting phrases, and rewriting sentences using different verb tenses or words. Learners are directed to work with partners to listen, point, read, chant, and complete exercises focusing on grammar, spelling, and describing a classmate's day.
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https://www.thelecturette.com
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Listening is an important communication skill. The document makes three key points:
1. Listening accounts for 45% of a typical workday and 45% of a business person's salary is earned from listening skills. Good listeners are perceived as more intelligent and have greater chances of career advancement.
2. Teaching listening involves three stages - pre-listening, while listening, and post-listening activities. Pre-listening prepares students and activates background knowledge. While listening includes activities like gap filling, multiple choice, and true/false questions.
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GOING TO THE CINEMA
Mario and Tamara are deciding which movie to see at the cinema. Tamara suggests seeing the action movie War Games, which starts at either 12:00 pm or 7:30 pm. Mario hasn't seen War Games but doesn't want an action film. Tamara mentions the science fiction movie Robot 2075 but says she's already seen it. They decide to see the horror film Midnight Moon, which also shows at 7:30 pm. Mario and Tamara plan to meet at the cinema at 7:00 pm to see the 7:30 pm showing of Midnight Moon.
STOP WASTING TIME
1. The document provides exercises to practice and improve listening skills by filling in gaps in a conversation about how to study better.
2. The preparation section involves filling in verbs like "waste" and "look up" to complete sentences about avoiding wasting time and using the internet when studying.
3. Additional exercises involve reordering tips for effective studying, circling whether sentences about the conversation are true or false, and discussing what stops effective work and how to study better.
TOUR OF LONDON
This document provides information and exercises about a tour of London that listens to a tour guide and visits various landmarks. It includes a preparation section with matching pictures to words of landmarks like Big Ben, London Eye, and Tower of London. During the tour, exercises have the listener order the landmarks visited and choose the best option to complete sentences about the tour details, landmarks, and what can be seen at each place.
WEATHER FORECAST
The document provides exercises to practice listening comprehension based on a weather forecast. It includes two activities - one where the learner matches pictures of weather conditions to words, and another where they fill in the blanks of sentences describing weather in different regions based on the forecast. The goal is to improve English listening skills by having the learner check their understanding while listening to a weather report.
USING COLOURS TO DO HOMEWORK
The document is a listening exercise about using colors to organize homework. It provides instructions to match sentences, identify true/false statements, and match school subjects to colors from a presentation on this topic. The presentation recommends choosing meaningful colors for different subjects and using colored pens, folders, notes, flags and a calendar system to code homework by subject.
Gradable Non-gradable adjectives
The document discusses gradable and non-gradable adjectives. Gradable adjectives like "cold" and "hot" can have different degrees, while non-gradable adjectives like "married" do not have different degrees. Adjectives like "terrifying" and "amazing" are also non-gradable as they already imply a high degree. When modifying adjectives with adverbs of degree, gradable adjectives are used with adverbs like "very" and "extremely" while non-gradable adjectives are used with adverbs like "absolutely" and "completely".
SHOPPING FOR CLOTHES
1. The document provides exercises to improve listening skills by having the reader listen to a conversation between a shop assistant and customer in a clothing store.
2. The exercises include identifying whether statements are said by the assistant or customer, filling in gaps in the conversation with missing details, and discussing a recent clothing purchase.
3. New vocabulary learned from the lesson are to be written in a vocabulary box.
EATING OUT
This document provides exercises to practice listening skills by listening to a conversation in a restaurant. It includes exercises to match pictures of food with words, circle true or false for sentences about the conversation, and fill in gaps of sentences from the conversation using words from a box. The goal is to improve listening comprehension by focusing on details of a dialogue between customers placing a food order at a restaurant.
FREE TIME
Tyrone calls his local swimming pool to register for their water polo classes. The document provides exercises to help practice listening skills, including filling out Tyrone's information on a registration form and identifying whether sentences about the water polo team's schedule and requirements are true or false. Vocabulary and questions at the end are related to sports club membership and preferences.
TAKING NOTES
1. The document provides listening exercises to practice note-taking skills from a conversation about effective note-taking strategies.
2. The exercises include ordering scrambled words from the conversation, identifying true or false statements about the conversation, and filling in gaps in sentences about exam preparation using vocabulary from the conversation.
3. The conversation discusses different note-taking approaches, with one character explaining they draw pictures and symbols instead of writing everything out to help remember important facts.
TRAVELLING ABROAD
This document provides instructions and exercises for a listening skills practice activity about traveling abroad. It includes preparation questions to put airport events in order, a gap fill exercise to match destinations to airport announcements, and another gap fill exercise providing departure details. Learners are asked to discuss a past flight with a partner, including destination, flight length, and quality of journey. A vocabulary box is included to record any new words learned.
TRAINS AND TRAVEL
This document provides instructions and exercises for a listening skills practice activity set at a train station. It includes matching vocabulary definitions, filling in blanks for conversation destinations, and answering questions about train times and platforms. The goal is for learners to listen to 5 conversations and complete the exercises to improve their listening comprehension skills around trains and travel.
Must/Mustn't
The document provides examples of using the words "must" and "mustn't" in sentences. It shows situations where actions are required using "must" and situations where actions are prohibited using "mustn't". Some examples include students must listen to their teacher in class, Cinderella must try on the shoe, people must fasten their seatbelt while driving, and swimmers must wear rubber rings if they can't swim.
Garfield`s routine
Garfield wakes up at 10 am and follows a daily routine of showering, brushing his teeth, eating breakfast, going to school, having lunch at 1:10 pm, doing homework, playing computer games, having dinner with Odie, watching television, and going to bed.
Must mustn't
The document discusses rules and provides examples of rules using "must" and "mustn't". It defines a rule as something written that is respected. Examples of rules include instructions that Sara must turn off her cellphone, that people mustn't smoke, and that one must wear a seatbelt. The document also lists sample school rules and homework activities involving writing rules for the home and completing sentences with "must" and "mustn't".
Must - mustn't
The document lists various rules and instructions that begin with "you must" or "you mustn't". It provides directives about proper behavior while driving, at school, in public places, and regarding environmental protection. Some examples include not using cell phones or turning in prohibited areas while driving, wearing uniforms at school, not littering or making noise, and following traffic laws.
There Is There Are
This document provides instruction on using there is/there are to talk about things that exist or are present in a place. It distinguishes between singular and plural forms, countable and uncountable nouns, and provides examples of affirmative, negative and interrogative sentences. Key rules are explained, such as only using plural forms with uncountable nouns and using "how many" to ask about exact quantities of countable nouns. Practice questions are provided to help the reader apply the rules.
Modals for obligation and prohibition
The document discusses modal verbs of obligation and prohibition in English. It explains that must and mustn't express strong obligation or prohibition, either based on the speaker's opinion or outside compulsory rules. Have to and don't have to express obligation or lack of obligation that may come from external sources. Examples are given of sentences using these modal verbs to prohibit or obligate certain actions. Situations that are obligatory or non-obligatory are listed along with example sentences.
There is, there are
"Inscribete Ya: http://bit.ly/1nSD99l
Informacion y Requisitos
Inscribete Al Curso de Ingles Para el Trabajo 100% Financiado Por INSAFORP."
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with you?
Student: Yes, here it is.
Assistant: Great. Let me print out your transcript. It will take a
few minutes. While I'm printing it, can I get some
basic information from you to fill out this form?
Student: Sure, what do you need?
Assistant: I need your full name, date of birth, student ID
number, current address and phone number.
Student: Here are the details...
Activity
11
Ingles pdf
Good afternoon, how can I help you?
Student: Hi, my name is Maria Lopez. I need a copy of my
academic record.
Assistant: Okay, let me check your file. Do you have your ID
with you?
Student: Yes, here it is.
Assistant: Great. Let me print out your transcript. It will take a
few minutes. While I'm printing it, can I get some
information from you to fill out this form?
Student: Sure, what do you need?
Assistant: I need your full name, student ID number, current
address, phone number, email address and the
reason you need the transcript.
Student: Here are the details. Please
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This document provides information about parts of speech including nouns, verbs, adjectives, and adverbs. It gives examples of suffixes that indicate each part of speech. For nouns, common suffixes include -ment, -ance, and -ist. For verbs, common suffixes include -ate, -ify, and -ise. For adjectives, common suffixes include -al, -ous, and -ive. For adverbs, common suffixes include -ly. The document then provides directions and examples for identifying parts of speech in sentences, focusing on nouns, verbs, adjectives, and adverbs.
eft_baivo_25.pdf
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Do a preparation exercise to familiarize yourself with common directional terms like left, right, straight, and roundabout. Then listen to directions while reviewing a map and completing gap fill exercises to check your understanding. The listening passage will provide directions to four different locations, using terms from the preparation exercise. New vocabulary learned should be recorded.
Giving directions -_exercises_4
Do a preparation exercise to fill in blanks with directional words like left, right, straight. Then listen to directions while doing exercises that involve filling in blanks with places the speaker directs to and using directional words like take, past, on. New vocabulary learned from the lesson can be written down.
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Task
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signedoff_english8_q1_mod5_ExpressingEmotionalResponses_v4.pdf
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FCE for Teachers Course: Study skills
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simple-present-ii By Mr Rahali
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Chapter 2
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Chapter 3
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Chapter 4
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Chapter 5
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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