LITERALLY?WHAT DOES IT MEAN WHEN YOU SAY : LITERALLY?

When to use " i.e " in a sentence?

PUNCTUATION IS IMPORTANT!~

THE SEMICOLON IS THE PUNCTUATION MARK THAT IS NOT USED THAT OFTEN... BECAUSE SOMETIMES PEOPLE JUST FORGET ABOUT IT  OR DON'T KNOW HOW AND WHEN TO USE IT EXACTLY...

SO....WHAT IS IT, HOW TO USE IT AND WHAT'S THE POINT OF A SEMICOLON...?

Keep reading.....

50 Ways to take a break :))

Which Words Rhyme?

Words that rhyme are words that sound the same at the end.

Cat and sat sound similar. They don't start with the same sound, but they end with the same sound.

There once was a cat that ate a rat, and after that sat on a yellow mat
.

Ball and fall rhyme. They end with the same sound - and with the same letters.

If you drop the ball it will fall on the doll.

Doll isn't spelled the same as ball and fall, but it sounds the same. Sometimes rhyming words aren't spelled the same.

Here are some more examples of words that sound the same but aren't spelled the same.

RIGHT, KITE, HEIGHT

To your right,

you'll see a kite,
at a most incredible height.

OWL, TOWEL, GROWL
The big bear began to growl
when the little owl
used his towel

BORE, FOUR, ROAR
The boy of four
called the circus a bore
until he heard the lions roar....

ROCK, CHALK, HAWK The lovesick hawk, who found some chalk, wrote his sweetheart's name upon a rock....

10 creative ways to teach English that deliver outstanding results!

Approaches for creative English lessons:

Immersion activities

How can children access stories, poems and other texts if their minds and imaginations not fully engaged? We have found that immersing children in a range of creative activities before reading the text means that they are fully prepared, and excited, about the reading journey ahead of them. Through painting, music composition, a film project, in role drama or sculpture, the kids have had a chance to share vocabulary, ideas and concepts which gives their reading fresh meaning and purpose.

Clear purpose

What's the point of reading and writing anything if you don't know why you're doing it? We aim to provide children with a clear purpose to all reading, and especially writing tasks. Whether it's an invitation to the headteacher to attend a class assembly, an email to an author or an article for a school newspaper, our children know why the quality of their writing matters: because there will be a real audience for their published work.

Professional publishing

One effective way of valuing children's work as well as providing a real incentive, is to plan for a range of ways to publish their writing. Recent examples include a whole school bookmaking project. Following a whole school Inset on bookbinding techniques, every class published their own shared book; one example being an anthology of short spooky stories composed by year 6. Their stories were mounted on handmade paper, accompanied with each child's art work (lino cut style prints on metallic paper) with a dramatic paper cut out front cover. The effort the children put into their work was immense, and the results were stunning as a result. The anthology has been enjoyed by parents and other pupils and the children's pride in their work is clear to see.

Meaningful planning

Where possible, learning in English is linked with subjects within the creative curriculum we follow: the international primary curriculum (IPC). Well in advance of teaching, teachers collaborate and share their ideas for planning through a mind mapping process. Meaningful, creative activities are planned for, ensuring that all staff members know exactly what the children will be learning and why.

Focused on strategies

The teaching of reading is not easy. As children's fluency in reading increases, it's hard to know what reading skills need to be taught, and when. We ensure that specific reading strategies are modelled explicitly to the class; this provides children with a holistic bank of skills to draw upon. This could include scanning a text, making an inference, predicting or creating a mental image. Our teachers use 'think aloud' statements to model to the children how these skills are used, and how they can help them become better readers. These strategies are then shared as a class, and then assessed in follow up guided reading activities.

Inspirational learning environment

Take a trip to our school and you'll find classroom environments that inspire adults and children alike. Not only is the children's work displayed creatively, but there is a range of learning prompts to inspire and support all pupils. We want to encourage our children to discover new texts, genres and authors, so our reading areas are inviting, well resourced and highly organised. Pupils can choose from an exciting array of reading material: newspapers, classic texts, reference books as well as the children's own published stories are just some examples of what book corners might offer.

Drama to engage and inspire

The use of drama is such a powerful tool. Taking the lead from our drama specialist, all teaching staff use a range of techniques to promote the exploration of characters, situations and historical events. This process expands the pupils' imaginations, and provides them with the ideas they need to give their writing that extra spark and flair.

Rigorous teaching of spelling and phonics

In the infants, phonics is streamed, so all children can benefit from tailored teaching, making maximum progress as a result. All phonics and spelling activities are fun, multi sensory and as physical possible, the aim being to meet all learning styles in the class. In the juniors, we try to make homework lists as personalised to the child as possible to ensure that the spelling patterns stick in a meaningful way.

Grammar concepts taught creatively

Grammar cannot be taught as a stand alone activity. What's the point of that? Children begin to understand grammar concepts, and start to apply them in their own writing, when they start to read with a writer's mind. Punctuation rules and techniques are drawn from shared texts; texts which the children have already been immersed in and have a good understanding of. Exploring these, and embedding them creatively is how the learning takes place.

Peer and self assessment

What child doesn't love marking somebody else's work? With a clear marking key, success criteria and purpose in mind, children set about assessing either their own, or a partner's piece of writing. Modelled through the teacher's own formative marking, pupils know what the expectations are. They are well trained in searching for successful examples of the learning intention, articulating their responses to the work, checking the writing matches any targets and giving constructive feedback. Seeing the children learn from each other in this way is hugely positive; you know you've done your job well.

How to ask for things in English?

Asking for things in English doesn't need to be stressful. Just remember some key phrases, and you'll be able to deal with most situations smoothly and confidently!

Asking clerks or at help desks

(Hello.) Can / Could I have ….. please? (Falling intonation)

(Good morning.) Can / Could you give / get me ….. please?

(Good evening.) A table for two, please.

Interrupting people to ask them for something

Excuse me…

…. Do you know if…?
…. Do you have…?
…. Do you accept …. (credit cards)?
…. Is this the right way for…. (the Post Office)?
…. Could you tell me if …. (there's a Post Office near here)?

In more formal situations

Excuse me…

…. Would you mind …. (keeping an eye on my luggage?)
…. I wonder if you could …. (move your suitcase a little.)

Responding to questions

You ask for something, then the person you have asked needs more information. He or she asks you a question. If you haven't expected this, you can "play for time" – say something to give you time to think. Say something like "Oh", "Ah", "Um", or "Er" to give you a second or two to formulate an answer. Remember, complete silence makes the other person feel uneasy!

You: "Two tickets to Glasgow, please."
Clerk: "Single or return?"
You: "Um, return please. We're coming back tomorrow."

(You are at the bureau de change)
Clerk: How would you like your money?
You: Oh, er, three tens and a five, please.

You: "Hello. Can I have a leaflet about London museums, please."
Clerk: "Sure. Anything else?"
You: "Um, do you have any information about musicals?"

Tips

When you ask someone for something, or you ask them to do something for you, it is essential to be as polite as possible. Here are some ways that you can be polite.

Say hello

A "hello" and a smile go a long way! Say "hello" at the beginning of your request.

"Hello. (I'd like) a travel card, please."

In more formal situations, you can say "Good morning", "Good afternoon" or "Good evening". (Remember, we only say "Good night" if we're saying "Good bye" at the end of the day.)

"Good evening. We've booked a table for four."

Remember "please" and "thank you"

"Please" normally goes at the end of the sentence:

"Two tickets please."
"Can you give me directions to Oxford Street, please."

Say "thank you" after you have received something:

"Here's your change."
"Thank you."

You can use "Yes, please" or "No, thank you" in response to a question:

"Would you like salad with your pizza?"
"Yes, please" or "No, thank you."

Say "excuse me"

If you ask someone who is doing something else, remember to say "excuse me":

"Excuse me, do yo have this dress in a smaller size?" (In a shop)
"Excuse me, do you know where the nearest bank is?" (On the street)

Structure of an example conversation

1. Clerk greets you

(Good morning.) How can I help you?
What can I do for you?

2. You ask for something

Hello. I'd like some information about…
Can I have….
Three stamps for Europe, please.

3. Clerk asks you a question

Single or return?
Air-mail or surface mail?

4. You answer

Oh, er, single thanks.
Um, let me see. Air-mail please.

5. Clerk asks you if you need anything else

Will that be all?
(Is there) anything else?

6. You answer

Ah, actually I'd also like…
No, that's it thanks / thank you.

Good Manners.Politeness/Giving compliments.

BE CAREFUL:

B

Who remembers Old McDonald?The old guy who had the farm?With all those different animals? Yeah !Him!~

   

                                              ENJOY!!!

                                         

UNITED KINDOM...GREAT BRITAIN...ENGLAND....-WOOT?!-

Have you ever thought what is the difference between the United Kingdom, Great Britain, and England?

The United Kindom is a country that consists of Great Britain and Northern Ireland. In fact, the official name of the country is "United Kingdom of Great Britain and Northern Ireland."Great Britain is the name of the island northwest of France and east of Ireland that consists of three somewhat autonomous regions: England, Wales and Scotland.
Therefore, England is part of Great Britain, which is part of the United Kingdom. The U.K. includes England, Wales, Scotland, and Northern Ireland. England, Wales, Scotland, and Northern Ireland are not independent countries but the United Kingdom is. The remaining portion of the island of Ireland (that which is not the U.K.'s Northern Ireland) is an independent country called the Republic of Ireland (EIRE)

AND GREAT BRITAIN MAP :