This document provides a list of useful expressions for emails in English. It includes translations of common email terms in other languages. The expressions are organized into categories like starting an email, requests, scheduling, and closing. Sample emails demonstrate how the expressions are used in context.
Modal verbs are important when learning English. This document focuses on the modal verbs "could", "should", and "might". It provides examples of their uses in a conversation between Paula and Frank. Should can be used to give or ask for advice and make suggestions. Might expresses possibility. Could can refer to past ability or make formal requests. Understanding these modal verbs will help improve English skills.
The document asks questions about the occupations of the person's family members and provides space to fill in short answers. It prompts the reader to answer whether their dad is an architect, mom is a teacher, cousin is a student, aunt is a secretary, grandfather is a carpenter, grandmother is a nurse, brother is a doctor, and sister is a tennis player. The reader is instructed to fill in answers like "Yes, he is" or "No, she is not" depending on the accuracy of the statement about each family member's occupation.
This document provides guidance and sample questions to help students prepare for the writing section of the Cambridge PET for Schools exam. It outlines the three parts of the writing exam, including sentence transformations, short notes, and stories or letters. It offers advice on each part as well as useful phrases and sample questions. The document aims to help both students improve their writing skills and teachers in preparing students for the exam.
This document outlines the policies and requirements for an English Language & Culture course. Grades are based on points from presentations, writing assignments, quizzes and tests. Attendance is mandatory, with more than 4 unexcused absences resulting in a lowered final grade. Required books and materials are listed. Late assignments will lose 10% of points per day late. Plagiarism is not allowed and will result in a failing grade. Cheating on exams will also result in a failing grade. Vocabulary quizzes will be given most Mondays. The teacher's goals for students include developing critical thinking and cultural insights.
The document provides guidance on writing formal, neutral, and informal emails. It discusses characteristics of each style such as tone, vocabulary, and level of detail. The neutral/standard style is recommended for most professional emails. Examples demonstrate rewriting phrases from formal to informal style using contractions. Guidelines for abbreviations, openings/closings, subject lines, and key email phrases are also included to help write clearly for the intended reader.
This document contains model answers for writing letters in response to parts of letters received from an English friend. The summaries are:
[1] The friend is enjoying their new karate classes but has exams coming up and needs time to study. The summary advises making a schedule to continue karate and study.
[2] The friend asks about relatives and how important they are. The summary will answer questions about relatives.
[3] The friend asks what the respondent's hometown is like and where they would like to live. The summary will answer the questions about where they live.
This document provides guidance on writing an informal email or letter. It suggests structures to follow, including greeting the person, apologizing for not writing recently, and asking about recent activities. It also provides examples for saying goodbye and including vocabulary, linkers, and grammar. Students are asked to include specified parts of speech, verb tenses, and particles in an email to be submitted by a deadline.
This document provides guidance on writing an informal email, including sections on structure, apologizing for not writing recently, arranging to meet, saying goodbye, vocabulary, grammar, and deadlines. It suggests phrases for greeting, introducing the body of the email, proposing a meeting time and place, and closing the email. Vocabulary used should include at least 3 adjectives and the email should incorporate the past simple, present simple/continuous, and present perfect tenses, including specific particles, as well as one subject and one object question. The deadline to submit the email is Friday the 27th.
The document discusses the third person in grammar. It identifies third person pronouns like he, she and it that refer to people or things not involved in the conversation. It provides examples of using third person pronouns in sentences and explains that many books are written in the third person perspective. The document encourages writing a short paragraph in third person about a friend or family member.
The document discusses the third person in grammar. It identifies third person pronouns like he, she and it that refer to individuals or things not involved in a conversation. It provides examples of using third person pronouns in sentences and explains that many books are written in the third person perspective. The document encourages writing a short paragraph in third person about a friend or family member.
The document discusses personal pronouns and their uses as subject and object pronouns. It provides tables of personal pronouns including their number, person, gender, and whether they are used as a subject or object. Examples are given of sentences using subject and object pronouns correctly. An exercise is included for the reader to practice identifying and using personal pronouns.
The document outlines expectations and lesson plans for an English class. It discusses classroom rules, accents, and phonetic spelling. Students are asked to identify important classroom rules, define phonetic spelling, translate a poem into standard English, and create a phonetic interview between a regional celebrity and local interviewer. The overall objectives are to understand the teacher's expectations, learn about accents, and recognize phonetic spelling.
This lesson focuses on teaching students the verb "to be" in English. It covers the affirmative, negative, and interrogative forms of the verb in the present simple tense. Examples are provided to demonstrate usage. Students then complete exercises practicing using the verb "to be" in sentences with blank spaces. The conclusion emphasizes the importance of the verb "to be" as the basis of language.
This document discusses the verb "to be" in English. It provides examples of using the verb "to be" in affirmative, negative, and question forms for the first, second, third person singular and plural. It also discusses using "to be" with descriptions, such as adjectives, and with definitions, by following it with a noun. Some key uses include identifying people ("He's Tom"), nationality ("We're from China"), occupations ("My father is a mechanic"), locations of objects/people ("It is in Boston"), and classifications ("New York is a big city").
This document provides information and examples for writing an informal letter to a close friend. It includes tips for the layout such as including your address, date, greeting, introduction, body, and closing. Useful phrases are given for different parts of the letter like thanking for a previous letter or apologizing for not writing sooner. An example letter is then shown from Katie to her friend Maria, catching up on their recent activities and plans to meet up.
This document outlines classroom expectations for an AP Language class, including that the class focuses on reading, writing, and critical thinking skills; homework is due every Monday at 2:45 PM; grades are based 80% on papers and 20% on all other assignments like discussions and blogs; and students will complete a semester-long nonfiction project involving researching a topic, giving a speech, and writing a paper. The document also notes expectations around plagiarism, revisions, and taking intellectual risks.
- Post to the weekly Moodle discussion by February 19th at 11:55pm
- Respond to at least two student posts in the discussion by February 22nd at 11:55pm
- Watch two EP video lessons on essay writing and take the quizzes by February 23rd at 11:55pm
- Read two assigned chapters and come prepared to discuss them in class on February 24th
To ask a question in Tibetan, the verb of the question must match the verb of the answer. For example, "Are you Tibetan?" would be expressed as "Am you Tibetan?" which matches the answer "I am Tibetan." This rule applies to first and second person but third person questions are formed like in English. Additionally, interrogative marks are added to questions without interrogative pronouns based on the last character of the verb.
I created this to help my students understand the difference between formal email communication with teachers, future bosses, other adults and informal emails or texts. This becomes more in danger of irrelevance every year, but as email still remains a key communication tool in the work place, I still teach this to my students.
The document provides guidelines for writing emails to academic professors. It discusses three example emails a student could send to a professor after missing class. Email 1 is inappropriate as it uses improper grammar, capitalization and tone. Email 2 is also inappropriate as it lacks proper punctuation and thanks. Email 3 is the most appropriate as it uses proper grammar and punctuation, identifies the class, and politely asks a question. The document then lists guidelines for communicating professionally with professors via email, such as using proper grammar, an informative subject line, respectful greeting, standard capitalization and brevity. Students are advised to identify themselves, the class and make requests rather than demands when emailing a professor.
Unit 1 English for life Writing (Entry 3) - Emails to friends.pptxPremLearn
油
This document contains an English lesson plan focused on writing emails to friends. The lesson includes activities like quizzes on email facts and colloquial language, reading sample emails, discussing features of informal email writing, and exercises on using modal verbs in emails. Students also practice writing opening and closing paragraphs for emails in different scenarios. The document provides tips for writing replies and maintaining email conversations.
The letter summarizes a wedding that the author recently attended that their aunt missed. It expresses regret that the aunt could not be there and then provides details about the wedding, including the names of the bride and groom, where the ceremony took place, and a brief description of the ceremony. The letter aims to inform the aunt of the wedding details in a warm, friendly manner.
This document provides guidance on writing informal letters and emails. It discusses various elements to include such as greetings, openings, covering topics, using informal language, connectors and closings. Sample emails are also included that demonstrate these elements. Key points covered are choosing a first name greeting over titles, acknowledging previous correspondence, using contractions and idioms to sound casual, and suggesting future contact in the closing.
The document provides guidance on proper email etiquette, or "netiquette", for college students. It discusses being brief, using proper grammar and capitalization, including relevant details in emails to professors, and considering your audience. Examples of good and poor emails are included to demonstrate these best practices. The document concludes by posing hypothetical situations and suggesting appropriate email responses to professors regarding missed classwork or needing assistance.
Blind spots in AI and Formulation Science, IFPAC 2025.pdfAjaz Hussain
油
The intersection of AI and pharmaceutical formulation science highlights significant blind spotssystemic gaps in pharmaceutical development, regulatory oversight, quality assurance, and the ethical use of AIthat could jeopardize patient safety and undermine public trust. To move forward effectively, we must address these normalized blind spots, which may arise from outdated assumptions, errors, gaps in previous knowledge, and biases in language or regulatory inertia. This is essential to ensure that AI and formulation science are developed as tools for patient-centered and ethical healthcare.
This document provides guidance on writing an informal email, including sections on structure, apologizing for not writing recently, arranging to meet, saying goodbye, vocabulary, grammar, and deadlines. It suggests phrases for greeting, introducing the body of the email, proposing a meeting time and place, and closing the email. Vocabulary used should include at least 3 adjectives and the email should incorporate the past simple, present simple/continuous, and present perfect tenses, including specific particles, as well as one subject and one object question. The deadline to submit the email is Friday the 27th.
The document discusses the third person in grammar. It identifies third person pronouns like he, she and it that refer to people or things not involved in the conversation. It provides examples of using third person pronouns in sentences and explains that many books are written in the third person perspective. The document encourages writing a short paragraph in third person about a friend or family member.
The document discusses the third person in grammar. It identifies third person pronouns like he, she and it that refer to individuals or things not involved in a conversation. It provides examples of using third person pronouns in sentences and explains that many books are written in the third person perspective. The document encourages writing a short paragraph in third person about a friend or family member.
The document discusses personal pronouns and their uses as subject and object pronouns. It provides tables of personal pronouns including their number, person, gender, and whether they are used as a subject or object. Examples are given of sentences using subject and object pronouns correctly. An exercise is included for the reader to practice identifying and using personal pronouns.
The document outlines expectations and lesson plans for an English class. It discusses classroom rules, accents, and phonetic spelling. Students are asked to identify important classroom rules, define phonetic spelling, translate a poem into standard English, and create a phonetic interview between a regional celebrity and local interviewer. The overall objectives are to understand the teacher's expectations, learn about accents, and recognize phonetic spelling.
This lesson focuses on teaching students the verb "to be" in English. It covers the affirmative, negative, and interrogative forms of the verb in the present simple tense. Examples are provided to demonstrate usage. Students then complete exercises practicing using the verb "to be" in sentences with blank spaces. The conclusion emphasizes the importance of the verb "to be" as the basis of language.
This document discusses the verb "to be" in English. It provides examples of using the verb "to be" in affirmative, negative, and question forms for the first, second, third person singular and plural. It also discusses using "to be" with descriptions, such as adjectives, and with definitions, by following it with a noun. Some key uses include identifying people ("He's Tom"), nationality ("We're from China"), occupations ("My father is a mechanic"), locations of objects/people ("It is in Boston"), and classifications ("New York is a big city").
This document provides information and examples for writing an informal letter to a close friend. It includes tips for the layout such as including your address, date, greeting, introduction, body, and closing. Useful phrases are given for different parts of the letter like thanking for a previous letter or apologizing for not writing sooner. An example letter is then shown from Katie to her friend Maria, catching up on their recent activities and plans to meet up.
This document outlines classroom expectations for an AP Language class, including that the class focuses on reading, writing, and critical thinking skills; homework is due every Monday at 2:45 PM; grades are based 80% on papers and 20% on all other assignments like discussions and blogs; and students will complete a semester-long nonfiction project involving researching a topic, giving a speech, and writing a paper. The document also notes expectations around plagiarism, revisions, and taking intellectual risks.
- Post to the weekly Moodle discussion by February 19th at 11:55pm
- Respond to at least two student posts in the discussion by February 22nd at 11:55pm
- Watch two EP video lessons on essay writing and take the quizzes by February 23rd at 11:55pm
- Read two assigned chapters and come prepared to discuss them in class on February 24th
To ask a question in Tibetan, the verb of the question must match the verb of the answer. For example, "Are you Tibetan?" would be expressed as "Am you Tibetan?" which matches the answer "I am Tibetan." This rule applies to first and second person but third person questions are formed like in English. Additionally, interrogative marks are added to questions without interrogative pronouns based on the last character of the verb.
I created this to help my students understand the difference between formal email communication with teachers, future bosses, other adults and informal emails or texts. This becomes more in danger of irrelevance every year, but as email still remains a key communication tool in the work place, I still teach this to my students.
The document provides guidelines for writing emails to academic professors. It discusses three example emails a student could send to a professor after missing class. Email 1 is inappropriate as it uses improper grammar, capitalization and tone. Email 2 is also inappropriate as it lacks proper punctuation and thanks. Email 3 is the most appropriate as it uses proper grammar and punctuation, identifies the class, and politely asks a question. The document then lists guidelines for communicating professionally with professors via email, such as using proper grammar, an informative subject line, respectful greeting, standard capitalization and brevity. Students are advised to identify themselves, the class and make requests rather than demands when emailing a professor.
Unit 1 English for life Writing (Entry 3) - Emails to friends.pptxPremLearn
油
This document contains an English lesson plan focused on writing emails to friends. The lesson includes activities like quizzes on email facts and colloquial language, reading sample emails, discussing features of informal email writing, and exercises on using modal verbs in emails. Students also practice writing opening and closing paragraphs for emails in different scenarios. The document provides tips for writing replies and maintaining email conversations.
The letter summarizes a wedding that the author recently attended that their aunt missed. It expresses regret that the aunt could not be there and then provides details about the wedding, including the names of the bride and groom, where the ceremony took place, and a brief description of the ceremony. The letter aims to inform the aunt of the wedding details in a warm, friendly manner.
This document provides guidance on writing informal letters and emails. It discusses various elements to include such as greetings, openings, covering topics, using informal language, connectors and closings. Sample emails are also included that demonstrate these elements. Key points covered are choosing a first name greeting over titles, acknowledging previous correspondence, using contractions and idioms to sound casual, and suggesting future contact in the closing.
The document provides guidance on proper email etiquette, or "netiquette", for college students. It discusses being brief, using proper grammar and capitalization, including relevant details in emails to professors, and considering your audience. Examples of good and poor emails are included to demonstrate these best practices. The document concludes by posing hypothetical situations and suggesting appropriate email responses to professors regarding missed classwork or needing assistance.
Blind spots in AI and Formulation Science, IFPAC 2025.pdfAjaz Hussain
油
The intersection of AI and pharmaceutical formulation science highlights significant blind spotssystemic gaps in pharmaceutical development, regulatory oversight, quality assurance, and the ethical use of AIthat could jeopardize patient safety and undermine public trust. To move forward effectively, we must address these normalized blind spots, which may arise from outdated assumptions, errors, gaps in previous knowledge, and biases in language or regulatory inertia. This is essential to ensure that AI and formulation science are developed as tools for patient-centered and ethical healthcare.
How to Configure Deliver Content by Email in Odoo 18 SalesCeline George
油
In this slide, well discuss on how to configure proforma invoice in Odoo 18 Sales module. A proforma invoice is a preliminary invoice that serves as a commercial document issued by a seller to a buyer.
Inventory Reporting in Odoo 17 - Odoo 17 Inventory AppCeline George
油
This slide will helps us to efficiently create detailed reports of different records defined in its modules, both analytical and quantitative, with Odoo 17 ERP.
Effective Product Variant Management in Odoo 18Celine George
油
In this slide well discuss on the effective product variant management in Odoo 18. Odoo concentrates on managing product variations and offers a distinct area for doing so. Product variants provide unique characteristics like size and color to single products, which can be managed at the product template level for all attributes and variants or at the variant level for individual variants.
Hannah Borhan and Pietro Gagliardi OECD present 'From classroom to community ...EduSkills OECD
油
Hannah Borhan, Research Assistant, OECD Education and Skills Directorate and Pietro Gagliardi, Policy Analyst, OECD Public Governance Directorate present at the OECD webinar 'From classroom to community engagement: Promoting active citizenship among young people" on 25 February 2025. You can find the recording of the webinar on the website https://oecdedutoday.com/webinars/
Mastering Soft Tissue Therapy & Sports Taping: Pathway to Sports Medicine Excellence
This presentation was delivered in Colombo, Sri Lanka, at the Institute of Sports Medicine to an audience of sports physiotherapists, exercise scientists, athletic trainers, and healthcare professionals. Led by Kusal Goonewardena (PhD Candidate - Muscle Fatigue, APA Titled Sports & Exercise Physiotherapist) and Gayath Jayasinghe (Sports Scientist), the session provided comprehensive training on soft tissue assessment, treatment techniques, and essential sports taping methods.
Key topics covered:
Soft Tissue Therapy The science behind muscle, fascia, and joint assessment for optimal treatment outcomes.
Sports Taping Techniques Practical applications for injury prevention and rehabilitation, including ankle, knee, shoulder, thoracic, and cervical spine taping.
Sports Trainer Level 1 Course by Sports Medicine Australia A gateway to professional development, career opportunities, and working in Australia.
This training mirrors the Elite Akademy Sports Medicine standards, ensuring evidence-based approaches to injury management and athlete care.
If you are a sports professional looking to enhance your clinical skills and open doors to global opportunities, this presentation is for you.
2. 1. In which of the following scenarios would text speak be appropriate?
a. While emailing a friend
b. While emailing an employer
c. While texting a friend
d. While texting a parent
e. In a research paper if youre in a hurry
f. In a note to your teacher
g. In an email to a pen pal who doesnt speak English well.
Look at the following email sent from a teacher to her boss:
Hey, Miss B! This is Mrs. S. U no that I needed those classrooms supplies ASAP. PLS
can U make sure that I get some 4 my class? We R in need of them, LOL!
TTYL!
Is this an appropriate email to send? Why or why not?
Look at the following email send from a teacher to a students parent:
OMG. U would not believe what your kid did 2 day. He was caught cheating on a test 4
Science. PLS take care of this, and I will be 4ever gr8ful.
Mrs. S.
Is this an appropriate email to send? Why or why not?