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Teaching Present Simple Tense doesn't have to be boring ;)
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Recommandé
Present Simple: daily routines
Present Simple: daily routines
Present Simple: daily routines
peggym26
Bài tập ôn tập tiếng anh lớp 6
Bài tập ôn tập tiếng anh lớp 6
Bài tập ôn tập tiếng anh lớp 6
Nguyen Van Tai
Mr.Ratburn is a teacher at school. He is a good and strict teacher.
Ratburns Routines
Ratburns Routines
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ROFLMAO
Life
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The test questions are based on the New Sky 1 course book. -The Present Simple and the Present Continuous Tense -The Weather -Everyday activities verbs
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Test preparation for the fifth grade
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Marine, Marjorie and Clémence tell you about their daily lives
Marine, Marjorie and Clémence tell you about their daily lives
ccoatanea
Recommandé
Present Simple: daily routines
Present Simple: daily routines
Present Simple: daily routines
peggym26
Bài tập ôn tập tiếng anh lớp 6
Bài tập ôn tập tiếng anh lớp 6
Bài tập ôn tập tiếng anh lớp 6
Nguyen Van Tai
Mr.Ratburn is a teacher at school. He is a good and strict teacher.
Ratburns Routines
Ratburns Routines
challengeeducation
ROFLMAO
Life
Life
Id Slacker
Presente Simple
Present tense
Present tense
Janisse Lopez
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My day
My day
6-ACD2-9
The test questions are based on the New Sky 1 course book. -The Present Simple and the Present Continuous Tense -The Weather -Everyday activities verbs
Test preparation for the fifth grade
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DO/DOES
Ingles do does.pdf
Ingles do does.pdf
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Past Continuous: free time activities
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Karina Moreno Verpeide
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Ingles do does.pdf
Ingles do does.pdf
Past continuous class
Past continuous class
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Reg verbs-1
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Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
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sebanavarro
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This power point introduce sts to the use and structucture of this tense in an easy way
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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Present simple pp
1.
Present Simple: daily routines -
exercises -
2.
He/ /7.OO/every day.
3.
They / /8.00/every
day.
4.
She/ /8.15/every day.
5.
She/ /in the
morning.
6.
They/ /in the
morning.
7.
He/ /in the
morning.
8.
she/ / 7.30?
9.
you/ /in the
morning?
10.
he/ /in the
afternoon?
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