If you want to teach conditional sentences, try this out! This presentation covers all the stages of teaching a grammar lesson, including home assignment. Hope you will find it beneficial.
The document discusses the differences between using "will" and "be going to" to express future tense in English. It explains that "will" is used for voluntary actions or promises, while "be going to" expresses planned actions. Both can also be used to make predictions about events outside of one's control. Examples are provided to illustrate the proper usage of each form.
The document discusses different types of conditional sentences in English:
1) Zero conditional - Used to talk about things that are always true. They use the present simple in both the if-clause and main clause.
2) First conditional - Used to talk about things that are possible in the present or future. They use the present simple in the if-clause and will + infinitive in the main clause.
3) Second conditional - Used to talk about unreal things in the present or future. They use the past simple in the if-clause and would + infinitive in the main clause. When using be, we must use "were" instead of "was" for all subjects.
This document provides instruction on how to form and use the future continuous tense in English. It explains that the future continuous is used to refer to actions that will be ongoing or in progress at a specific time in the future. It gives examples of using the future continuous to talk about planned activities, habitual actions, actions that will still be happening, and actions we assume are occurring presently. It also notes that non-continuous verbs take the simple future tense rather than the future continuous.
The document discusses the possessive form of pronouns. It explains that the possessive form is used to show ownership or possession by adding an apostrophe and an "s" to the end of a pronoun. Common possessive pronouns include my, your, his, hers, its, ours, yours, and theirs.
The document discusses conditional sentences. It defines a first conditional as using present tense in the "if" clause to talk about possible future events, and using future tense in the main clause to talk about the probable result. Examples of first conditional sentences are provided, such as "If the weather is nice, we will go for a walk." The document also provides exercises for writing first conditional sentences.
NB2 - Going to (future plans and predictions) Sergio Viñ
This document discusses using the present continuous and "be going to" to talk about future plans and arrangements. It provides examples of using the present continuous to discuss specific activities Romy has planned for the coming week, and examples of using "be going to" to discuss future career plans and intentions. It notes the difference between using "be going to" to discuss plans that have not been arranged yet versus the present continuous for discussing already arranged plans. It also gives examples of using "be going to" to make predictions based on evidence.
The document discusses the differences between the phrases "be used to" and "used to". "Be used to" refers to something that has become habitual through regular occurrence, and can be used in present, past, or future tense. "Used to" refers specifically to a past habit or state that is no longer true. Some examples are provided to illustrate the differences. The document also discusses the similar phrase "get used to", which refers to the process of something becoming habitual or normal.
1. Gerunds and infinitives can function as nouns, subjects, objects, or subject complements. Gerunds use the "-ing" form of the verb while infinitives use "to" plus the base verb form.
2. Certain verbs take either gerunds or infinitives as their complement. Verbs like enjoy, appreciate, and discuss take gerunds, while verbs like want, hope, and seem take infinitives.
3. Both gerunds and infinitives can be used after verbs of perception but with slightly different meanings - gerunds imply an ongoing action while infinitives imply a future or potential action.
The document discusses the differences between using "will" and "be going to" to express future tense in English. It explains that "will" is used for voluntary actions or promises, while "be going to" expresses planned actions. Both can also be used to make predictions about events outside of one's control. Examples are provided to illustrate the proper usage of each form.
The document discusses different types of conditional sentences in English:
1) Zero conditional - Used to talk about things that are always true. They use the present simple in both the if-clause and main clause.
2) First conditional - Used to talk about things that are possible in the present or future. They use the present simple in the if-clause and will + infinitive in the main clause.
3) Second conditional - Used to talk about unreal things in the present or future. They use the past simple in the if-clause and would + infinitive in the main clause. When using be, we must use "were" instead of "was" for all subjects.
This document provides instruction on how to form and use the future continuous tense in English. It explains that the future continuous is used to refer to actions that will be ongoing or in progress at a specific time in the future. It gives examples of using the future continuous to talk about planned activities, habitual actions, actions that will still be happening, and actions we assume are occurring presently. It also notes that non-continuous verbs take the simple future tense rather than the future continuous.
The document discusses the possessive form of pronouns. It explains that the possessive form is used to show ownership or possession by adding an apostrophe and an "s" to the end of a pronoun. Common possessive pronouns include my, your, his, hers, its, ours, yours, and theirs.
The document discusses conditional sentences. It defines a first conditional as using present tense in the "if" clause to talk about possible future events, and using future tense in the main clause to talk about the probable result. Examples of first conditional sentences are provided, such as "If the weather is nice, we will go for a walk." The document also provides exercises for writing first conditional sentences.
NB2 - Going to (future plans and predictions) Sergio Viñ
This document discusses using the present continuous and "be going to" to talk about future plans and arrangements. It provides examples of using the present continuous to discuss specific activities Romy has planned for the coming week, and examples of using "be going to" to discuss future career plans and intentions. It notes the difference between using "be going to" to discuss plans that have not been arranged yet versus the present continuous for discussing already arranged plans. It also gives examples of using "be going to" to make predictions based on evidence.
The document discusses the differences between the phrases "be used to" and "used to". "Be used to" refers to something that has become habitual through regular occurrence, and can be used in present, past, or future tense. "Used to" refers specifically to a past habit or state that is no longer true. Some examples are provided to illustrate the differences. The document also discusses the similar phrase "get used to", which refers to the process of something becoming habitual or normal.
1. Gerunds and infinitives can function as nouns, subjects, objects, or subject complements. Gerunds use the "-ing" form of the verb while infinitives use "to" plus the base verb form.
2. Certain verbs take either gerunds or infinitives as their complement. Verbs like enjoy, appreciate, and discuss take gerunds, while verbs like want, hope, and seem take infinitives.
3. Both gerunds and infinitives can be used after verbs of perception but with slightly different meanings - gerunds imply an ongoing action while infinitives imply a future or potential action.
The document discusses if/unless sentences using real life situations. It provides examples of if/unless sentences and has the reader identify the verb tenses used. It then has the reader complete if/unless sentences with their own ideas and uses correct verb forms. Finally, it has the reader complete sentences using unless to mean the same as sentences using if.
The document discusses usage of the articles "a", "an", and "the" in the English language. It provides examples of when to use indefinite articles like "a" and "an" with singular countable nouns, and when the definite article "the" is used, including with proper nouns, uncountable nouns, languages, meals, cities and countries. It also gives examples of article usage depending on if a noun is mentioned for the first or second time.
Conditional Sentences Type 0, type 1 and type 2 + gap-fill exercisesAlina Dashkewitz
This document discusses the four types of conditional sentences in English. Conditional Type 0 refers to general truths and uses if/when with the present simple. Conditional Type 1 refers to possible future events and uses if/when with the present simple followed by the future simple. Conditional Type 2 refers to unreal present or future situations and uses if with the past simple followed by would, could, or might plus the base verb. The document provides examples of each conditional type and notes the use of were instead of was with the verb to be.
The present perfect continuous tense is used to describe an activity that began in the past and has continued up until now or recently stopped. It is formed using have/has been + verb+ing. Some key uses include describing activities that have been ongoing for a specific period of time (e.g. "I have been working for 2 hours"), activities that have been happening repeatedly over a period (e.g. "they have been going there for years"), and activities that were interrupted recently (e.g. "where have you been?"). It is not normally used with stative verbs or words like "ever" and "never".
This document discusses the four present tenses in English: the present simple, present continuous, present perfect, and present perfect continuous. It explains how each tense is used to refer to present, future, or past time frames and situations. Context clues like time adverbials help determine when to use the present continuous for future arrangements. The present simple is also used for future schedules. Subordinate clauses often refer to future time relative to the main clause. Questions and negatives of the present simple add the auxiliary "do".
Gerunds are verb forms ending in "-ing" that function as nouns. Gerunds can serve as subjects and objects of verbs. As subjects, gerunds take third-person singular verbs, such as "Learning math is difficult." As objects, gerunds follow verbs like "enjoy" and "discuss." Gerunds can also be used after prepositions or in combinations of verbs and prepositions, such as "worried about" or "believe in."
The document discusses the present continuous tense in English. It is used to describe actions that are happening now or ongoing at the present time. Specifically, the present continuous can express actions occurring right at this moment or actions that are in the process of happening but not necessarily at this exact second, such as longer term activities currently in progress. It provides examples of using the present continuous to talk about what someone is doing now with verbs like "eating", "skiing", or "not dancing", as well as longer term activities like "studying to become a doctor."
The document discusses the differences between the verbs "do" and "make". "Do" is used for actions or tasks, such as doing homework, chores, or hobbies. "Do" can also refer to any kind of work or activity in general. "Make" is used for constructing, building, or creating something tangible, like making food, drinks, or crafts. "Make" often refers to preparing food. Expressions using "do" typically don't result in a physical object, while expressions with "make" often do create something that can be touched.
The document discusses the use of the future continuous tense (will be + verb-ing) in English. It provides examples of how will be is used to denote actions that will be in progress at a stated future time, actions that will definitely occur as a result of a routine, and when asking about someone's plans. It also discusses time indicators that can be used with the future continuous and rules for adding -ing to verb stems.
1) The document discusses the past continuous tense, which is formed using was/were + verb + -ing to describe an action that was ongoing or in progress at a specific time in the past.
2) Some common uses of the past continuous tense include describing background events that were happening when another action occurred or describing two simultaneous ongoing actions in the past.
3) Time expressions like "at 8 o'clock", "when", "while", etc. are often used with the past continuous tense to specify when the ongoing past action was happening.
The document provides information on when to use infinitives and gerunds in English. It explains that infinitives are used to express purpose or intent, and are commonly used after certain verbs and adjectives. Gerunds are used as subjects or objects, after prepositions, and after verbs expressing likes/dislikes. Some verbs like remember, forget, regret can take either an infinitive or gerund depending on whether they refer to past or future actions. The document concludes with examples practicing the use of infinitives versus gerunds.
The document provides an overview of the present perfect tense in English including its form, uses, and comparison to the simple past tense. Key points include:
- The present perfect tense is formed using have/has + past participle and is used to describe actions that began in the past and continue to the present or where the time is unspecified.
- It can indicate recent events, lifetime experiences, actions over a period of time (using "for" and "since"), and indefinite time.
- Words like "already", "yet", "ever", and "never" are used specifically with the present perfect.
- The simple past tense is used to talk about completed actions at a specific time in the past
The simple past tense is used to describe events that occurred in the past, whether recently or further in the past. There are two types of verbs in the simple past: regular verbs and irregular verbs. Regular verbs form the past tense by adding "-ed" to the base verb. Irregular verbs have variations in their past and past participle forms. Sentences in the simple past can be affirmative, interrogative, or negative. Interrogative and negative sentences use auxiliary "did" plus the base verb form.
The document discusses the use of "wish" and "if only" to express desires and regrets. It provides rules for using wish in three ways - with "would", "could", and the past tense. Examples are given to illustrate how to make wishes in different situations using these structures. Regret is also discussed using the structures "I wish/if only I had" and "I shouldn't have". Sample sentences are provided to show how to make wishes and express regret in various situations like feeling lonely, suffering from sunstroke, or missing the bus. Exercises at the end provide additional examples of using wishes to talk about situations like torn clothes, lost items, unemployment, illness, or feeling lost.
The document explains the first conditional, which is used to talk about possible situations in the present or future. It provides examples of conditional sentences using "if" clauses and main clauses with "will" to express possibilities. Key points are that the first conditional discusses what may happen, with an "if" clause referring to a possible present or future condition, and a main clause with "will" referring to the possible present or future result.
This document discusses various future tense forms in English:
1) The future simple (will) is used to talk about decisions made at the present moment as well as predictions, plans, promises, and habitual actions.
2) The future continuous (will be +ing) refers to actions that will be in progress at a specific time in the future.
3) Be going to expresses intentions or planned actions that are likely to happen in the near future based on present evidence or circumstances.
4) The present continuous can indicate future meaning when used with time expressions like "tomorrow" to refer to arrangements that have already been made.
5) Other future forms discussed include the future perfect,
Would like would prefer - would ratherfcabanillasa
This document provides information and examples about using the modal expressions "would like", "would prefer", and "would rather" in English. It explains that "would like" is a more formal way to express wants or desires, and can be used for present or future tenses. "Would prefer" and "would rather" are synonyms that express preferences, and follow similar grammatical rules as "would like". The document provides examples of how to use each expression correctly and contractions that can be used with them. It concludes with practice questions for the reader.
The document discusses the rules for conjugating verbs in the present simple tense in English. It explains that in affirmative sentences, the base verb form is used except for third person singular which takes -s. Negation uses "don't" or "doesn't" before the verb. Questions use the auxiliary "do" or "does" before the verb. There are exceptions for third person singular verbs ending in -s, -y, and other irregular verbs like "go".
This document discusses the present continuous tense in English. It explains that the present continuous tense uses the verb "to be" plus the present form of the main verb plus "-ing" as its structure. Examples are provided such as "I am thinking", "He is singing", and "We are smiling" to demonstrate how the tense is formed and used to describe actions that are happening now or around now.
This document summarizes the rules and usage of the first conditional, which uses an if clause with a present tense verb to refer to a possible future event and its consequence. It provides examples of the basic structure using "if + present tense verb" and "subject + will + base verb" and discusses how any present or future tense can be used in the if clause. Real and unreal situations are discussed as well as punctuation usage.
The document discusses the first conditional, which is used to talk about possible situations in the present or future. The first conditional uses an "if" clause with a simple present verb and a main clause with "will" plus a verb. Some examples are provided to illustrate possible situations, such as "If it's sunny, we'll go to the park" and "If you cook the supper, I'll wash the dishes." The document also provides exercises for readers to practice forming first conditional sentences on their own.
The document discusses if/unless sentences using real life situations. It provides examples of if/unless sentences and has the reader identify the verb tenses used. It then has the reader complete if/unless sentences with their own ideas and uses correct verb forms. Finally, it has the reader complete sentences using unless to mean the same as sentences using if.
The document discusses usage of the articles "a", "an", and "the" in the English language. It provides examples of when to use indefinite articles like "a" and "an" with singular countable nouns, and when the definite article "the" is used, including with proper nouns, uncountable nouns, languages, meals, cities and countries. It also gives examples of article usage depending on if a noun is mentioned for the first or second time.
Conditional Sentences Type 0, type 1 and type 2 + gap-fill exercisesAlina Dashkewitz
This document discusses the four types of conditional sentences in English. Conditional Type 0 refers to general truths and uses if/when with the present simple. Conditional Type 1 refers to possible future events and uses if/when with the present simple followed by the future simple. Conditional Type 2 refers to unreal present or future situations and uses if with the past simple followed by would, could, or might plus the base verb. The document provides examples of each conditional type and notes the use of were instead of was with the verb to be.
The present perfect continuous tense is used to describe an activity that began in the past and has continued up until now or recently stopped. It is formed using have/has been + verb+ing. Some key uses include describing activities that have been ongoing for a specific period of time (e.g. "I have been working for 2 hours"), activities that have been happening repeatedly over a period (e.g. "they have been going there for years"), and activities that were interrupted recently (e.g. "where have you been?"). It is not normally used with stative verbs or words like "ever" and "never".
This document discusses the four present tenses in English: the present simple, present continuous, present perfect, and present perfect continuous. It explains how each tense is used to refer to present, future, or past time frames and situations. Context clues like time adverbials help determine when to use the present continuous for future arrangements. The present simple is also used for future schedules. Subordinate clauses often refer to future time relative to the main clause. Questions and negatives of the present simple add the auxiliary "do".
Gerunds are verb forms ending in "-ing" that function as nouns. Gerunds can serve as subjects and objects of verbs. As subjects, gerunds take third-person singular verbs, such as "Learning math is difficult." As objects, gerunds follow verbs like "enjoy" and "discuss." Gerunds can also be used after prepositions or in combinations of verbs and prepositions, such as "worried about" or "believe in."
The document discusses the present continuous tense in English. It is used to describe actions that are happening now or ongoing at the present time. Specifically, the present continuous can express actions occurring right at this moment or actions that are in the process of happening but not necessarily at this exact second, such as longer term activities currently in progress. It provides examples of using the present continuous to talk about what someone is doing now with verbs like "eating", "skiing", or "not dancing", as well as longer term activities like "studying to become a doctor."
The document discusses the differences between the verbs "do" and "make". "Do" is used for actions or tasks, such as doing homework, chores, or hobbies. "Do" can also refer to any kind of work or activity in general. "Make" is used for constructing, building, or creating something tangible, like making food, drinks, or crafts. "Make" often refers to preparing food. Expressions using "do" typically don't result in a physical object, while expressions with "make" often do create something that can be touched.
The document discusses the use of the future continuous tense (will be + verb-ing) in English. It provides examples of how will be is used to denote actions that will be in progress at a stated future time, actions that will definitely occur as a result of a routine, and when asking about someone's plans. It also discusses time indicators that can be used with the future continuous and rules for adding -ing to verb stems.
1) The document discusses the past continuous tense, which is formed using was/were + verb + -ing to describe an action that was ongoing or in progress at a specific time in the past.
2) Some common uses of the past continuous tense include describing background events that were happening when another action occurred or describing two simultaneous ongoing actions in the past.
3) Time expressions like "at 8 o'clock", "when", "while", etc. are often used with the past continuous tense to specify when the ongoing past action was happening.
The document provides information on when to use infinitives and gerunds in English. It explains that infinitives are used to express purpose or intent, and are commonly used after certain verbs and adjectives. Gerunds are used as subjects or objects, after prepositions, and after verbs expressing likes/dislikes. Some verbs like remember, forget, regret can take either an infinitive or gerund depending on whether they refer to past or future actions. The document concludes with examples practicing the use of infinitives versus gerunds.
The document provides an overview of the present perfect tense in English including its form, uses, and comparison to the simple past tense. Key points include:
- The present perfect tense is formed using have/has + past participle and is used to describe actions that began in the past and continue to the present or where the time is unspecified.
- It can indicate recent events, lifetime experiences, actions over a period of time (using "for" and "since"), and indefinite time.
- Words like "already", "yet", "ever", and "never" are used specifically with the present perfect.
- The simple past tense is used to talk about completed actions at a specific time in the past
The simple past tense is used to describe events that occurred in the past, whether recently or further in the past. There are two types of verbs in the simple past: regular verbs and irregular verbs. Regular verbs form the past tense by adding "-ed" to the base verb. Irregular verbs have variations in their past and past participle forms. Sentences in the simple past can be affirmative, interrogative, or negative. Interrogative and negative sentences use auxiliary "did" plus the base verb form.
The document discusses the use of "wish" and "if only" to express desires and regrets. It provides rules for using wish in three ways - with "would", "could", and the past tense. Examples are given to illustrate how to make wishes in different situations using these structures. Regret is also discussed using the structures "I wish/if only I had" and "I shouldn't have". Sample sentences are provided to show how to make wishes and express regret in various situations like feeling lonely, suffering from sunstroke, or missing the bus. Exercises at the end provide additional examples of using wishes to talk about situations like torn clothes, lost items, unemployment, illness, or feeling lost.
The document explains the first conditional, which is used to talk about possible situations in the present or future. It provides examples of conditional sentences using "if" clauses and main clauses with "will" to express possibilities. Key points are that the first conditional discusses what may happen, with an "if" clause referring to a possible present or future condition, and a main clause with "will" referring to the possible present or future result.
This document discusses various future tense forms in English:
1) The future simple (will) is used to talk about decisions made at the present moment as well as predictions, plans, promises, and habitual actions.
2) The future continuous (will be +ing) refers to actions that will be in progress at a specific time in the future.
3) Be going to expresses intentions or planned actions that are likely to happen in the near future based on present evidence or circumstances.
4) The present continuous can indicate future meaning when used with time expressions like "tomorrow" to refer to arrangements that have already been made.
5) Other future forms discussed include the future perfect,
Would like would prefer - would ratherfcabanillasa
This document provides information and examples about using the modal expressions "would like", "would prefer", and "would rather" in English. It explains that "would like" is a more formal way to express wants or desires, and can be used for present or future tenses. "Would prefer" and "would rather" are synonyms that express preferences, and follow similar grammatical rules as "would like". The document provides examples of how to use each expression correctly and contractions that can be used with them. It concludes with practice questions for the reader.
The document discusses the rules for conjugating verbs in the present simple tense in English. It explains that in affirmative sentences, the base verb form is used except for third person singular which takes -s. Negation uses "don't" or "doesn't" before the verb. Questions use the auxiliary "do" or "does" before the verb. There are exceptions for third person singular verbs ending in -s, -y, and other irregular verbs like "go".
This document discusses the present continuous tense in English. It explains that the present continuous tense uses the verb "to be" plus the present form of the main verb plus "-ing" as its structure. Examples are provided such as "I am thinking", "He is singing", and "We are smiling" to demonstrate how the tense is formed and used to describe actions that are happening now or around now.
This document summarizes the rules and usage of the first conditional, which uses an if clause with a present tense verb to refer to a possible future event and its consequence. It provides examples of the basic structure using "if + present tense verb" and "subject + will + base verb" and discusses how any present or future tense can be used in the if clause. Real and unreal situations are discussed as well as punctuation usage.
The document discusses the first conditional, which is used to talk about possible situations in the present or future. The first conditional uses an "if" clause with a simple present verb and a main clause with "will" plus a verb. Some examples are provided to illustrate possible situations, such as "If it's sunny, we'll go to the park" and "If you cook the supper, I'll wash the dishes." The document also provides exercises for readers to practice forming first conditional sentences on their own.
This document discusses the first conditional, which is used to talk about possible future situations and their consequences. It notes that the first conditional has the structure of "if + present simple, future simple" and gives examples of using it to make predictions, promises, threats, and warnings. It also explains that the if clause can come before or after the main clause, and whether a comma is used depends on the order of the clauses.
This document provides examples of first conditional sentences using "if" and present/future verb tenses. It gives sample sentences such as "If the weather is sunny, we will go to the forest" and prompts the reader to complete additional sentences using this structure, suggesting potential outcomes if certain actions are or aren't taken.
There are three main types of conditional patterns in conditional sentences: Pattern A is used for probable conditions, Pattern B is used for improbable conditions, and Pattern C is used for imaginary conditions. Pattern A uses present tense in the if-clause and future tense in the main clause. Pattern B uses past tense in the if-clause and would/should + verb in the main clause. Pattern C uses past perfect in the if-clause and perfect conditional ("would have" + past participle) in the main clause.
The document discusses the first conditional, a grammatical structure used to talk about possible situations in the present or future. It explains that the first conditional has an "if-clause" describing a possible condition and a "main clause" describing the probable result. Several examples are provided to illustrate real-world uses of the first conditional and a series of exercises asks the reader to complete sentences using the proper first conditional form.
First Conditional Time Clauses PresentationSergi B
The document discusses different types of conditional sentences. It notes that first conditional sentences describe likely future events, using "if" and "will" to connect the clauses. Only present tense verbs can be used after "if", not future forms. The word "unless" can replace "if" with the meaning of "if not". Imperatives can also be used instead of clauses with "will". Time clauses with words like "when", "once", and "after" can also connect events.
The document discusses the four types of conditional sentences in English: zero-conditional, first-conditional, second-conditional, and third-conditional. It also covers how to form mixed conditionals using elements from different conditional types, and how to express wishes using "wish" or "if only" followed by various verb tenses.
The first conditional is a grammatical structure used to talk about possibilities in the present or future that depend on certain conditions being met. It consists of two clauses - an "if" clause stating the condition followed by a main clause stating the resulting action, with the verbs in each clause taking a specific form. The "if" clause can come first or second, and is used to discuss things that will or may happen if another event occurs.
This document discusses the different types of conditional clauses in English grammar. It explains that conditionals have two parts, the if clause and the main clause. It then defines the three types of conditionals: 1) real or possible situations where the if clause is in the present and main clause is in the future, 2) unreal or hypothetical situations where the if clause is in the past and main clause uses "would", and 3) past conditionals referring to hypothetical past situations where the if clause is in past perfect and main clause uses "would have". Examples are provided to illustrate the tense patterns for each type of conditional.
For Intermediate EFL students. Click through to find out about the 1st and 2nd conditionals and practice the 2nd conditional by making sentences and answering questions based on the pictures
Conditional sentences are composed of an if-clause and a main clause. There are four types of conditional sentences classified according to their implications. Type 0 uses present tense in both clauses to talk about universal truths. Type 1 uses present tense in the if-clause and future tense in the main clause to talk about probable future situations. Type 2 uses past tense in the if-clause and "would" in the main clause to talk about unlikely present or future situations. Type 3 uses past perfect tense in the if-clause and "would have" in the main clause to talk about impossible past situations.
The document discusses the different types of conditionals in English:
The zero conditional describes things that are always true and uses the present simple tense in both clauses. The first conditional expresses possible or probable future events and uses will/can + infinitive in the main clause. The second conditional talks about unlikely or imaginary situations in the present or future and uses would/could + infinitive. The third conditional refers to impossible past events and uses would/could have + past participle.
The document discusses the use of the first conditional to talk about possible future events. It provides examples of using the first conditional structure of "if + present tense + will" to describe what will happen in various health and safety scenarios if certain actions are or are not taken, such as "If he drinks too much beer, he will get drunk". It then encourages generating additional questions using this grammatical structure.
This document discusses how to effectively use dialogues in writing. It explains that dialogues make stories and characters come alive by allowing readers to see into characters' minds. Direct speech captures emotion while indirect speech reports what was said. Good dialogues either reveal character or advance the story. They should be meaningful and used in moderation to sustain reader interest. The document provides examples of dialogues that develop a story or reveal character.
Two people, A and B, run into each other while shopping. They catch up, learning that A lives in Jakarta and B lives in Bogor. B says that if they have free time, they will visit A's home, which A welcomes. However, B has to leave soon.
This document provides information and examples about the first conditional in English grammar. It explains that the first conditional uses "if" plus the present simple for the if-clause and will/won't plus the infinitive for the result clause. Examples are given such as "If I pass all the subjects, I'll travel to London" and "If I don't do my homework, I won't go to the concert." The document also includes exercises for learners to complete using the first conditional structure.
The document discusses the first conditional, which is used to talk about possible situations in the present or future. It provides examples of conditional sentences using an "if" clause and main clause with "will." Common structures are "if + present tense verb, will + verb" or "if + subject + present tense verb, subject + will + verb." Some examples are provided like "If it's sunny, we'll go to the park" and exercises for the reader to practice forming first conditional sentences.
The document provides translations and explanations for vocabulary words, phrases, and grammar points related to using recording devices and dealing with snake bites. It includes a list of vocabulary to translate, phrases to translate, and fill-in-the-blank and multiple choice questions testing comprehension. The document also provides explanations and examples for grammar points like conditionals, "if" clauses, and the uses of prepositions like "for" and "with".
The document provides translations and explanations for vocabulary words, phrases, and grammar points related to using recording devices and dealing with snake bites. It includes a list of vocabulary to translate, phrases to translate, and fill-in-the-blank and multiple choice questions testing comprehension. The key points covered are how to use recording devices, what to do if bitten by a snake, and grammar explanations for conditional sentences and other structures.
Conditional sentences t ype 1 by Humera Pervaizhumera pervaiz
If the temperature rises by 10°C, the world will face severe droughts. If it rises by 2°C, Greenland's ice sheet will melt. Global warming is a serious issue, but small actions like planting trees, unplugging electronics, and recycling can help reduce it.
This document contains a thought for the day activity involving matching expressions to their visual representations through connecting lines. It also contains reading comprehension questions about context clues. The questions cover identifying context clues, applying context clues to define words, and identifying the type of context clue being used. Context clues discussed include definition/explanation clues, synonym/restatement clues, contrast/antonym clues, and inference/general context clues.
This document contains a thought for the day activity involving matching expressions to their visual representations through connecting lines. It includes 5 multiple choice questions testing understanding of vocabulary words like "rash", "Jack of all trades", and "intrude" based on context clues in short passages. Context clue types discussed are definition/explanation, synonym/restatement, contrast/antonym, and inference/general context.
The document discusses different weather hazards including floods, avalanches, and high winds. It provides safety tips for each hazard. For floods, it advises taking food, water, and spare clothes and going to high ground. For avalanches, it recommends checking weather forecasts and avoiding going out if there are warnings. For high winds, it says to lie flat on the ground if the wind is very strong. The document also contains exercises matching hazards to safety tips and comparing/contrasting the different hazards.
The document provides information about natural hazards, specifically tornadoes. It includes:
1) Objectives to learn where tornadoes strike most frequently, which areas are most affected, and how tornadoes are measured.
2) The United States experiences more tornadoes than any other country and identifies states like Oklahoma, Kansas, and Texas as areas that would be visited during tornado season.
3) Information on the Fujita scale, which is used to rate tornadoes from F0-F5 based on damage caused. A factsheet is created to show each level of the scale.
Top technological tools for English language teaching and learningSaima Abedi
This webinar aims to emphasize the impact of top technology tools that strengthen learners’ engagement and facilitate entry-level-tech teachers. It will highlight the learning strategies that developed a suitable context for instruction through the incorporation of technological tools.
The document outlines various active learning strategies and activities that can be used in the classroom including origami, group discussions, carouseling, exit tickets, turn and talk, concept mapping, and using dice to direct learning. It provides step-by-step instructions for hands-on activities and encourages reflection, collaboration, critical thinking, and learner autonomy to engage students in active learning. Resources on active learning strategies and online activities are also included.
The presentation will help the audience to explore the impact and implementation of active learning to excite, engage and empower students in the learning process. In this connection, the ppt shares some of the best teaching practices for the enrichment of KSA (Knowledge, Skills and Application).
Digital storytelling combines the art of oral storytelling with digital tools like images, graphics, music and sound. It empowers teachers to communicate and integrate technology into the curriculum. Digital storytelling allows authors to weave personal stories using these digital elements along with their own narration. Elements like images, sound and voice enhance the effect of digital stories. Teachers and students can be assessed on their ability to create digital stories and evaluate elements like themes, cultural values and collaborative roles.
Digital storytelling facilitates ELT teachers in incorporating technology into language curriculum. This presentation aims to stress on the significance of this tool for instilling myriads of 21st-century skills along with basic language skills; highlight elements of digital story-telling; anticipated problems and their solutions.
The document provides information about Section 1 and Section 2 of the Reading component of the GCE O' Level English Language exam. Section 1 involves note-making from a factual passage of approximately 700 words on a given topic, and using the notes to write a 150-180 word summary. Section 2 involves answering short comprehension questions about a 700 word narrative passage to test understanding of explicit and implicit meanings.
Narrative approach to language learning (NALL)Saima Abedi
Stories have long held a significant role in students’ language learning. Use of stories in a foreign or second language classroom provides learners access to authentic examples of target language: grammatical forms and narrative discourse. Stories not only enhance students’ ability to polish their basic language skills but also ignite imagination and creativity. As a result, the learners become more confident and eager to contribute their ideas and communicate their feelings, partaking actively in class activities. The presenter will help participants to explore more about the framework of a well-structured narrative plus story writing strategies and online activities. Also, the presentation will also share the assessment techniques, which can be categorically used by EFL or ESL teachers as effective measurement tools for evaluation and further improvement of learners’ narrative writing skills.
Content and English Integrated LearningSaima Abedi
CEIL (Content English Integrated Learning) refers to using English as the medium of instruction to teach academic content subjects. The goals of CEIL include providing students with real purposes for learning English, motivating them by relating lessons to their interests, accelerating language learning, enhancing vocabulary, focusing on both language and content, and developing lifelong learning skills. Some challenges of implementing CEIL include finding qualified teachers, selecting appropriate content, developing sufficient teaching materials, establishing clear assessment criteria, and ensuring adequate exposure to English. CEIL is similar to CLIL (Content Language Integrated Learning) but uses English specifically rather than another foreign language. The document provides various strategies that can be used to integrate English and academic content, such as interactive games
Cultivating Critical Thinking in ClassroomSaima Abedi
Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.
The presentation elucidates the need of a paradigm shift from a mother robin teaching to integration of technology for the development of autonomous learners.
GCE O' Level 1123 Examiner's Report Sum upSaima Abedi
The presentation is based on the information extracted from examiner's reports of last three years English language papers. It gives a quick idea about the Do and Don't for 1123.
This presentation can help the readers to deepen their understanding by building connections. A variety of strategies along with activities will ensure a better result and development of strategic readers.
This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
Leaflets are short open letters designed to be handed out or distributed to grab people's attention and spur them to action. They advertise products, provide information on issues and events, or draw attention to organizations. An effective leaflet has an attention-grabbing title and slogan, introduction, subheadings, illustrations, contact details, and persuasive language that makes the reader want to take action. It uses simple language, positive words, and non-discriminatory language in the present tense. Including superlatives, imperatives, and compelling benefits encourages the reader to engage.
This document discusses various techniques for motivating ESL learners to improve their writing skills. It recommends using a variety of activities like free writing, journaling, role playing, and using prompts to generate ideas and practice different writing styles. Background music and modeling are suggested to create a more engaging environment. The key is to diversify teaching methods, use real-world writing purposes, and help learners gain confidence through scaffolding activities. The overall goal is to understand the importance of writing and how it can shape one's future.
The document outlines activities for students involving word processing, internet browsing, and creating comic strips. It includes reading a comic online and explaining it to the class, completing a comic strip in groups by writing dialog or drawing characters, and presenting and critiquing comic strips with awards given to the top three.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
19. Function
Conditional Sentence Type I is
used to talk about a probable or
certain outcome in the future,
or something we believe will happen
if the condition is satisfied.
It is frequently used to give
warnings, to offer advices.
20. Advice
If you go out in the rain, you will enjoy.
Warning
If you go out in the rain, you will get wet.
21. Form
Conditional sentence type I consists of two
IF parts te
s
Cl a
au Present ic ble
s Indefinite Ind ssi on
e i
Tense po uat
t
si
If you recycle objects,
you will reduce garbage.
E
re xp
se s r
u co ult esse
Cla Future nd of s
n Indefinite iti th
ai on e
M Tense
22. If you recycle objects,
you will reduce garbage.
But you could also say:
You will reduce garbage
if you recycle objects.
Both are correct and have a similar
meaning
23. TASK 1:
Join the following sentences logically and then identify them as
WARNING or ADVICE.
1. The children will sleep easily, she will pass the test.
if you read a story to them.
2. Your father will get angry,
3. If I watch that scary film if you take his car without
permission.
4. People will laugh at Fahad, I will have nightmares.
5. His cousins will enjoy if he wears that funny dress.
if he takes them to the park.
6. If she studies harder
24. form of the verb in brackets. First one is done for you.
1. Sana (feel) relaxed if she (stay) home today.
Sana will feel relaxed if she stays home today.
2. If she (practise) the sums every day, she (improve) her performance in
Mathematics.
________________________________________________________________
_
3. If they (work) diligently, they (get) promotion.
________________________________________________________________
_
4. If you (read) this article, you (find) it boring.
________________________________________________________________
_
5. The dog (attack) him if he (move) suddenly.
________________________________________________________________
25. TASK 3: Finish the following conditional sentences
logically. First one is done for you.
1.If you leave your car unlock, someone will steal it.
2.If my brother touches my things, ____________________________
3.If Ahsan drives the car fast,__________________________
4.We will miss the school assembly _____________________
5.The children will wake up ___________________________
6. If we follow the instructions carefully,
_________________
26. Mahreen is a famous actress who is recently
selected for the upcoming, reality show
‘Survivor ‘. In this show, the contestants have to
live in a deserted island for a month. The
participants have to find food, water, fire and
shelter for themselves; however, they are allowed
to take any four of the following items with them.
Write an SMS to Mahreen and offer her two
advices and give two warnings, regarding the
selection of any four of the following items.
27.
28. Home Assignment:
In the recent years, mobile phones have rapidly become a
necessity; however, the users do not know the health and
safety risks of these devices. Furthermore, the mobile phone
firms have been accused of concealing warnings about the
health risks of using their handsets.
Being a responsible citizen, you are required to find out the
harmful effects of mobile phones and the advices that
should be included on the mobile phone boxes for the users
to minimise mobile’s detrimental effects, then write a short
speech (150 – 200 words) for your school mates, based on
the gathered information (warning and advices for mobile
phones users).