November 5 --28. future and modals of probability and adviceIECP
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This document contains notes from an English class. It discusses various grammar topics like the present continuous tense, simple present vs present continuous, and future tense forms. It provides examples and exercises for students to practice these concepts. The class is currently working on modals like should, might, and expressions for giving advice. The document instructs students to complete assignments and provides resources for further practice.
This document outlines the agenda and activities for an English class. The agenda includes recalling previous learning, a word chain warm-up activity, questions about grammar structures, a discussion of dynamic and stative verbs, and wrapping up. Each activity is described in 1-2 paragraphs explaining the purpose, instructions, and language functions used. The activities focus on describing objects in rooms, asking and answering questions using prepositions, practicing useful phrases, and describing objects in one's own house.
The document provides information on English grammar lessons, including greetings and introductions. It discusses various verb tenses like simple present, present continuous, past perfect, and future perfect continuous. It also gives examples of formal and informal greetings and responses. Sample dialogs demonstrate introducing oneself and others. The document aims to teach English grammar and social interactions.
Modals of necessity such as must, have to, and have got to express that something is obligatory or required rather than optional. Must is the strongest and most common in writing, while have got to is more informal in speech. Have to can be used in all tenses and for questions to indicate necessity. These modals are followed by the base form of a verb to show that an action is necessary or prohibited in the present or future.
Catering for different_student_profile_eaquals 2014 (schmid-walton)eaquals
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This document describes various tools used at EF schools to cater to different student profiles in single classrooms. It discusses needs assessments given to students before classes, placement tests, individual tutorials to set learning goals, English language guides for self-study, and a progress tracker for student speaking skills. Feedback from teachers and students found the tools helpful but that more training could improve their effectiveness, especially in guiding independent learning and student self-assessment.
This document outlines the agenda and activities for an English class. The agenda includes 5 activities: 1) Recalling previous learning, 2) Making money, 3) Subject questions, 4) Dynamic and stative meanings, and 5) Wrap-up. Each activity provides instructions and language functions for students to practice conversational skills like asking questions, describing problems, and locating objects in pictures. The goal is to engage students in practicing English.
The document is an English lesson that teaches learners about talking about weekday and weekend activities. It includes exercises where learners practice asking and answering questions about what people do on weekdays versus weekends, such as going to work, sleeping in, going shopping, or going to the movies. Learners also practice filling in blanks and reordering sentences related to these common weekday and weekend activities.
The document provides guidance on making small talk at international meetings. It discusses considering expectations at such meetings and appropriate topics for small talk conversations. It also covers the use and structure of tag questions to check agreement or ask real questions in conversations. Examples of tag questions and exercises to practice them are included.
The document provides a lesson plan on tenses and questions in English. It instructs students to work in pairs practicing simple present, present continuous, simple past, going to future, and present continuous for future tenses, as well as question words. They then practice grammar structures through sentence correction activities and write a paragraph about themselves.
The document provides examples of common language used in classroom situations, including:
1. Greetings and questions used at the beginning of a lesson like "Good morning" and "How are you?".
2. Simple instructions for students such as "Sit down" and "Open your books".
3. Phrases for ending the lesson including setting homework, saying goodbye, and having students leave the classroom in an orderly fashion.
4. Additional language for managing classroom activities, correcting errors, and addressing spontaneous situations that arise.
Here are expanded responses for the topics:
T-shirts:
Yes, I like wearing t-shirts. T-shirts are comfortable and casual to wear. I have a large collection of t-shirts in different styles and colors. In the summer, I enjoy wearing t-shirts most days because they keep me cool in the hot weather. I often wear t-shirts when exercising or lounging around at home as well. Some of my favorite t-shirts have designs or logos from my favorite movies or bands.
Keys:
No, I don't think it's a good idea to leave your house keys with a neighbor. There are several reasons for this. Firstly, it's a security risk if
This document provides an agenda and summary for a Grammar 1 and 2 class. It includes:
1) An introduction covering housekeeping items and a warm-up activity called Boggle.
2) A discussion of the course syllabus, including the course blog address and a syllabus quiz.
3) A lesson on articles and simple present tense, including practice exercises and a discussion of pet care.
4) Homework assigned which is to review the class presentation and textbook pages, and to purchase a textbook.
The document provides learning materials for a language lesson, including:
- Greeting and introducing expressions to practice with examples
- Steps for accepting and canceling appointments, offering sympathy and condolence
- Grammar lessons on reflexive and emphasizing pronouns, simple past tense, and expressions using "used to"
- Sample dialogs modeling the target language functions
This document is a lesson on business English greetings and small talk. It provides examples of morning and evening greetings between coworkers, including sample dialogs. It also gives exercises to practice common phrases used in greetings and small talk. The goal is to help intermediate English learners improve their skills in daily greetings and small conversational exchanges at work.
Getting 90+ in your Board exams is not a joke, you really have to work hard at it. Follow each of these tips and I’m sure you can score more than you expected. For more info visit:
http://www.eklavyaschooljal.net/blog-post/guide-to-90-in-board-exams
The document provides scenarios and questions to test readiness for college life. It addresses topics like living with a roommate, partying the night before an exam, staying organized, and dealing with stress. For the roommate scenario about overnight guests and eating snacks, the best response is to talk to the roommate respectfully to set boundaries. For the intoxicated girl at the party, the response is to check on her safety and well-being and make sure she is not left alone. When stressed about finances, grades and homesickness, the response is to seek help from support resources on campus. For the exam vs party scenario, the best choice is to study for a few hours then go to the party later.
Week 2 focused on studying grammar topics like the past simple and present perfect tenses. Students practiced their listening, speaking, and presentation skills. They discussed leadership qualities and how to start a movement. Objectives included looking at typical quick responses, indirect questions, and pronunciation of "ed" endings. Students also role played a job interview and gave mini presentations on their work or studies.
1) The document provides examples of compound adjectives and sentences using them, including "lifelong friends", "Homegrown fruit and vegetables", and "Overworked".
2) It asks to match questions with answers about frequency and measurements, such as "How often does lan go swimming?" and "How many cigarettes does Mario smoke a day?".
3) Students are asked to write out questions to match given answers about frequency, age, time, weight, and quantity, such as "How often do you go to the gym?" and "How many chairs wil need".
The document provides an overview of the rules and procedures for a 7th grade language arts class. It outlines expectations for students to be prompt, prepared, on task, considerate, neat, honest, and aware of all school regulations. It also details the classroom rules regarding respect, materials, being on time, staying on task, and following school rules. Consequences are outlined for breaking rules. The document also answers common questions such as how to enter and leave the classroom, get the teacher's attention, walk in the hallways, what to do if absent, need help or forgot homework.
1) The document provides sample dialogues for general conversations that may occur at the beginning, during, and end of a classroom lesson.
2) It includes greetings, asking about students' well-being, saying a prayer, taking attendance, inquiring about absences or tardiness, checking readiness, reviewing the previous lesson, stating the day's topic, asking and answering questions, and summarizing.
3) The dialogues are intended to help structure a lesson and facilitate interaction between teachers and students.
This document provides guidance on how to congratulate and compliment others. It begins with examples of situations where one might congratulate or compliment someone. It then lists the learning objectives and language functions involved in congratulating and responding to congratulations. Examples of expressions used for congratulating others on achievements or good news are given, along with common responses. Similarly, examples of compliments are listed along with responses. Dialogues demonstrating congratulations and compliments in context are analyzed. Students are given exercises to complete dialogues using the target language functions and provided with examples of congratulatory cards.
The document summarizes activities from an English language lesson on food. It includes 3 activities: 1) recalling previous learning about food groups and examples of food, 2) a warm-up activity where students write positive comments on each other's papers, and 3) an activity to describe meals using countable and uncountable nouns as well as questions about amounts of food items using "how much" and "how many". It provides language functions and instructions for each activity.
This document outlines activities for learning Mandarin Chinese, including listening to audio, speaking practice, reading characters, and writing characters. Some key activities include:
- Listening to audio clips and learning new Chinese words
- Practicing pronunciation of words through repetition and role plays
- Looking at characters and their meanings to understand vocabulary
- Playing games like guessing meanings to reinforce vocabulary
- Creating simple sentences using new vocabulary
- Translating example dialogues to demonstrate conversational skills
The activities provide opportunities for learning vocabulary, practicing pronunciation, developing reading and writing skills, and engaging in dialogue - all focused on introducing and reinforcing foundational Chinese concepts and words.
NC Paraprofessional 2019 - How To Ask Better QuestionsAmanda McLellan
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In this hybrid presentation/workshop, learn some tips on how to ask better questions, practice active listening, and get better answers. The focus will be on team communication at work, but these tips could be applied to family, friends, and patron interactions as well.
The document introduces a 14-year-old student named Nadech Saelao, who goes by the nickname "Bearie". It states that he is in Mattayom 2 at Wat Ratcha O Rot School in Bang Kae, Bangkok, Thailand. It also mentions that he has one older brother and one younger sister, and that his favorite subject is Mathematics. It concludes by saying that in the future, Nadech wants to be a teacher.
The document is an English lesson that teaches learners about talking about weekday and weekend activities. It includes exercises where learners practice asking and answering questions about what people do on weekdays versus weekends, such as going to work, sleeping in, going shopping, or going to the movies. Learners also practice filling in blanks and reordering sentences related to these common weekday and weekend activities.
The document provides guidance on making small talk at international meetings. It discusses considering expectations at such meetings and appropriate topics for small talk conversations. It also covers the use and structure of tag questions to check agreement or ask real questions in conversations. Examples of tag questions and exercises to practice them are included.
The document provides a lesson plan on tenses and questions in English. It instructs students to work in pairs practicing simple present, present continuous, simple past, going to future, and present continuous for future tenses, as well as question words. They then practice grammar structures through sentence correction activities and write a paragraph about themselves.
The document provides examples of common language used in classroom situations, including:
1. Greetings and questions used at the beginning of a lesson like "Good morning" and "How are you?".
2. Simple instructions for students such as "Sit down" and "Open your books".
3. Phrases for ending the lesson including setting homework, saying goodbye, and having students leave the classroom in an orderly fashion.
4. Additional language for managing classroom activities, correcting errors, and addressing spontaneous situations that arise.
Here are expanded responses for the topics:
T-shirts:
Yes, I like wearing t-shirts. T-shirts are comfortable and casual to wear. I have a large collection of t-shirts in different styles and colors. In the summer, I enjoy wearing t-shirts most days because they keep me cool in the hot weather. I often wear t-shirts when exercising or lounging around at home as well. Some of my favorite t-shirts have designs or logos from my favorite movies or bands.
Keys:
No, I don't think it's a good idea to leave your house keys with a neighbor. There are several reasons for this. Firstly, it's a security risk if
This document provides an agenda and summary for a Grammar 1 and 2 class. It includes:
1) An introduction covering housekeeping items and a warm-up activity called Boggle.
2) A discussion of the course syllabus, including the course blog address and a syllabus quiz.
3) A lesson on articles and simple present tense, including practice exercises and a discussion of pet care.
4) Homework assigned which is to review the class presentation and textbook pages, and to purchase a textbook.
The document provides learning materials for a language lesson, including:
- Greeting and introducing expressions to practice with examples
- Steps for accepting and canceling appointments, offering sympathy and condolence
- Grammar lessons on reflexive and emphasizing pronouns, simple past tense, and expressions using "used to"
- Sample dialogs modeling the target language functions
This document is a lesson on business English greetings and small talk. It provides examples of morning and evening greetings between coworkers, including sample dialogs. It also gives exercises to practice common phrases used in greetings and small talk. The goal is to help intermediate English learners improve their skills in daily greetings and small conversational exchanges at work.
Getting 90+ in your Board exams is not a joke, you really have to work hard at it. Follow each of these tips and I’m sure you can score more than you expected. For more info visit:
http://www.eklavyaschooljal.net/blog-post/guide-to-90-in-board-exams
The document provides scenarios and questions to test readiness for college life. It addresses topics like living with a roommate, partying the night before an exam, staying organized, and dealing with stress. For the roommate scenario about overnight guests and eating snacks, the best response is to talk to the roommate respectfully to set boundaries. For the intoxicated girl at the party, the response is to check on her safety and well-being and make sure she is not left alone. When stressed about finances, grades and homesickness, the response is to seek help from support resources on campus. For the exam vs party scenario, the best choice is to study for a few hours then go to the party later.
Week 2 focused on studying grammar topics like the past simple and present perfect tenses. Students practiced their listening, speaking, and presentation skills. They discussed leadership qualities and how to start a movement. Objectives included looking at typical quick responses, indirect questions, and pronunciation of "ed" endings. Students also role played a job interview and gave mini presentations on their work or studies.
1) The document provides examples of compound adjectives and sentences using them, including "lifelong friends", "Homegrown fruit and vegetables", and "Overworked".
2) It asks to match questions with answers about frequency and measurements, such as "How often does lan go swimming?" and "How many cigarettes does Mario smoke a day?".
3) Students are asked to write out questions to match given answers about frequency, age, time, weight, and quantity, such as "How often do you go to the gym?" and "How many chairs wil need".
The document provides an overview of the rules and procedures for a 7th grade language arts class. It outlines expectations for students to be prompt, prepared, on task, considerate, neat, honest, and aware of all school regulations. It also details the classroom rules regarding respect, materials, being on time, staying on task, and following school rules. Consequences are outlined for breaking rules. The document also answers common questions such as how to enter and leave the classroom, get the teacher's attention, walk in the hallways, what to do if absent, need help or forgot homework.
1) The document provides sample dialogues for general conversations that may occur at the beginning, during, and end of a classroom lesson.
2) It includes greetings, asking about students' well-being, saying a prayer, taking attendance, inquiring about absences or tardiness, checking readiness, reviewing the previous lesson, stating the day's topic, asking and answering questions, and summarizing.
3) The dialogues are intended to help structure a lesson and facilitate interaction between teachers and students.
This document provides guidance on how to congratulate and compliment others. It begins with examples of situations where one might congratulate or compliment someone. It then lists the learning objectives and language functions involved in congratulating and responding to congratulations. Examples of expressions used for congratulating others on achievements or good news are given, along with common responses. Similarly, examples of compliments are listed along with responses. Dialogues demonstrating congratulations and compliments in context are analyzed. Students are given exercises to complete dialogues using the target language functions and provided with examples of congratulatory cards.
The document summarizes activities from an English language lesson on food. It includes 3 activities: 1) recalling previous learning about food groups and examples of food, 2) a warm-up activity where students write positive comments on each other's papers, and 3) an activity to describe meals using countable and uncountable nouns as well as questions about amounts of food items using "how much" and "how many". It provides language functions and instructions for each activity.
This document outlines activities for learning Mandarin Chinese, including listening to audio, speaking practice, reading characters, and writing characters. Some key activities include:
- Listening to audio clips and learning new Chinese words
- Practicing pronunciation of words through repetition and role plays
- Looking at characters and their meanings to understand vocabulary
- Playing games like guessing meanings to reinforce vocabulary
- Creating simple sentences using new vocabulary
- Translating example dialogues to demonstrate conversational skills
The activities provide opportunities for learning vocabulary, practicing pronunciation, developing reading and writing skills, and engaging in dialogue - all focused on introducing and reinforcing foundational Chinese concepts and words.
NC Paraprofessional 2019 - How To Ask Better QuestionsAmanda McLellan
Ìý
In this hybrid presentation/workshop, learn some tips on how to ask better questions, practice active listening, and get better answers. The focus will be on team communication at work, but these tips could be applied to family, friends, and patron interactions as well.
The document introduces a 14-year-old student named Nadech Saelao, who goes by the nickname "Bearie". It states that he is in Mattayom 2 at Wat Ratcha O Rot School in Bang Kae, Bangkok, Thailand. It also mentions that he has one older brother and one younger sister, and that his favorite subject is Mathematics. It concludes by saying that in the future, Nadech wants to be a teacher.
Engineering at Lovely Professional University (LPU).pdfSona
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LPU’s engineering programs provide students with the skills and knowledge to excel in the rapidly evolving tech industry, ensuring a bright and successful future. With world-class infrastructure, top-tier placements, and global exposure, LPU stands as a premier destination for aspiring engineers.
This presentation provides an in-depth analysis of structural quality control in the KRP 401600 section of the Copper Processing Plant-3 (MOF-3) in Uzbekistan. As a Structural QA/QC Inspector, I have identified critical welding defects, alignment issues, bolting problems, and joint fit-up concerns.
Key topics covered:
✔ Common Structural Defects – Welding porosity, misalignment, bolting errors, and more.
✔ Root Cause Analysis – Understanding why these defects occur.
✔ Corrective & Preventive Actions – Effective solutions to improve quality.
✔ Team Responsibilities – Roles of supervisors, welders, fitters, and QC inspectors.
✔ Inspection & Quality Control Enhancements – Advanced techniques for defect detection.
📌 Applicable Standards: GOST, KMK, SNK – Ensuring compliance with international quality benchmarks.
🚀 This presentation is a must-watch for:
✅ QA/QC Inspectors, Structural Engineers, Welding Inspectors, and Project Managers in the construction & oil & gas industries.
✅ Professionals looking to improve quality control processes in large-scale industrial projects.
📢 Download & share your thoughts! Let's discuss best practices for enhancing structural integrity in industrial projects.
Categories:
Engineering
Construction
Quality Control
Welding Inspection
Project Management
Tags:
#QAQC #StructuralInspection #WeldingDefects #BoltingIssues #ConstructionQuality #Engineering #GOSTStandards #WeldingInspection #QualityControl #ProjectManagement #MOF3 #CopperProcessing #StructuralEngineering #NDT #OilAndGas
Lecture -3 Cold water supply system.pptxrabiaatif2
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The presentation on Cold Water Supply explored the fundamental principles of water distribution in buildings. It covered sources of cold water, including municipal supply, wells, and rainwater harvesting. Key components such as storage tanks, pipes, valves, and pumps were discussed for efficient water delivery. Various distribution systems, including direct and indirect supply methods, were analyzed for residential and commercial applications. The presentation emphasized water quality, pressure regulation, and contamination prevention. Common issues like pipe corrosion, leaks, and pressure drops were addressed along with maintenance strategies. Diagrams and case studies illustrated system layouts and best practices for optimal performance.
3. Instructions
• The teacher will ask you to work with a partner.
• Once the situation is presented and explained you
will have 7 minutes to prepare the conversation with
your partner.
– Remember to start with a greeting and finish with a proper
good-bye.
4. Student A: you were on vacation Student B: you worked a lot
• You meet a friend on a Saturday
morning and notice he/she is
exhausted. Ask him/her 4
questions about what he did at
work last week. Also, answer
your classmate’s questions
about your vacations last week.
• Use affirmative, negative and
questions in the past simple.
• You meet a friend on a Saturday
morning and you are really
tired. Answer your classmates
questions about what you did
last week at work and ask your
classmate 4 questions about
his/her vacations last week.
• Use affirmative, negative and
questions in the past simple.
CONTEXT: OUTSIDE THE SUPERMARKET
Usefull expressions: last week / last night / I went … / I worked … / Did you … ? / What did you … ? / Where did
you … ? / When did you … ? / Last Monday I … / I got …. / You look tired, did you …?
5. Role play situation questions
A( estuvo de vacaciones) B( estuvo trabajando)
• 2 preguntas con to be(
was/were)
• 2 preguntas con otrs
verbos( did)
• How was your week?
• Where were you last week?
• How many hours did you work?
• Did you take any breaks?
• Did you work too much last
week?
• 2 preguntas con to be(
was/were)
• 2 preguntas con otros
verbos( did)
• How was your vacation?
• What was the weather like?
• Who were you with?
• How long did you stay?
• Did you have fun?
• How did you travel?
6. Role play example
You are out of the supermarket
• A: Hello! How are you?
• B: hi! I’m Good, and you?
• A: I’m great! I just arrived
from vacation.
• B: How was your vacation?
• A: It was great! I had a lot of
fun!
• B: What was the weather
like?
• A: It was sunny and hot.
• B: How long did you stay?
• A: I stayed for a week.
• B: Who did you go with?
• A: I went with my wife. You look tired… Did you
work too much last week?
• B: Yes, I did. I worked extra hours.
• A: How many hours did you work?
• B: I worked 12 hours per day.
• A: Was it too tiring?
• B: yes, it was exahusting, but I need the
money.
• A: How was your weekend?
• B: It was exahusting. I worked too.
• A: That’s too bad! See you son!
• B: See you!