Comment below in the comments your favorite movie and how many times you have watched it? If someone else shares your movie dm them and start a conversation. I will go first: My favourite movie is Pan´s Labyrinth

Travel time guys

1. Connected Speech Test Instructions: Students should practice shortening and blending words in these sentences as native speakers do. They should focus on the natural flow of speech, including reductions, elisions, and linking. Sentences for Connected Speech Practice: 1. "I want to go to the store." 2. "What are you going to do?" 3. "Can you help me with this?" 4. "I’ve got to get going now." 5. "She doesn’t know how to do it." 6. "We’re going to eat dinner." 7. "He has to go to work early." 8. "Do you want to come with us?" 9. "That’s what I was thinking." 10. "I’ll be right back." 2. British Accent Pronunciation Practice Instructions: Students should practice these sentences in a British accent. Focus on aspects like vowel sounds, rhoticity, and intonation typical of a British accent. Sentences for British Accent Practice: 1. "The quick brown fox jumps over the lazy dog." 2. "I’d like a cup of tea with milk and sugar, please." 3. "She sells seashells by the seashore." 4. "The weather is lovely today, isn’t it?" 5. "Could you pass me the newspaper from the table?" 6. "My favourite colour is blue, especially navy blue." 7. "I met him at the university last Wednesday." 8. "Let’s go to the cinema and watch a film." 9. "It’s a beautiful day for a walk in the park." 10. "How much does this lovely sweater cost?"

1. Intonation Practice: Rising, Neutral, and Falling Intonation Rising Intonation (typically used for yes/no questions): 1. "Are you coming to the party?" 2. "Do you like pizza?" 3. "Is it going to rain tomorrow?" 4. "Have you finished your homework?" 5. "Will they be joining us for dinner?" Neutral Intonation (used for statements or when no particular emphasis is needed): 1. "I went to the store yesterday." 2. "She is reading a book." 3. "The meeting starts at 10 a.m." 4. "We live in a small apartment." 5. "He has a new job." Falling Intonation (often used for statements, commands, and WH-questions): 1. "Please close the door." 2. "Where did you put my keys?" 3. "I need to see the manager." 4. "The train leaves at 6 p.m." 5. "She has finished her report." 2. Word Stress Practice Common Problematic Words: 1. Photograph (stress on the first syllable) vs. Photography (stress on the second syllable) vs. Photographic (stress on the third syllable) 2. Record (noun: stress on the first syllable) vs. Record (verb: stress on the second syllable) 3. Present (noun: stress on the first syllable) vs. Present (verb: stress on the second syllable) 4. Produce (noun: stress on the first syllable) vs. Produce (verb: stress on the second syllable) 5. Address (noun: stress on the first syllable) vs. Address (verb: stress on the second syllable) 6. Contract (noun: stress on the first syllable) vs. Contract (verb: stress on the second syllable) 7. Project (noun: stress on the first syllable) vs. Project (verb: stress on the second syllable) 8. Import (noun: stress on the first syllable) vs. Import (verb: stress on the second syllable) 3. Sentence Stress Practice Changing Stress for Meaning: 1. "I didn't say she stole the money." 2. "He is going to the store." 3. "I like to read books." 4. "She will finish the project tomorrow." 5. "I can't believe you did that." "He is going to the store." Stress on "He": Emphasizes who is going.

Diphthongs are vowel sounds that begin with one vowel sound and glide into another within the same syllable. Here’s the plan for assessing diphthongs: Diphthongs in English: - /aɪ/ (as in "ride") - /eɪ/ (as in "day") - /ɔɪ/ (as in "boy") - /aʊ/ (as in "how") - /əʊ/ (as in "go") - /ɪə/ (as in "here") - /eə/ (as in "air") - /ʊə/ (as in "sure") Assessment Plan: Level 1: Isolated Sound Pronunciation - Task: Students will pronounce each diphthong sound individually, focusing on producing a clear and accurate sound. They should repeat each sound several times:/aɪ/: "aɪ... aɪ... aɪ..."/eɪ/: "eɪ... eɪ... eɪ..."/ɔɪ/: "ɔɪ... ɔɪ... ɔɪ..."/aʊ/: "aʊ... aʊ... aʊ..."/əʊ/: "əʊ... əʊ... əʊ..."/ɪə/: "ɪə... ɪə... ɪə..."/eə/: "eə... eə... eə..."/ʊə/: "ʊə... ʊə... ʊə..." Level 2: Word-Level Pronunciation /aɪ/ (as in "ride") — "eye" sound - Start: Ice, Idea, Island, I, Iron - Middle: Find, Time, Mind, Bicycle, Tiger - End: Fly, High, Cry, Buy, Try /eɪ/ (as in "day") — "ay" sound - Start: Day, Date, Daisy, Dance, Danger - Middle: Waiting, Amazing, Table, Famous, Paper - End: Play, Say, Way, Name, Great /ɔɪ/ (as in "boy") — "oy" sound - Start: Boy, Boil, Boys, Royal, Point - Middle: Join, Voice, Coin, Avoid, Choice - End: Toy, Boy, Enjoy, Employ, Soy /aʊ/ (as in "how") — "ow" sound - Start: How, House, Hour, Hound, Hawaii - Middle: Mountain, Shout, Loud, Flower, Brown - End: Down, Town, Out, Cloud, Mouse /əʊ/ (as in "go") — "o" sound - Start: Go, Goad, Gold, Grow, Ghost - Middle: Home, Closed, Road, Post, Most - End: Show, No, Toe, Low, Solo /ɪə/ (as in "here") — "ear" sound - Start: Ear, Ease, Eerie, Ears, Earth - Middle: Fears, Serious, Weird, Tier, Appear - End: Near, Clear, Beer, Sheer, Career /eə/ (as in "air") — "air" sound - Start: Air, Bear, Care, Dare, Hair - Middle: Fairly, Repair, Wear, Share, Aware - End: Care, Bear, Hair, Pair, Stare /ʊə/ (as in "sure") — "oor" sound