A vocabulary worksheet used instead of dication.

Lesson 19


A vocabulary worksheet used instead of dication.

Lesson 18


A vocabulary worksheet used instead of dication.

Lesson 20



A vocabulary worksheet used instead of dication.

Lesson 17


The formation of the tenses in shapes

to download click:


click to download the notebook :
 This is a notebook for students to write their homework. It can be also used by the parents in order to be informed about their children's progress.


This is an end of year test for the coursebook
It examines all the grammatical phenomena such as tenses, passive, reported speech, causative, phrasal verbs, prepositions, gerund and infinitive as well as the vocabulary taught in the coursebook.

Download the test at : CONNECT B1 - END OF YEAR TEST

Download the answer key at : http://www.scribd.com/doc/98680973/Connect-b1-Grammar-Final-Test-Answer-Key


Ten tips for passing written exams  

1. Be prepared, get up early before the exam.
Prepare all you need in advance: pens, pencils, calculator, dictionary, etc. It will make you focus on the task.

2. Relax and don’t lose faith in yourself.
Try not to worry. Avoid talking to other students before the exam: excitement is contagious. Instead, remind yourself that you are well prepared and will certainly pass the exam well. If you get nervous during the exam, take a slow deep breath to relax.

3. Be calm and self-disciplined.
Take a comfortable place.Make sure you have enough working space. Keep your posture straight.

4.Take a look at the task.
Spend 10% of the time to careful reading of the task, highlighting key points and making a decision how to allocate your time. At the beginning answer easy questions and put aside the most difficult ones to have more time to think on them at the end. After reading questions write down ideas that can be used for responding.

5. Think on what you are going to write.
Make a plan including the ideas you are going to present. Number them clearly according to the order in which you are going to present them.

6. Answer questions in a considered manner.
Start with easy and high-value questions, the answers to which you know. At the end think on the most difficult and extensional questions which require many calculations or detailed response, or on those that would give you a few points.

7. If you must choose the correct answer from several options try to guess.
First of all, eliminate the answers that you are sure are wrong. Always try to guess if you have sufficient grounds to exclude options. Usually the first choice is correct so don’t change your answers if you are not sure.

8. Try to answer to the point.
Describe your main idea in the first sentence. In the first paragraph make an overview of your essay. After it expand the outlined concepts in detail. Add to your answers more information, examples, excerpts from textbooks or lecture notes.

9. Devote 10% of test time to reviewing your answers.
Look through the test and don’t stop until you have reviewed all the items. Make sure you answered all the questions. If you have time check spelling, grammar, and punctuation. If you are taking a math exam check your answers for careless mistakes.

10. Analyze your results.
Each exam prepares you for the next one. Decide what strategies are right for you. Find out which of them don’t work, and don’t use them in future. Use your test papers for preparation for the end-of-course exams.



Oh, No: Where Did I Put the Second Handouts? Handling Transitions in the Classroom

You’ve probably experienced it.
You’re in front of your class, having just introduced a complicated grammar point, perhaps the present perfect tense. You’ve just taken the students through some guided practice and are about to give out the second handouts for independent practice. It is only then you realize the handouts aren’t on your desk. They aren’t on the podium, either, nor on the table. Where are they? As you frantically search, you are aware of the students breaking into little conversational groups; there are scraps of various languages, a burst of laughter. Oh, no! It’s the dreaded transition! When you locate the handouts a few moments later, it takes ten minutes to get the class settled down again and back on task.
Transitions, those instructional moments in which the class moves from one activity to another, are fraught with opportunity for mishaps like those portrayed here—needed materials go missing; students forget what they should be doing, and so forth. The transition can be at a huge time drain, or even worse, the force that derails an entire class period. However, with some planning, the instructor can guide students from one part of a class to another with ease so loss of instructional time is minimized.

How to Manage Transitions

Have all Needed Supplies Ready at the Beginning of Class
Review your lesson plan before class, note supplies needed, and place them in the same area every day. If you make it a habit to run copies for the next day before leaving campus, you won’t be short needed handouts. And if you always keep the handouts in the same place during class, such as on the table in the front of the room, you won’t need to stop to look for them. An additional benefit of this is your students will know where the handouts are kept, too, and will automatically pick the copies up when they arrive late rather than sitting and then asking loudly, “What are we doing?”

Plan, Plan, Plan

If the teacher plans every moment of instruction, including the transitions, he is more likely to stay with the plan rather than get swept up by the digression of an awkward transition. If students take the opportunity of the pause of going from the reading to the writing activity, for example, to start chatting with their cute seat partners, the teacher can move in and gently remind them, “We’re working on writing now, so you should be getting out your portfolios.” If the instructor is unsure of what he wants students to do, however, or hasn’t planned, students will quickly sense that and go on with their conversation.

Write the Schedule on the Board
If the plan is on the board, both teachers and students are likely to stick to it. It’s suddenly tangible and real, not something ephemeral that exists only in the teacher’s mind. So if the teacher has to go to the door to answer another teacher’s question, for example, students can look at the board and say, “Oh, we’re supposed to be on page 72 now.” And if a student wanders in late and asks, “What are we doing?” the teacher need only point at the board.

Teach the Routine to Students
Writing your plan on the board is part of teaching your instructional routine. Students should, both explicitly and implicitly, learn the typical activities of the class and how to transition, such as how to get into groups with minimal disruption, where to look for supplies like paper and textbooks, and where to get necessary information. If students are taught the routine from the start of class, there will be fewer students saying “What are we doing?” or, worse, “I don’t know what to do, so I’m just going to sit and talk with my friends.” And if a student does forget and asks “What are we supposed to be doing?” another student will probably point to the schedule or supplies more quickly than you can.

Keep Activities for the Transition
Teachers should keep both regular activities for transitions as well as specific daily ones. These might be as simple as proofreading an essay coming due—a regular activity, which students know they can do when the teacher Is setting up the DVD equipment for the video they’re about to watch—or specific daily activities, such as looking ahead to the assigned reading. Instill in students the value of not wasting time, and instead of sitting at their desks with their hands folded as the teacher struggles with electronic equipment, they can get some of their own work done by reading ahead in the homework.

Provide a Framework for Interacting
Because those transitional moments when the teacher’s attention is focused on something else seem to be a time when students develop the need to chat with each other, give them a legitimate purpose to do so. If you’re busy at the beginning of class trying to locate that section in the textbook you just had, tell students to catch up with three peers on what they did over the weekend and to focus on their past tense verbs because you may ask them about what their friends did. Or keep a set of conversational cards, with topics like “the weather” and “sports,” on your desk in a box and tell students to select a card from the box and hold a conversation with their peers.

Set Limits
Finally remember to remind students of your boundaries. Sometimes, even if you have done all of the above to handle transitions, there are still those students who seem to seize on the moment of seeing you rummaging through your desk for the missing dry erase markers to come up to you and begin telling you their story on why their homework isn’t complete. It’s fine to tell the student, “I want to hear you, but I want to give you the attention you deserve. Let’s speak after class.” This begins to teach the student about appropriate time and place.
Transitions, in class as in life, are not easy.
But with planning, making the plan transparent to students, teaching students the routine and value of using time wisely, the disruption caused by transitions can be minimized.
Are your classroom transitions ever awkward? What are some ways you address them?

by Stacia Ann


World Water Day 2012

The world is thirsty because......
we are hungry.....

This year on world water day....

There are 7 billion people to feed on the planet today and another 2 billion are expected to join by 2050. Statistics say that each of us drinks from 2 to 4 litres of water every day, however most of the water we ‘drink’ is embedded in the food we eat: producing 1 kilo of beef for example consumes 15,000 litres of water while 1 kilo of wheat ’drinks up’ 1,500 litres.

When a billion people in the world already live in chronic hunger and water resources are under pressure we cannot pretend the problem is ‘elsewhere’. Coping with population growth and ensuring access to nutritious food to everyone call for a series of actions we can all help with:
follow a healthier, sustainable diet;
consume less water-intensive products;
reduce the scandalous food wastage: 30% of the food produced worldwide is never eaten and the water used to produce it is definitively lost!
produce more food, of better quality, with 
less water.

At all steps of the supply chain, from producers to consumers, actions can be taken to save water and ensure food for all.

And you? Do you know how much water you actually consume every day? How can you change your diet and reduce your water footprint? Join the World Water Day 2012 campaign “Water and Food Security” and find out more!


SOS!!! Save the planet!!!

SOS!!! Save the planet!!!

Our planet is in danger! What can you do to help?

An online game for A2 students to practice vocabulary about the envinronment and abstruct nouns, grammar (do auxiliary) and their reading skills on categorising and classifying information.
Students have to paint the good things to do in purple and the bad things in pink.

Level : A2
Skills : reading, vocabulary, grammar
Duration : 10 minutes



An online game for Pre-A1 students. They can practice vocabulary on nature. Students have to label the pictures.

Level :Pre-A1
Skills : vocabulary, reading
Duration : 10 minutes

In the classroom - game

In the classroom

An online game for Pre-A1 and A1 students. They can learn and practice vocabulary about the objects in a classroom. Students can learn and practice prepositions too.




A worksheet for pre-junior and elementary student to learn and practice jobs.

Level : pre-junior, elementary
Skills : Reading, Speaking, Writing
Duration :10 minutes 

download the worksheet at http://www.scribd.com/doc/86191078/jobs