The document provides exercises to practice describing people's physical appearances using appropriate vocabulary. It includes questions to ask about someone's height, weight, hair, and general appearance. It also has fill-in-the-blank sentences to replace less polite words with more suitable options when describing people.
The document provides exercises to practice describing people's physical appearances using appropriate vocabulary. It includes questions to ask about someone's height, weight, hair, and general appearance. It also has fill-in-the-blank sentences to replace less polite words with more suitable options when describing people.
This document provides vocabulary exercises related to environmental issues and disasters. It includes matching compound words, completing sentences with suitable verbs, filling in blanks with appropriate words, and matching words to form phrases. Students are asked to check pronunciation and practice saying vocabulary words related to pollution, natural disasters, war, and the environment.
The document presents exercises that ask students to identify natural disasters and problems in pictures, match natural disasters to places they have occurred, list problems in their own country and where they happen, group related words from a list into categories, and fill in blanks with words from the list. It focuses on having students think about and classify different types of disasters and societal problems through a series of visualization and matching activities.
This document contains exercises that ask the reader to [1] complete sentences using provided words, [2] solve a word puzzle using letters from a given word, [3] circle words that describe themselves, and [4] fill in missing prepositions. The exercises are meant to practice using adjectives, solving puzzles, self-reflection, and prepositions.
The document provides exercises to practice using adjectives to describe things in a positive or negative way. It includes filling in gaps with appropriate adjectives, responding to statements with adjectival phrases, matching descriptions with expressions, looking up new adjectives in a dictionary, and pairing adjectives with nouns. The focus is on building vocabulary to concisely convey evaluations and opinions.
This document provides exercises related to communication methods. It includes a list of communication-related items, filling in names for items in an image, completing a phone conversation, writing out phone numbers and email addresses, and answering questions about different communication methods. The questions ask about which method is quickest and cheapest, personal experience sending and receiving different communications, and favorite ways of communicating with friends and for business purposes.
The document lists 20 jobs and provides clues in the form of 4 associated words for each job. The reader is tasked with filling in the blanks for each job based on the clues. Clues include things like props, costume, and script for the job of _ _ _ 0_ ; typewriter, shorthand, telephone, and filing cabinet for the job of _E_____R_; and drill, denture, filling, and mouth mirror for the job of ___T___.
This document lists various jobs and occupations and provides clues to identify each one. It includes jobs such as jeweler, ballet arranger, librarian, surgeon, author, taxidermist, composer, tour guide, accountant, funeral director, carpenter, stunt performer, astronomer, editor, psychologist, nurse, and drafter.
This document contains a list of 20 items and occupations. The list presents an item in the first part of each sentence and asks the reader to choose an occupation from a list of options to complete the second part of the sentence, identifying who uses that item. The occupations listed are typical jobs that may involve the use of the item described.
This document provides vocabulary exercises related to environmental issues and disasters. It includes matching compound words, completing sentences with suitable verbs, filling in blanks with appropriate words, and matching words to form phrases. Students are asked to check pronunciation and practice saying vocabulary words related to pollution, natural disasters, war, and the environment.
The document presents exercises that ask students to identify natural disasters and problems in pictures, match natural disasters to places they have occurred, list problems in their own country and where they happen, group related words from a list into categories, and fill in blanks with words from the list. It focuses on having students think about and classify different types of disasters and societal problems through a series of visualization and matching activities.
This document contains exercises that ask the reader to [1] complete sentences using provided words, [2] solve a word puzzle using letters from a given word, [3] circle words that describe themselves, and [4] fill in missing prepositions. The exercises are meant to practice using adjectives, solving puzzles, self-reflection, and prepositions.
The document provides exercises to practice using adjectives to describe things in a positive or negative way. It includes filling in gaps with appropriate adjectives, responding to statements with adjectival phrases, matching descriptions with expressions, looking up new adjectives in a dictionary, and pairing adjectives with nouns. The focus is on building vocabulary to concisely convey evaluations and opinions.
This document provides exercises related to communication methods. It includes a list of communication-related items, filling in names for items in an image, completing a phone conversation, writing out phone numbers and email addresses, and answering questions about different communication methods. The questions ask about which method is quickest and cheapest, personal experience sending and receiving different communications, and favorite ways of communicating with friends and for business purposes.
The document lists 20 jobs and provides clues in the form of 4 associated words for each job. The reader is tasked with filling in the blanks for each job based on the clues. Clues include things like props, costume, and script for the job of _ _ _ 0_ ; typewriter, shorthand, telephone, and filing cabinet for the job of _E_____R_; and drill, denture, filling, and mouth mirror for the job of ___T___.
This document lists various jobs and occupations and provides clues to identify each one. It includes jobs such as jeweler, ballet arranger, librarian, surgeon, author, taxidermist, composer, tour guide, accountant, funeral director, carpenter, stunt performer, astronomer, editor, psychologist, nurse, and drafter.
This document contains a list of 20 items and occupations. The list presents an item in the first part of each sentence and asks the reader to choose an occupation from a list of options to complete the second part of the sentence, identifying who uses that item. The occupations listed are typical jobs that may involve the use of the item described.
This document lists 30 occupations and has the reader match each occupation to a person by the first letter of their job title. It provides clues for common jobs such as a barber, dentist, optician, air hostess, traffic warden, hairdresser, architect, plumber, journalist, librarian, managing director, vicar, actor, estate agent, politician, accountant, carpenter, draughtsman, sales representative, firefighter, cashier, caddy, caretaker, solicitor, porter, postman, surgeon, chauffeur, farmer, and speech therapist.
Eton College is a public boys' school in England founded in 1440 that houses around 1,300 boys aged 13 to 18. It is famous for traditions like its uniform of a black tailcoat, waistcoat and pinstriped trousers worn with a white tie for students and teachers wearing uniforms while teaching. Christ's Hospital School was founded in 1552 to care for fatherless and poor children, with its early uniform consisting of a long blue coat that has remained virtually unchanged for 450 years. Blue was a cheap dye used for charity school uniforms. Today, Christ's Hospital School students continue to wear the traditional uniform including the outer blue coat and yellow socks through a student vote.
Louis XIII started the trend of men wearing wigs in the 17th century to disguise his baldness, which became fashionable for European elite men until the French Revolution. By the 19th century, men spent less time on their hair and wore it shorter, a style that continued into the 20th century when most men were also clean shaven. In the 1960s, the Beatles popularized longer hairstyles like the mop-top which resulted in wigs being worn as a fun accessory worldwide between 1964-1966.
A kilt is a knee-length tartan skirt that is part of traditional Scottish men's clothing, especially in the Highlands, with each clan having its own unique tartan pattern to show membership. Kilts are still worn today at cultural events in Scotland and the UK, usually accompanied by a belt, jacket, sporran, special footwear, and kilt pin, with the kilt pin originating from Queen Victoria lending a soldier her pin to secure his kilt during a windy castle visit.
This document provides exercises about clothing items and matching clothing to parts of the body. The exercises ask students to sort clothing items by gender, match clothing to body parts, choose the correct verb form to complete sentences about clothing, label a picture of a person and their clothing, and write a short paragraph describing what they are wearing.
The document provides exercises asking the reader to identify jobs that certain people could not do based on limitations, complete definitions of common jobs, respond to statements about jobs with questions, list jobs needed to build a house, and list friends' and relatives' occupations. It focuses on identifying various jobs and the roles and qualifications associated with them.
1) The document discusses the three degrees of comparison for adjectives and adverbs: positive, comparative, and superlative.
2) It explains the different ways adjectives and adverbs form their comparative and superlative forms depending on their syllable length or ending.
3) Structures that are used with comparatives and superlatives are described, such as using "than" after comparatives and "in" after superlatives when referring to places.
The document provides information about comparatives and superlatives in English grammar. It discusses the structures and forms used to compare two or more things using adjectives and adverbs. It also covers irregular comparisons and some special structures used with comparatives, such as "as...as" and "twice/three times as...as". The document is intended to teach English learners how to properly form and use comparative and superlative forms.
The document provides examples and rules for using the words "too" and "enough". It contains sentences using these words correctly and incorrectly. Learners are asked to underline mistakes and correct them. They are also asked to complete second sentences so they have the same meaning as first sentences, but using the alternative word ("too" or "enough"). The purpose is to practice using these words correctly in different contexts.
The document provides exercises on matching words with pictures and definitions, matching adjectives with nouns, assigning books to subject categories, explaining suffixes in another language, and defining words using prefixes and suffixes. Vocabulary and concepts covered include occupations, weather, emotions, and academic subjects. Learners are asked to demonstrate understanding of word meanings and relationships between parts of speech.
This document contains exercises about different jobs and workplaces. It asks the reader to match jobs like engineer, farmer, and nurse to pictures. It also has the reader answer questions about their own job and workplace. Finally, it includes a word puzzle to fill in letters related to jobs like "works on a bus" and "works in a hospital."
The document provides examples of describing physical characteristics of people through fill-in-the-blank sentences and questions. It includes descriptions of height, hair color and length, skin tone, age, weight, and hospital type. There are also pictures of four people described in terms of their hair length, hair and skin color, and other features like a beard or moustache. Finally, it prompts writing descriptions of three known people's height, hair, eyes, and overall looks.