The main purpose of this blog is to provide an appropriate overview regarding learning and testing materials, construction, and test interpretation for teaching English, in order to have a framework for building student-centered objectives that target the modalities of speaking, reading, listening and writing in the English language.
Ask students to imagine a situation which would make a person angry, embarrassed, or heartbreaking. Then have them create a ten-sentence, tow paragraph, story about it. In the story, students must use at least one of the verbs just mentioned, and write sentences using:
1.before
2.when/while
3.because
4.after
1.2. Then, the instructor collects students’ work.
1.3. Ask the students to form several groups and to exchange their new stories with one another. Inform them they are now acting as peer reviewers and that their task is to check if the sentences were written correctly. If they find mistakes, they should correct them.
1.4. Have students select the most interesting story. Ask a representative from each group to read it out loud.
Relative clauses are subordinate clauses that attach to nouns. We can use relative clauses to join two English sentences, or to give more information about something.
We can add over or over to some words to change their meaning. We put OVER when we want to express the meaning of too much and UNDER when we want to express the meaning of too few or almost nothing.
Look at the following sentences and fill in the blank with a word from the list below. There are verbs, adjectives and nouns to choose from. Put in the prefix over or under to express the correct meaning. Don't forget to put the verb in the right tense. You may have to use some of the words twice, once with under and once with over.
done
achiever
dose
populated
eat
rate
drawn
estimate
worked
pay
Exercise
1. Martin always when he goes on holiday. He comes back weighing at least ten kilos more than when he went.
2. He took an and as a result was rushed into hospital to have his stomach pumped.
3. I think that film was actually. It had excellent reviews but I thought it was really poor myself.
4. They the cost of having the roof rebuilt and had to borrow some extra money from the bank.
5. We how many people would come to the party and had so much food left over we were eating leftovers for a week.
6. There is no way that he is . He goes to the office at eleven in the morning and returns home at two in the afternoon.
7. Some of the villages in Wales are becoming as the younger people all move into the towns to get work.
8. The trouble with Tim is that he is an . He is really very bright but never works hard enough to reach his potential.
9. When John tried to get some money out of the bank with his card it was refused. Apparently he was to the tune of £350.
10. I can't eat this steak. Look at it. It is burnt and .
11. I think I was this month. There is about £140 less in my account than there should be.
The importance of spelling and grammar when applying for a job.
Nowadays, it is very important to use proper English and grammar when applying for an interview or job position.
Students will have the opportunity to review their grammar structure when writing a cover letter.
The characteristics to take into account for making a cover letter in order to apply for a job are: purpose for writing, and three qualifications the person must have.
Here are some examples in which the teacher can base his/her explanation about writing a cover letter
