Simple EFL speaking activity. Students take turns describing and drawing the same aspect of their house scene. Each student's picture is slightly / somewhat similar or different from the other student's picture.
This document discusses the use of pronouns like "one" and "ones" as replacements for nouns. It provides examples showing how "one" can replace a singular noun and "ones" can replace a plural noun. It also includes fill-in-the-blank questions testing the use of these pronouns as replacements for nouns mentioned earlier in the text.
This document contains examples of placing adverbs of frequency such as 'always', 'usually', 'often', 'sometimes', and 'never' in different positions in sentences to modify verbs. It shows the adverbs can be placed before the main verb, between the main verb and an auxiliary verb, or after the verb 'to be' to describe how frequently an action occurs. It then provides 10 example sentences demonstrating the different positions of these adverbs of frequency.
The document lists common dependent prepositions that are used after verbs, adjectives, and in certain phrases in English. It provides examples of prepositions that commonly follow verbs such as "arrive", "belong", "ask", and "pay". It also gives examples of prepositions that are used after adjectives like "angry", "different", "good", and "pleased". The document serves as a reference for which prepositions are typically used after certain English verbs and adjectives.
We use two structures to form questions in the present simple tense: yes/no questions and wh- questions. Yes/no questions are formed using auxiliary verbs like "do" or "does" before the main verb. Wh- questions are formed using interrogative words like what, where, when before the main verb. Both question structures invert the subject and verb compared to statement forms.
The document provides rules for forming the -ing form of verbs in English. It lists preference verbs that take the -ing form, such as like, love, enjoy, prefer, hate, can't stand, don't mind, and don't like. It then outlines spelling rules for adding -ing to different types of verbs, such as dropping the e before adding -ing for verbs ending in e, and doubling the final consonant for verbs ending in a vowel-consonant-vowel pattern. Example sentences using different preference verbs and -ing verb forms are also included.
The document is a schedule that shows Amy's weekly activities and the frequency with which she engages in each one. It indicates that Amy always does housework, usually reads comics, often has cookery lessons, sometimes watches TV, seldom goes to the library, and never plays basketball. It also provides information about Harry Potter, stating that he always stays at Hogwarts School, usually studies and plays with Ron and Hermione, often plays Quidditch, and sometimes travels by broomstick, and that he never hurts people with magic.
This document defines and provides examples for common prepositions of place:
- "At" refers to a specific, precise location like a bus stop or front of a building. "In" describes something inside an enclosed space like a field or box. "On" is used for surfaces like a wall or magazine cover.
- "Under" describes something physically lower than another. "Near" and "next to" denote short distances, with "next to" implying almost touching.
- "Between" is for things between two places/people, while "among" describes something in the middle of many. "Opposite" refers to things facing each other, like people sitting across from each other.
This document provides guidance on speaking skills including comparing pictures, telling stories, and answering questions. It explains how to find differences between two similar pictures and gives an example comparing three pictures, one of which is different. It also offers tips for starting a story, using time markers and transitions, and employing descriptive expressions. Finally, it reviews how to use the present simple and present continuous tenses when speaking, like in storytelling.
This document provides information about using quantifiers such as some, any, every, each, both, either, neither, enough, too, no, none, and their rules and usage. It discusses how these words are used with countable and uncountable nouns, in questions, offers, requests, and other contexts. Examples are provided to illustrate the different meanings and constructions with each quantifier.
This document provides examples of prepositions and directions that can be used when asking for or giving directions. It lists common prepositions like behind, between, near, on, across from, and next to. It also gives directional phrases like go along, go on/ahead, go straight on, go up, and go down. Finally, it illustrates examples of turns involving left, right, traffic lights, and roundabouts near locations like a hospital and post office.
Presentaci坦n1 preposition of place by teacher iexi arauziexi
油
This document provides information about prepositions of place:
1. It defines prepositions of place as words used to show the position or location of one thing in relation to another. Examples of common prepositions of place include at, on, behind, in front of, by, next to, between, under, and into.
2. Examples are given to illustrate the use of several prepositions of place, such as "The teacher stands in front of the students" and "The number 5 is between the number 4 and 6."
3. A short reading passage is included that uses multiple prepositions of place to describe the layout and contents of rooms in a house.
The document contrasts the present continuous and present simple tenses in English. It provides examples of how each is used, including for ongoing or habitual actions. The present continuous is used for actions happening now or over a period of time. The present simple is used for repeated or habitual actions, as well as universal truths. Formations of both tenses are also demonstrated for the first, second, and third person singular and plural.
The document provides examples of sentences using possessive pronouns like "I", "you", "he", "she", "it", "we", and "they" followed by "have" or "has" and a noun. It demonstrates asking questions using these pronouns to inquire about what objects various people possess, and providing answers both affirmatively and negatively depending on whether the subject "has" or "does not have" the object in question.
The document provides guidance on asking for and giving directions, including common expressions to use when asking like "How can I get to..." and when giving directions like "Turn left" and "Go straight ahead". It also gives an example of how to give directions from one location to a hospital, including specific places to pass along the way. It recommends checking additional webpages for more practice with directions.
This document provides guidelines for using the articles "a", "an", and "the" in English. It states that "the" is used with specific nouns, "a" or "an" with general nouns, or plurals can be used for general nouns. It also lists four exceptions: "the" is used with musical instruments, and "a"/"an" is used with prices/frequencies/speeds, hundreds/thousands/millions, and jobs/occupations. The document reinforces the rules and exceptions through examples.
This document provides information about and examples of prepositions of direction used for giving directions. It includes:
- A definition of prepositions of direction as words and phrases that show the location of an object and are commonly used for giving directions.
- Examples of common sentence structures used for describing a building's location using prepositions like "between", "around the corner from", and "across from".
- Exercises that have students match prepositions to pictures, fill in blanks with prepositions, describe locations using prepositions, and find/correct errors in sentences using prepositions of direction.
The document discusses likes and dislikes using the verb "to like" in English. It provides examples of liking and disliking things in the affirmative, negative, and interrogative forms using the first, second and third person pronouns. A variety of foods that people may like or dislike are listed as examples, such as pizza, lemons, cheese and broccoli. Short answers to questions using "yes" or "no" are also covered.
- Reported or indirect speech is used to retell what someone said without using their exact words.
- When reporting speech, tenses are typically backshifted and pronouns, places, and time expressions are changed.
- Common reporting verbs include say, tell, ask, but there are also verbs like offer, promise, admit that take different structures.
- Questions lose their original word order and are reported as statements when using reported speech.
This document provides guidance on completing the speaking part 2 task for the First Certificate in English (FCE) exam. It instructs examinees to describe photos by identifying topics, locations, details, comparisons, speculations, and personal reactions using specific vocabulary. Examples are given to demonstrate how to compare photos, speculate about situations, and give reactions using language such as "may," "seems," "I'd love to," and "it looks." Examinees are also advised to use present continuous tense and adjectives when describing photos.
This presentation explains the use and form of the present progressive tense. It stats with a lead-in, followed by presentation and wrapped with some examples for immediate creativity.
This document discusses possessive nouns and possessive adjectives. It provides examples of how to form singular and plural possessive nouns using apostrophes. Possessive adjectives like "my", "your", "his", etc. can replace possessive nouns. The document also discusses the difference between the possessive pronoun "whose" and the contraction "who's". It provides exercises for readers to practice identifying possessive nouns and adjectives, as well as knowing when to use "whose" versus "who's".
The document provides sample directions and word lists for giving directions including terms like "go straight on", "turn left/right", "follow this street", and prepositions for locations. It includes an example dialogue where one person asks for directions to a party and the other provides step-by-step instructions including turning right on a specific avenue and the destination being on a specific corner.
The document discusses using the present continuous tense to talk about future plans. It provides examples of using time expressions like "tomorrow" and "this weekend" along with verbs such as "go", "come", and "meet" to express plans, such as "I'm going to a concert tomorrow". It also notes that this structure is commonly used for definite, near-future plans involving dates and times.
The document discusses various things that different subjects can and cannot do. It provides examples of abilities like swimming, playing instruments, speaking languages, cooking, playing sports for people. It also gives examples of inability to fly, ride a bike or play piano for some. It asks questions about abilities and gets answers. There are also exercises asking about abilities of animals and people in fill in the blank questions.
This document provides examples of phrases for asking for and giving directions. It includes phrases like "How do I get to...", "Go straight on", "Turn left/right", and "Take the first/second road on the left/right." It also has examples of filling in the blanks in directions and asking for clarification on missing words. The purpose is to illustrate common phrases used when asking for and providing directions to locations.
This document discusses the use of modal verbs and other expressions to indicate permission, obligation, and necessity in English. It explains how "can, must, should, ought to, had better, have to, have got to, need to" are used to show different levels of obligation or necessity. It also covers expressions like "be able to, be allowed to, be permitted to, be supposed to" and their appropriate uses depending on whether referring to specific occasions, general rules, or acknowledged but unenforced obligations.
This document provides guidance on speaking skills including comparing pictures, telling stories, and answering questions. It explains how to find differences between two similar pictures and gives an example comparing three pictures, one of which is different. It also offers tips for starting a story, using time markers and transitions, and employing descriptive expressions. Finally, it reviews how to use the present simple and present continuous tenses when speaking, like in storytelling.
This document provides information about using quantifiers such as some, any, every, each, both, either, neither, enough, too, no, none, and their rules and usage. It discusses how these words are used with countable and uncountable nouns, in questions, offers, requests, and other contexts. Examples are provided to illustrate the different meanings and constructions with each quantifier.
This document provides examples of prepositions and directions that can be used when asking for or giving directions. It lists common prepositions like behind, between, near, on, across from, and next to. It also gives directional phrases like go along, go on/ahead, go straight on, go up, and go down. Finally, it illustrates examples of turns involving left, right, traffic lights, and roundabouts near locations like a hospital and post office.
Presentaci坦n1 preposition of place by teacher iexi arauziexi
油
This document provides information about prepositions of place:
1. It defines prepositions of place as words used to show the position or location of one thing in relation to another. Examples of common prepositions of place include at, on, behind, in front of, by, next to, between, under, and into.
2. Examples are given to illustrate the use of several prepositions of place, such as "The teacher stands in front of the students" and "The number 5 is between the number 4 and 6."
3. A short reading passage is included that uses multiple prepositions of place to describe the layout and contents of rooms in a house.
The document contrasts the present continuous and present simple tenses in English. It provides examples of how each is used, including for ongoing or habitual actions. The present continuous is used for actions happening now or over a period of time. The present simple is used for repeated or habitual actions, as well as universal truths. Formations of both tenses are also demonstrated for the first, second, and third person singular and plural.
The document provides examples of sentences using possessive pronouns like "I", "you", "he", "she", "it", "we", and "they" followed by "have" or "has" and a noun. It demonstrates asking questions using these pronouns to inquire about what objects various people possess, and providing answers both affirmatively and negatively depending on whether the subject "has" or "does not have" the object in question.
The document provides guidance on asking for and giving directions, including common expressions to use when asking like "How can I get to..." and when giving directions like "Turn left" and "Go straight ahead". It also gives an example of how to give directions from one location to a hospital, including specific places to pass along the way. It recommends checking additional webpages for more practice with directions.
This document provides guidelines for using the articles "a", "an", and "the" in English. It states that "the" is used with specific nouns, "a" or "an" with general nouns, or plurals can be used for general nouns. It also lists four exceptions: "the" is used with musical instruments, and "a"/"an" is used with prices/frequencies/speeds, hundreds/thousands/millions, and jobs/occupations. The document reinforces the rules and exceptions through examples.
This document provides information about and examples of prepositions of direction used for giving directions. It includes:
- A definition of prepositions of direction as words and phrases that show the location of an object and are commonly used for giving directions.
- Examples of common sentence structures used for describing a building's location using prepositions like "between", "around the corner from", and "across from".
- Exercises that have students match prepositions to pictures, fill in blanks with prepositions, describe locations using prepositions, and find/correct errors in sentences using prepositions of direction.
The document discusses likes and dislikes using the verb "to like" in English. It provides examples of liking and disliking things in the affirmative, negative, and interrogative forms using the first, second and third person pronouns. A variety of foods that people may like or dislike are listed as examples, such as pizza, lemons, cheese and broccoli. Short answers to questions using "yes" or "no" are also covered.
- Reported or indirect speech is used to retell what someone said without using their exact words.
- When reporting speech, tenses are typically backshifted and pronouns, places, and time expressions are changed.
- Common reporting verbs include say, tell, ask, but there are also verbs like offer, promise, admit that take different structures.
- Questions lose their original word order and are reported as statements when using reported speech.
This document provides guidance on completing the speaking part 2 task for the First Certificate in English (FCE) exam. It instructs examinees to describe photos by identifying topics, locations, details, comparisons, speculations, and personal reactions using specific vocabulary. Examples are given to demonstrate how to compare photos, speculate about situations, and give reactions using language such as "may," "seems," "I'd love to," and "it looks." Examinees are also advised to use present continuous tense and adjectives when describing photos.
This presentation explains the use and form of the present progressive tense. It stats with a lead-in, followed by presentation and wrapped with some examples for immediate creativity.
This document discusses possessive nouns and possessive adjectives. It provides examples of how to form singular and plural possessive nouns using apostrophes. Possessive adjectives like "my", "your", "his", etc. can replace possessive nouns. The document also discusses the difference between the possessive pronoun "whose" and the contraction "who's". It provides exercises for readers to practice identifying possessive nouns and adjectives, as well as knowing when to use "whose" versus "who's".
The document provides sample directions and word lists for giving directions including terms like "go straight on", "turn left/right", "follow this street", and prepositions for locations. It includes an example dialogue where one person asks for directions to a party and the other provides step-by-step instructions including turning right on a specific avenue and the destination being on a specific corner.
The document discusses using the present continuous tense to talk about future plans. It provides examples of using time expressions like "tomorrow" and "this weekend" along with verbs such as "go", "come", and "meet" to express plans, such as "I'm going to a concert tomorrow". It also notes that this structure is commonly used for definite, near-future plans involving dates and times.
The document discusses various things that different subjects can and cannot do. It provides examples of abilities like swimming, playing instruments, speaking languages, cooking, playing sports for people. It also gives examples of inability to fly, ride a bike or play piano for some. It asks questions about abilities and gets answers. There are also exercises asking about abilities of animals and people in fill in the blank questions.
This document provides examples of phrases for asking for and giving directions. It includes phrases like "How do I get to...", "Go straight on", "Turn left/right", and "Take the first/second road on the left/right." It also has examples of filling in the blanks in directions and asking for clarification on missing words. The purpose is to illustrate common phrases used when asking for and providing directions to locations.
This document discusses the use of modal verbs and other expressions to indicate permission, obligation, and necessity in English. It explains how "can, must, should, ought to, had better, have to, have got to, need to" are used to show different levels of obligation or necessity. It also covers expressions like "be able to, be allowed to, be permitted to, be supposed to" and their appropriate uses depending on whether referring to specific occasions, general rules, or acknowledged but unenforced obligations.
I did this assignment for an on-line course called Ubiquitous Learning and Instructional Technologies. The Franklin Institute in Philadelphia has a very good interactive exhibit on the brain.
Syrian.Journey BBC website, "Choose your own Adventure"Ron Genech
油
I am presently taking a MOOC class, called Ubiquitous Learning and Instructional Design. This was my contribution for Assignment 1 on " How technology can change the dynamics of learning. " This site uses technology to help learners build emapthy, and understand a current events situation.
I have used this PPT to help Korean University students practice public speaking. The topic is something they should already be familiar with, so there is no need for note cards or a script. The students can focus on eye contact, voice projection and gestures. The topic is "10 of their Favorite Things"
TOEIC speaking Test Pronunciation PracticeRon Genech
油
Stella is asked to bring several items from the store including six spoons of snow peas, five slabs of blue cheese, and a potential snack for her brother. She is also asked to pick up a small plastic snake and toy frog for the kids. Stella can package the items into three red bags and meet at the train station on Wednesday. The paragraph was obtained from an online pronunciation practice website where students can record themselves and receive feedback on their pronunciation.
The document provides examples of common phrasal verbs and their meanings. It includes phrasal verbs like "hurry up" which means to move faster, "listen up" which means to pay attention, "shut up" which means to be quiet, "take up" which means to begin a new hobby, and "make up your mind" which means to make a decision. It also defines other phrasal verbs such as "look it up" which means to research something, "wake up" which means to become aware, and "brush up" which means to re-learn skills from the past.
The document provides instructions for a 20 questions game to identify a mystery person. Players can only ask "yes" or "no" questions. It includes categories of questions like if the person is real or fictional, their occupation, nationality, gender, etc. The goal is to guess the mystery person within 20 questions.
This document is a presentation about expressing probability through language. It provides a scale from 0% to 100% to indicate levels of certainty when making predictions or statements about the future, along with examples of language used to convey each level of probability. The accompanying slides give sample questions to demonstrate how this language would be used in context.
Modals, Would, Should, National Geographic Survival ScenariosRon Genech
油
1. The document presents a lesson plan for teaching students about responding appropriately to dangerous situations.
2. Students are asked to predict what they would do if confronted by various threats like sharks or bears, and then watch expert advice videos to learn what they should do.
3. The lesson emphasizes the difference between hypothetical "what if" scenarios and the actual recommended safety procedures according to experts.
The document discusses things that one would like to do before dying or "kicking the bucket". It includes a song about living each day like it was your last. The document then prompts the reader to list 5 things they would like to do before dying and provides examples like skydiving, scuba diving, horseback riding, swimming with dolphins, and visiting locations like the Grand Canyon. It discusses current goals of learning skills like playing the ukulele, teaching English in Korea, and traveling the world.
I used these slides to introduce how to agree / disagree with my students. The students had to use the key vocabulary when responding to my "opinions" on the slides. Many of the slides are specifically relevant to Korea.
This document provides a series of questions and prompts for discussion in English. It includes questions about comedy movies and TV shows, kind-hearted people, shocking events, disagreements, savings goals, helping others, privacy, expressing thoughts and feelings, brainstorming English idioms, and planning future discussion topics involving idioms related to animals, colors, food, and weather.
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APMs Thames Valley Regional Network and also speaks to members of APMs PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMOs within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
油
This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.
Prelims of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
QuickBooks Desktop to QuickBooks Online How to Make the MoveTechSoup
油
If you use QuickBooks Desktop and are stressing about moving to QuickBooks Online, in this webinar, get your questions answered and learn tips and tricks to make the process easier for you.
Key Questions:
* When is the best time to make the shift to QuickBooks Online?
* Will my current version of QuickBooks Desktop stop working?
* I have a really old version of QuickBooks. What should I do?
* I run my payroll in QuickBooks Desktop now. How is that affected?
*Does it bring over all my historical data? Are there things that don't come over?
* What are the main differences between QuickBooks Desktop and QuickBooks Online?
* And more
SOCIAL CHANGE(a change in the institutional and normative structure of societ...DrNidhiAgarwal
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This PPT is showing the effect of social changes in human life and it is very understandable to the students with easy language.in this contents are Itroduction, definition,Factors affecting social changes ,Main technological factors, Social change and stress , what is eustress and how social changes give impact of the human's life.
Useful environment methods in Odoo 18 - Odoo 際際滷sCeline George
油
In this slide well discuss on the useful environment methods in Odoo 18. In Odoo 18, environment methods play a crucial role in simplifying model interactions and enhancing data processing within the ORM framework.
APM People Interest Network Conference 2025
- Autonomy, Teams and Tension
- Oliver Randall & David Bovis
- Own Your Autonomy
Oliver Randall
Consultant, Tribe365
Oliver is a career project professional since 2011 and started volunteering with APM in 2016 and has since chaired the People Interest Network and the North East Regional Network. Oliver has been consulting in culture, leadership and behaviours since 2019 and co-developed HPTM速an off the shelf high performance framework for teams and organisations and is currently working with SAS (Stellenbosch Academy for Sport) developing the culture, leadership and behaviours framework for future elite sportspeople whilst also holding down work as a project manager in the NHS at North Tees and Hartlepool Foundation Trust.
David Bovis
Consultant, Duxinaroe
A Leadership and Culture Change expert, David is the originator of BTFA and The Dux Model.
With a Masters in Applied Neuroscience from the Institute of Organisational Neuroscience, he is widely regarded as the Go-To expert in the field, recognised as an inspiring keynote speaker and change strategist.
He has an industrial engineering background, majoring in TPS / Lean. David worked his way up from his apprenticeship to earn his seat at the C-suite table. His career spans several industries, including Automotive, Aerospace, Defence, Space, Heavy Industries and Elec-Mech / polymer contract manufacture.
Published in Londons Evening Standard quarterly business supplement, James Caans Your business Magazine, Quality World, the Lean Management Journal and Cambridge Universities PMA, he works as comfortably with leaders from FTSE and Fortune 100 companies as he does owner-managers in SMEs. He is passionate about helping leaders understand the neurological root cause of a high-performance culture and sustainable change, in business.
Session | Own Your Autonomy The Importance of Autonomy in Project Management
#OwnYourAutonomy is aiming to be a global APM initiative to position everyone to take a more conscious role in their decision making process leading to increased outcomes for everyone and contribute to a world in which all projects succeed.
We want everyone to join the journey.
#OwnYourAutonomy is the culmination of 3 years of collaborative exploration within the Leadership Focus Group which is part of the APM People Interest Network. The work has been pulled together using the 5 HPTM速 Systems and the BTFA neuroscience leadership programme.
https://www.linkedin.com/showcase/apm-people-network/about/
How to Setup WhatsApp in Odoo 17 - Odoo 際際滷sCeline George
油
Integrate WhatsApp into Odoo using the WhatsApp Business API or third-party modules to enhance communication. This integration enables automated messaging and customer interaction management within Odoo 17.