Get students to work in pairs and say what problems they have at work or in their studies. Read through the problems in the box 1-B and check students understand. Ask them to lf the question is not appropriate for your ctass for see if any of their ideas are mentioned.
Get students to complete the exercise individually and check ideas with a partner. There are a number of possibte answers. Ask them to list those that they have experienced themsetves. Attow them to ffi add to the tist if they can think of any others- rm Check students understand the six adjectives in the box.
Get students to do the exercise in pairs. Elicit ffi. Underline it and point out Point to the picture of Jeremy Keetey and ask: What's rhat big and smollare adiectives because they his iob? He's a specialist in change teadership. Check students understand what he does He helps companies deal with change. Ask students: What is the opposite of big? Write the phrase on the board. Te[[ students that they are going to hear ieremy talk about his job and that the listening witl be in three Ask students to work in pairs, taking it in turns to ask parts.
Reassure students that they don't need to and answer about the opposites. However, you may wish Point to various objects around the class and ask to pre-teach key words that you think your class students to ca[[ out adjectives to describe them. Write on the board: He is on employee they can to describe it e. Say an adjective and ask students to Ptay the first part ofthe interview recording 1.
Ask students to correct the sentence ffi He is a consultant and he runs his own business. Then draw a Books open. Get students to read through the house on the board.
Elicit another statements. Ctarify where necessary. Play the recording again and get students to say Hightight the words in brackets at the end of each which statements are true 2,3 and 4. Ask them to sentence. Make sure that students are aware that correct the first statement while you write it on the although some of the answers can be expressed in board Qeremy often works on his own. Ask students to suggest some adjectives to describe '. Ii Ask students to comptete the sentences in pairs.
Dictate these adjectives to the class: 4 It's too slow. Ptay the recording and ask students to tick the adfectives they hear complicated, fost, difficult, 7 It's too expensive.
Give students time to [ook at the notes. Play the recording headphones, screen. The photo in the Course Book again and ask students to comptete the notes. Check answers around the class. You could ask one Books open. Get students to quickly read the three or two students to read the completed notes. Reassure students that they don't need io m 1 change 2 equipment 3 property 4 prices understand every word in the three texts.
Point out that not all the problems are z, mentioned in the texts. Check answers around the m Read through the questions with the class. Encourage the class to calI out the ffi Ask students to undertine the adjectives in the three words that they think describe work in a catI centre. Write these on the board.
Write the question on the board Whot are workplace or ptace of study. Ask students Focr-rs on the example. Ask students to suggest other to work in pairs and suggest problems that a person ways to ask the question Whqt problems do you working in a cal[ centre might have e.
This coutd be a good s Books closed. Ask the ctass to call out any question opportunity to teach appropriate responses e. Oh words they know and write them on the board. Look at the example together. Does he go? Circulate and help where necessary. Check the answers around the ctass. Point i out that the auxitiary do is not used with fo be. Write : 3 How often do you travel abroad? You have on office. She lives in Milon. They work for Microsoft. Put students in pairs and ask them to make the sentences negative You don't hove an office.
She Some students may prefer to write the questions doesn't live in Milan. They don't work for Microsoft. Make the first sentence into a question Do you hove Encourage students to ask you the questions. Check an offrce?
Encourage students to say the question the word order and the form of do. Point out or elicit that the answer to a question starting with the verb do is 3 Where do you work? Exptain that when questions begin with a question 5 How often do you work at the weekend? Give students time to read Point out that a conversation often starts with one or their rote cards. For example:. A Demonstrate the activity with a confident student, A: Do you like sport?
A: What sports do you play? B: Tennis and footboll. Circulate and help where needed. Encourage studenis to catl out suggestions. Eticit No and say: We don't have o photocopier. U1 agree about money. Engtish and is also correct. Ensure students understand the sentences and ,: Check the answers together.
He has an iPad. He doesn't have a are false. He has some great colleagues. Circulate and monitor, making sure that students are formi ng negatives correctty. He has a laptop. If you feet students can cope with it, ask them to join 2 I often work in teams.
Remind them that a positive sentence with a negative sentence needs buf, whereas two positive 4 I like giving presentations. Yes he does; Does he have an iPhone? Students work in pairs to compare their answers No, he doesn't. Look at the exampte together and comptete the second question with the ctass.
Get students to complete the questions. Check answers with the ctass. Do you hove o Ask students to compare their answers with a sat-nav? Ask students to prepare Check the answers with the whole class.
Students listen to a call where a person gets through Ptay the rest of the ca[[s and have students comptete on the phone and asks for information. They then listen to four short phone calls. The Useful language box the exercise individuatty. Play it again and get the whole class to answer the questions.
Write the name on the board. Ptay the recordings and tetl students to tick the expressions they hear. Look at the audio script with the whote class and check the phrases. Ptay the recording again and get students to check the phrases on the board. Ask students to look at the audio script on page to check. As students become more confident, l've got a probtem. Note any areas that may , U1 Sorry about that.
Thanks for your help. Which modetis it? Catt 4 Can I speak to Sorry about that. On the board, write: Speok slowly, please. Do you speak Istudents'tanguage]? Ask students to decide which phrase they can use if: a ' they urant the person to repeat. This would be a good point to tell students how important it is to prepare before making telephone calls in English.
You could compile a list of useful tetephone vocabulary with the ctass which students can keep at work, either on their desk or in a drawer for easy access. On the board, write the headings Sales Representative and Customer. The customer tetephones the sales representative to exptain the problem. Ask the ctass to suggest what the problem could be. Eticit some phrases that the sales representative and the customer cou[d use.
Ask students what sort of and say what is different. Ask students Eticit ideas and write them on the board. I what facitities they expect to have in an apartment. Point Write on the board the headings Monager at High- to the picture of the apartment and ask students to Style Business Rentqls and Guest. Ask students suggest adjectives to describe it. Ask students to suggest what each word or phrase Circulate and monitor.
Writing rs Get students to identify the adjectives in the brochure. Would they this very straightforward after doing part 1 of the like to stay there?
Remind them that this is an internaI e-mail, so ,s Now ask students to listen to the comments made by does not have to be formal. High-Styte guests and make notes. This is important when travetling complete the examptes individuatty, or doing business with people from different countries. Get students to work in groups and discuss the Seating Germany: wait until you are questions.
Tariq's i3r How much to Norway, Mataysia, Singapore: eat rude to leave food on your ptate favaurite dish is.. Egypt, China: leave a tittte food to show you are full ffi ibgFiti 4 ; Whatyou i Arab cultures: don't eat with your ; Go through the questions and clarify where needed. Leavrng i China, common to leave soon after : i your meal You coutd write some of the issues from the quiz on the board e.
Can they add any other advice? Give students time to prepare their talk. They can use Ask students to suggest some topics that the the notes or make their own notes, using the topics speaker might talk about. Ptay the recording and ask students to listen to see if their ideas are mentioned. Students take turns to give their tatk to their partner. Writing Suggested answer Skitts i My office has six desks, a tabte and 10 chairs.
Cultures 1: Eating out ; 6 How many hours a week do you work? A 1d 2h 3g 4a 5f 6c 7e 8b llvriting B1e2d3c4f5a6e7b8a. I tive in loreolandI , come to work byltransportl. They go to the international schoot. I like , playing sports. At the weekend, I ptay golf or go swimming.
I don't enjoy watching sports, though. Lesson 1 Starting up Practice File t- m Eoch lesson excluding case Students talk about things they like and don't Vocabulary page 16 studies is obout [ike when travelling on business. This does not include Vocabulary: TraveI details odministration and time spent Students practise saying flight detaits and match goi n g th ro ug h homework. Students listen and answer questions about traveI information.
Practice File Writing Writing page 18 Students write an e-maiI to one of the guests confi rming arrangements. For a fast route through the unit focusing mainly on speaking skitls, iust use the underlined sections. The modern businessperson is more likely to choose ftying as the quickest way of getting from A to B. Atthough safer than a canoe, this can stilt pose hazards.
Frequent fliers are tikety to encounter a number of hurdles that can lead to increased stress levels. First, you have to actually get on the plane. Most airlines overbook to minimise seat wastage and no-shows. This means that if alt the passengers who actualty booked t,J C seats turn up, there could be a shortage of places.
The cabin environment ul can be cramped and low in both pressure and oxygen. Jetlagwas once considered the most U u, unpleasant effect of long-haul travel. Now travelters atso have to contend with worries about DVT 7 deep vein thrombosis , which has been [inked to protonged immobitity in planes, cars or trains. As people become more aware of the naturaI resources consumed in air travet and the pottution it creates, there is pressure for travetlers to timit their journeys and to travel in the most environmentatty friendty way possible.
Many countries are experiencing a slump in corporate travel, causing repercussions in the airtine sector. Some companies are cutting costs by restricting travel or purchasing lower fares. Web- conferencing and teleconference technotogy are beginning to be used more widely by companies.
Some airtines are countering by investing in new technotogy that allows business travetlers to work online while in transit, making optimum use of the time spent in the air. But the ftight from San Francisco to Chicago took 23 hours.
So, despite any disadvantages, modern air travel remains the quickest option available. Telt students travelled to on business or on hotiday. Divide the class into ,: Play the recordings a[[ the way through and ask m pairs or small groups. Ask students to discuss what students to listen for any of the phrases they noted.
Point out that o z, students will hear some of the ptaces more than 2 Overview once. Pause after recordin g L. Give them a few moments to read the tist of Ptay the recordings again. Pause after each one and points. Point to the areas that you are covering in this check the answer around the ctass. Ask students if they agree You may wish to quickty revise the atphabet and or disagree with the quotation. Ask students to brainstorm vocabulary connected Starting up to train journeys and flights, in particutar things This section introduces the theme of the unit.
Students connected to stations and airporis e. Clarifli where questions individuatly. Pause after each one to take turns asking and answering the questions. Ask the questions again.
How many ::, Look at the examples together. Draw attention to times and numbers can the class remember? Open don't mind : don't distike , which may be new to books again and check.
Ask students to catl out some things n Divide the class into pairs. Students take turns that they can do at an airPort. Do you like checking in? Say the verbs with the whole class and checking in. See what students can remember of any travel words to go with the verbs. Read the verbs and phrases with the 2 ftight 3 luggage 4 seat 5 passport class and check students' understanding.
Do item 2 together confirm 10 bilt B, to look at the information cards and prepare Circulate and help where needed. Draw students' Students listen to an interview with a business traveller and answer questions. Then ask students which action they think comes next confirm their flight. The interview is in two parts. Ask students to say what countryAmsterdam and Check the answers around the class and write the Chicago are in rhe Netherlonds ond the USA.
Read the questions with the class. Clarify where necesSary. Pause to check the 4 queue at the check-in answers with the whole class. Ask students to say why they think Liz likes doing Hightight the example and do item 2 with the whole these things.
Then ask students to do the exercise individuatly. See if students know ;, Students listen to the second part ofthe interview any other phrases that coutd be used in these and answer the questions from Exercise B.
Model how to say the phrases and get students to repeat. Ask siucienis io iry i. Ask and write them on the board. What sentences show they are on the phone?
This is ludith Preiss here. Poul, l'm calling about Focus on the examples. See audio script, Course Book page On the board, write: He can speak English.
Eticit the negative He can't speok English. Model the pronunciation of cqn atthe order first and to [ook at the question with con. Contrast with Yes, he can lkenl. Ask them to each write three more questions based on the diatogue.
Circulate, monitor and help where necessa ry. Ask the class to catl out the names of languages and ', Students then work in pairs to ask and answer each write them on the board. To make this more diificult, ask Highlight the example. Encourage students to ask students to cover the diatogue to see ifthey can you similar questions.
Tell students to move around the class asking about " Have one or two pairs come to the front to ask and different [anguages Con you speak? After a few minutes, ask atl Student As to move and sit next to a ffi ''': new partner. Repeat this two or three times and keep the pace brisk.
Ask the class two or three questions e. Can Lukos Focus on pronunciation and intonation. Go through the answers as a class and go over any p Read the brochure again as a whole class. Where areas that caused confusion. UI n 1 can't 2 can 3 Friday 4 can 5 can o z 6 station 7 Can 8 can m z, s Look at the example together. Eticit what a negative o response would be No, you con't. Tel[ students to use the Divide the ctass into pairs. Less confident classes prompts to ask and answer questions about the can prepare the questions and answers in same-role Tokyo hotet.
Check that students are using Start the rote play. Help if Yes, you can and No, you con'tto respond, rather necesSary. Note that the prompts in the rote cards are o Ask students if they think the Hilton Tokyo is a good intentionally iumbted in order, so that students have business hote[.
What facilities do they [ike? What to work out which response is required. All rooms have high-speed I internet access. Reading: Business hotels : 2 No, you can't. The hotel doesn't have an Students read about a hotel and ask and answer : outdoor poo[, but it has an indoor poo[. The hotel has two rooftop courts. The Musashino serves , apanese food. Ask students to name some hotels that they know.
Te[[ students about the kind of hotel you 5 No, you can't. Encourage peopte. Ask students what facilities they expect to find in a business hotel. You can take the airport limousine direct to the hotel.
Look at the facitities tisted. Check students' understanding. Ask students to complete the exercise, comparing m their ideas with a partner. Have a brief feedback session with the whole class. Get students to read through the brochure again to u find the information. Focus on the photos. Ask students to describe what Ask a student to read each question and briskty elicit they see.
Ask students what country they think the hotel is in. Get students to read the titte and introductory 1 a minute walk paragraph to check Aapqn. Ask students to say some of the facitities at the. Say a word from the first column and Hilton Tokyo and write ideas on the board. Get students to read the text again quickty to check and add more information where necessary. Students practise the Books closed.
Tett students they have a new job in a language and role-play a conversation. What things do they want to know about the city? Brainstorm and write suggestions on the board. Books open, Read the information together. Hightight Eticit the negative form of there are there aren't. Are there any meeting rooms? Monitor and hetp where needed.
Students listen to a classroom using there is, there isn't, there are and dialogue and role-play a conversation between a hotel receptionist and a business travetler. Ask students questions e. Tell students Simon is booking a hotel classroom? Are there any pictures? Encourage room. On the board, write two headings: Simon and students to respond Yes, there is,Yes, there are, Receptionist. Ask students what information Simon No, there isn't and No, there aren't.
Receptionist: single or doubleT number of Look at the example and then do items 2 and 3 with nights? Read the questions with the class and Ask students to comptete the exercise individuatty. Check the answers around the class. Pre-teach any words or phrases students may have difficulty with in the recording such as let me check.
Ptay the recording while students undertine the 3 There aren't any aiste seats available. Play the recording again and pause to elicit the answerS. Ask students to turn to the audio script on page 8 Arethere any buses from the airport to the city and practise the conversation with a partner. Go through the phrases in the Usefu[ language box. Hetp with pronunciation and ctarify meaning where necessary.
UI UT Tell students to use the prompts and the phrases o z. What things can they do to hetp communication e. Go through the phrases in the Usefu[ language box and ask students to identify usefuI phrases for booking a ftight. Te[[ students to use the information on their role cards to role-play a telephone conversation.
Give students a few moments to look at the information and prepare. Encourage students to sit back to back to simulate a telephone situation. A conference centre in Vienna, Austria, has requests for conference rooms from three companies.
Ask one or two pairs to come to the front and act out one of the conversations. Circulate and help call with the finalconference organiser.
Have a feedback session with the whole class, lf pairs ::r Ask check questions e. How many people are in have altocated conference rooms differently, use this the group from Minnesoto Chemicals? Pre-teach any unfamiliar conference centre. Ask students to suggest what a vocabulary e.
Ask students to listen to the conversation and note down what the conference organiser from JooC ,,, Encourage students to suggest an opening Designs wants. I am writing concerning your conference room booking. Choose a company and ask the ctass to hetp you conference, Slvins a of 65, write an e-mait on the board. Jgtat ::' Now ask students to choose another company and Task write an e-maiI individually.
Read through the questions in the first part ofthe. Ask students to work in pairs. They are going to :;r Ask students to compare their e-mails. Encourage students to make notes about their i decisions so that they can use them in the next part : One-to-one of the task.
They wilt : Now ask your student to read their e-mail in the same way and you 8u9ss the company. Attow them to make brief notes if necessary. Food and entertaining J 6r r z - Lesson 1 Starting up Practice File m Eoch lesson excluding case Students talk about the kind of food they tike Vocabutary page 20 studies is about and match dishes and countries.
This does not include Vocabulary: Eating out odministrqtion and time spent Students look at food groups and different parts go i ng thro ug h ho mewo rk. Lesson 2 Reading: Fast food in lndia Text bank Students look at how fast-food chains changed pages their menus in order to be successfut in lndia.
Lesson 3 Language focus 2: Countable and uncountable Practice File nouns Language review page 21 Students identify countabte nouns and complete Course Book Skitts exercises using a lot of, mony or much. Lesson 4 Case studv: Which restaurant? Resource bank Writing Each case study is obout 30 Students decide which of three restaurants to page minutes to t hour.
Writing page 22 Writing Students write an e-maiI inviting a customer to dinner and giving details about the restaurant. For a fast route through the unit focusing mainly on speaking skitls, just use the underlined sections, For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual students. UNIT 5. The fashion for eating out in restaurants was adopted by the upper classes during the French Revotution.
Many Engtish words relating to eating out are adopted from the French hotel, caf6, menu, chef, elc. Later, the migrations of the 20th century proved fertile ground for mingling cuisines, arrd a knowledge of the vast variety on offer is viewed as a mark of modern cosmopolitan taste. TE Codes of eating vary from culture to culture. An American wit[ be amused to see a British person Iz struggting to balance peas on the back, rather than the curve, ofthe fork. A European witl retain rn. The order in which food is served also differs from country to country.
The diners serve themselves by transferring smal[ amounts of food from communa[ bowts onto their own plates. Anthropotogist Robin Fox believes that 'doing [unch' has tittte to do with business and everything to do with status. The traditional concept of a business [unch or dinner has broadened to encompass other meals.
First there were breakfast meetings, fottowed by a trend in the USA to have meetings over afternoon tea. Whatever the context, it is important to check what etiguette is expected and what behaviour is acceptabte. Turn off mobile phones and be polite and attentive. I , breokfost o With the whole class, run through the countries in o z supper the box and ask the students to make adiectives from them.
Discourage students from using English as the z o lunch ad jective for the UK. Keep this brisk. What time do they eat it? What time do they eat the other meals?
Do they usuatty have lunch? You may wish to tell students that with the more How long is the normal [unch break in their country? Overview : Circulate and monitor. Tell students that you are going to look at [anguage for food and entertaining today. Ask them to look itu tua at the Overview section on page Poinl to each heading and eticit or exptain a littte about each.
I was wondering if I could get a little help with a build. Discover the magic of the internet at Imgur, a community powered entertainment destination. So I hereby open this thread! Share the silly characters you have seen, played, or dreamt up. My personal recomendation. Thank you! This little program is my gift to my fellow-gamers, and my way of saying "thank you" to the hobby's developers.
We'll also explore arcane traditions, spells, builds, and more. Started by jackatthekilns, AM. A sheet to help beginners with the process of building their character. With those stats? Some builds may include homebrew content from sources other than Dungeon Solvers. Press the Generate button and the results will appear below the form. The 5th edition Dungeons and Dragons Conceptual Start to Your Build: Lets talk about base build ideas before we jump into the nitty gritty of it all.
At the end, you will get the option to select only some results to generate our own PDF or to print cards on Magic format. But I'm sure this isn't funny for your group. View builds, guides, stats, skill orders, runes and masteries from Pros playing Bardo o Protetor Andarilho. Not the answer you're looking for? But I don't hear a lot of people complain that Clerics are OP.
Daniel Ryan. In the video the character build they come up with incorporates a little trick to overcome one of the challenges to syncing these two characters classes up.
I want to build for HydrogenOS users. If what you want to achieve is a "skulker quickly and silentlyThe build controls a single close-range enemy well, and in a straight dual or any single combat your opponent will be crying "broken" and "OP" after they spend the entire combat locked in place and doing nothing while dying to polearm slashes. March Forth and grab some deals Op het internet over de primaire partities van google bin gaan op een medium.
Training in War and Song. That failed stealth check got half the party killed and now the fallen are playing back-up reinforcements? DnD 5e Players Handbook. Then cast fireball for lots o damage. We have the answers. The optimal use of the 5E Model is a learning sequence of two to three weeks where each phase is used as the basis for one or more lessons. In each guide, you will find extensive information about gearing choices, passive skill trees, gem links, gameplay, and much more!
Customize your portfolio with pieces of different companies and funds to help reduce risk. Je had op zijn beurt een Primare, de hulp! Formatteringspartitie zal laten zien dat de geselecteerde standaardvolumes zullen worden geconverteerd naar dynamische volumes. Pick Rate. Here are some quick summaries of each subclass, which will give a bit of insight to the theme, generalized game mechanics, and the likely play style to expect.
Starting Stats 5e op gestalt build; User Info: weebman. It's just not the Wizards of the Sword Coast without a trip to Icewind Dale, one of the deadliest but most scenic regions in the 5e universe.
Transmute stone to mud, Slow, and Fireball spell combo. From mad scientists with mind-control guns to eagle-eyed space marksmen, you can play as either with this guide Yuan-ti-Pureblood 5e is usually supposed to be one of the most intelligent races in the entire game as they have the sense to perceive what is going in the war room.
Human — Variant: Polearm Master; Variant human is once again the best choice for both of these builds. For example, one popular meme that shows up is the "broken AC fighter. Proficiency Bonus. Dragons were the first to master magic, but over time it has evolved to serve the needs of countless others, from the giants of Xen'drik and the elves of Aerenal to the citizens of modern Khorvaire. The chest is embroi- dered on the inside with nine bloodstones worth 50 gp each … Place the four female Hulks of Zoretha H1—H4 where indicated on the map … enough, he shall return to life and reclaim his throne as a demon lord.
However, that doesn't necessarily mean that they own the rights to races like the fraal, mechalus, etc. The adventure is the fourth of five adventures in the Heartless series, and involves an investigation of a series of deaths by a wild animal.
Free Download. This is a series of free d20 Modern adventures published by Wizards of the Coast. The classes have access to different The Countdown to the apocalypse has begun.
It's like a character sheet that handles all the tricky and tedious parts of building characters. I like the idea also and adds a bit of spice to the pantheon. For example, a character with high charisma could choose the "Charismatic Hero" class, a character with high strength might choose the "Strong Use Planned Generation se D20 Modern page Points You can use your action to control the hand.
And here's the same information, except for Pathfinder. The trove d20 modern AD Character Sheet 2. Just right-click on the image and download it for your personal use. OCR software works with image files. Add the result of the three dice together. Or, at least the modern world as seen through the cypher of Hollywood action films, videogames, and comicbooks. General, Divine, Racial, etc items. The panels of the Home Done family presents the following features: Resistant: The steel core and the extremely low specific weight of EPS The trove d20 modern Coram Children's Legal Centre cannot be held responsible if changes to the law outdate this publication.
The d20 Modern iteration is due to rampant use of nanotechnology and AI. This returned the adventure to its roots, stripping the demiplane setting of the Ravenloft campaign. They take a -1 penalty to their armor class for the next round. Initial sales were okay but not amazing - I was selling a few every day. These can be spend on. Turns out it wasn't laking, it was over done. Its four sturdy panels have beautiful full color art by James Ryman on one side and all the charts and tables you need to play the game on the other.
D20 Modern is a class and level system, with all the baggage that entails, though the classes are not based upon the professions of the characters, but rather upon the characters' defining abilities. There are four adventures available for download in addition to the basic rules. This smoke will dissipate after 5 rounds. Le Nain Rouge is best represented in a d20 Modern game as a unique fey creature native to the area Welcome to the Dragonsfoot Character Sheets section.
I have created this to make the navigation of the d20 Modern SRD. Clean Dungeons. Class and Race Options. Roll20 uses cookies to improve your experience on our site. The trove d20 modern You can photocopy the print to enhance its quality. Countries Are The trove d20 modern - praxis-gilliard-sievert.
Pastebin CofD trove is also down. Interactive d20 Modern character sheet. Each power costs 5 points- See list of Powers.
I'm When autocomplete results are available use up and down arrows to review and enter to select. To reach orbit reliably, a transceiver needs a range of kilometres. I can see combining it with a D20 modern horror system to create a Wrestlers Against Darkness campaign.
Ancestral Vault. Fantasy Grounds library modules for the core rules, psionics, spells, and monsters, with drag and drop support in many areas. The EPS component make the panel light-weight, weather-proof, sound-proof and resistant to compression, while the steel wire component has a structural function and ensures to the panel its tensile strength.
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