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1.What time you often [get]....do you often get.....up in the morning?
I often [get]....get.....up at 6
When you [get]....did you get....up this morning?
I [get]....got....at 7.00. I [stay] stayed up too last last night
2.Listen. They [talk]....are talking....about the plan to kill the whale
3.When you first [learn]...did you first learn....to phay the fuitar?
4.What you[do].....are you going to do....this Sunday?
I[ visit].....am going to visit ....my grandmother and then I [phay]....am going to play....soccer with my classmates
1)History was my favourite subject in my academic year and I have learned so many things from the history books I read and learned from teachers related to history and they were so interesting that I later did my graduation majoring History.
Learning about the past history is something that gives us real knowledge about our country, the world and about the human race. I read History in my grade 7 and found it very interesting. This subject taught us about the past of your world, how the social and economic condition was and how the world has been shaped by the different events throughout the time. After that, I become so interested in this subject that I started reading books on History from different writers. There is a famous saying that "to shape the future you must know the past" and history teaches us that. I had been lucky to have some great teachers who have a tremendous way of explaining the topics of History. To me, other subjects like literature and Math were also interesting but I felt a different passion on History.
After I finished my school, I took History as my major and that has greatly influenced me the way I look at the world and to the past and future. Reading and learning history was like travelling through time and generations that excited me so much.
2)Would your students benefit from participation in a study group? Are you too busy to organize and supervise study groups for students in your courses? I’m guessing the answer to both questions is yes. If so, here are some ways teachers can encourage and support student efforts to study together without being “in charge” of the study groups.
Promote study groups – First, include a list of reasons why students should join study groups in the syllabus or on the course website. Maybe there’s a short podcast available in which you talk about the usefulness of study groups. Better yet, if you’ve got some students who studied together in a previous course, ask them to make some comments about their experiences. Second, talk regularly in class about study groups. You can repeat all the benefits, suggest activities that involve good group study strategies, or propose some things they could study together (like problems they could solve, questions they could discuss). You also can solicit feedback from study groups in class or mention content you discussed with a group during office hours.
Make study groups an option – Encourage students to organize their own groups, but offer to help with the process. Nudge them with reminders, such as “Send me an email if you’re interested in being part of a study group.” Have study groups “register” their members, and then report on meeting times and activities. Suggest study activities for the group (ideas like those offered in the next item). Invite the group to meet with you during office hours or to send questions electronically. Offer registered study groups that report regular meetings a bonus point incentive depending on the average of their individual test grades. Let all students know that joining a study group is an option throughout the course.
Demonstrate the value of a study group – Too often when students study together, it’s pretty much a waste of time. If they’re reviewing for a test, they talk about how it can’t possibly be that hard and thereby relieve themselves of the need to study. Or they “go over” their notes, reading what they’ve written but never with any discussion. Group studying is too often accompanied by eating, texting, and regular side conversations.
In order for students to get the most value from their study sessions, you’ll need to help them come up with a different set of strategies. You can do so by holding a review session and asking students to form potential study groups (it’s up to them if they want to meet as a group more often). Give the groups tasks like these: 1) For three minutes everybody reviews their notes and lists five things they think will be on the test and then for five minutes they share lists and create a group list of the items most often mentioned. During the exam debrief, students revisit their list of things they expected to see on the exam. Were those things on the exam? 2) Everybody takes three minutes and writes a question about some content they don’t understand or wish they understood better. The group devotes a specified amount of time to each question, looking for relevant content in their notes and the text. 3) The group has 20 minutes to make one crib sheet that everyone in that group can use during the exam.
Offer proof that study groups improve performance – Compare the scores, points, or grades of those working in study groups with those who aren’t. These are data which should be collected across several sections of the course.
Define study groups broadly – Students tend to think of study groups for exam preparation, but that isn’t the only kind of student collaboration that promotes learning. If there are regularly assigned readings for the course, students can get together to discuss the reading. Again you might let them do this first in class with a good set of prompts so they see how dialogue can enrich and deepen their understanding of the assigned material. Readings are easily discussed in virtual environments, which means the group doesn’t have to find a time when everybody can meet. If various writing assignments are required in the course, students can form peer editing groups. Rubrics, checklists, and prompts can help them get beyond superficial feedback (“you might need a comma here”) to the kind of helpful critique that improves the writing.
I usually get up at 5:30 in the morning. After washing my face and brushing my teeth, I do morning exercises for fifteen minutes. Then I have breakfast with Mum and Dad at 6:15 and leave home for school at 6:30. My classes start at 7:00 and end at 11:15. After that I go home, and have lunch with my family at 12:00. After lunch I usually have a short rest. I study my lessons , read books, and do homework from 1:30 p.m. to 4:00 p.m. I often play badminton with my friends on the ground at 4:30. I come back home and have dinner at 6:00 p.m. After dinner, I often watch the news on TV for thirty minutes. Then I prepare for the new lessons and go to bed at 10:30 p.m
Every morning I get up at six. The first thing I do is to wash the dishes my family dirtier the day before. Then I cook breakfast. We eat at about seven fifteen. Usually we have bread with butter, sometimes we have rice, or boiled sweet potatoes.
It takes me about ten minutes to walk to school, and school begins with an assembly period at seven forty-five. There are fifteen hundred children in our school and so we meet in three separate assemblies: the infant department, the middle department, and the senior department. We always listen attentively to the head mistress then different classes call the roll for the attendance.
We have seven periods from eight to one. We study Mathematics, (Geography, History, Music, Art- and Crafts, and English. I like English best and next to that, Mathematics, At ten we have a chance to eat an orange and some peanuts. At noon, we do not rest. At one we clean up our classroom and close the school.
I go home for lunch, but this time, my sister Patricia gets the meal. We often eat yams with soup and some other dishes. After lunch, I usually sleep for half an hour. In the afternoon, I often play netball. I sometimes skip, run, and Jump with the other girls.
At about six or six thirty we have dinner. Either my sister or I cook it. The meal is simpler than the mid-day meal. We eat fruit or rice, and sometimes we have bread and tea. Then in the evening, I do my homework and go to bed at about ten.
a. what is the first thing the girl does when she gets up?
=>The first thing she does is to wash the dishes her family dirtier the day before
b. do the members of her family eat bread with butter and rice more often for breakfast? how do you know?
=>NO,THEY DON'T.Usually THEY have bread with butter, sometimes THEY have rice, or boiled sweet potatoes.
c. why are there separate assemblies at school?
=>BECAUSE There are fifteen hundred children in THEIR school
d.twelve o'clock can be called mid-day. what other word does the girl use to mean the same thing?
=>AT NOON
e. what is her second best subject at school?
=>her second best subject at school is MATHMATICS
f. why is dinner described as simpler than lunch?
=>BECAUSE Either HER sister or SHE cookS it.
a. The first thing the girl does is to wash the dishes her family dirtier the day before.
b. No, they don't. Usually they have bread with butter, sometimes they have rice, or boiled sweet potatoes.
c. Because there are fifteen hundred children in their school.
d. Other word the girl uses to mean the same thing is at noon.
e. Her second best subject at school is mathmas
f. Because they eat fruit or rice, and sometimes they have bread and tea.
Policeman: What time (1) __did you get___ (you/ get) home from work yesterday?
Kathy: At about six o’clock.
Policeman: And what (2) __did you do___ (you/ do) after you got home?
Kathy: I read the newspaper.
Policeman: Did anything happen while you (3) __were reading___ (read) the paper?
Kathy: Yes, the phone (4) _rang____ (ring).
Policeman: What (5) _were doing____ (you/ do) when your husband came home?
Kathy: I was watching television, and I (6) ___was drinking__ (drink) a glass of milk.
Policeman: Did you and your husband stay at home?
Kathy: No, I (7) _drank____ (drink) my milk. Then I put on my raincoat, we (8) _went____ (go) out at seven o’clock.
Policeman: Why (9) __did you put___ (you/ put) your raincoat on?
Kathy: Because it (10) _rained____ (rain), of course.
arrive continue finish listen
play start talk work
My first day at school
I remember my first day at school in 1995! I 1)........arrived............ at 8.30 and 2) .........started........... lesson at 9.00. We 3) .....were working.............. from 9.00 to 12.00. The teachers 4) ..........talked......... to us a lot! Then we 5) ..........played......... football for an hour. In the afternoon we 6) .....continued.................. the lessons and 7) .......listened.............. to the teacher very carefully. Then at 3.30 the lessons 8) .......finished........... . It was a long and tiring day!
II/ Match the questions a) to h) with the answers 1) to 8):
|
a) What were you doing when you saw the accident? b) Did you go to Italy last summer? c) What did you do last weekend? d) What did you do when you saw the two men? e) Did you go to school yesterday? f) Did you have a good time at the party? g) When did you find the money? h) Did Paula phone yesterday? |
1) Yes, I really enjoyed my self. 2) I called the police. 3) Yes, she phoned while you were playing golf. 4) Yes, I spent three weeks there. 5) I was standing at the bus-stop. 6) While I was cleaning the floor. 7) I met my friends, and spent time with my family. 8) No, I was ill. I stayed at home. |
Your answers:
1. _f___ 2. _a___ 3. _h___ 4. __b__ 5. __d__ 6. __g__ 7. __c__ 8. __e__
III/ Write a question for each answer:
a) Were you working last night?
- Last night? No, I wasn’t working last night.
b) Was Jim waiting at the bus stop?
- Yes, that’s right. Jim was waiting at the bus stop.
c) Was.Mary talking?- No, Mary wasn’t talking.
d) Was Kate wearing jeans?
- Yes, that’s right. Kate was wearing jeans.
e) Were Ali and Mehmet playing football?
- Yes, Ali and Mehmet were playing football.
f) Was it raining? - Raining? Yes, it was.
g) Were you reading?
- No, I wasn’t reading. I was writing.
h) Was Tina eating her breakfast?
- Yes, that’s right. Tina was eating her breakfast.
A: What time do you get up?
B: At 6:15. Then I eat breakfast at 6:30.
A: What time do you go to class?
B: At 6:40.
A: What time do you do your homework?
B: At 2 o’clock. Next, I take a shower at 5 o’clock.
A: What time do you have dinner?
B: At 6:30.
A: What time do you go to bed?
B: At 11 o’clock.