The document requests basic personal information including name, student number, address, zip code, phone number, age, sex, occupation, major, marital status, and date of birth.
O documento discute o uso do Simple Past no inglês. Explica que verbos regulares formam o passado adicionando -ed ao final, enquanto verbos irregulares têm formas próprias. Detalha regras para verbos terminados em consoante + vogal + consoante. Também cobre como formar perguntas e negações no Simple Past e exemplos de advérbios de tempo comuns.
Future time clauses. when, as soon as, before, after, untilJorge meléndez
The document discusses future time clauses in Spanish and provides examples of how to use different future time conjunctions such as "when", "as soon as", "before", "after", and "until" followed by an action that will occur. Specifically, it lists the conjunctions that can be used to indicate the timing of a future action in relation to another future action, along with examples of sentences using each conjunction and future verb conjugations.
The document describes typical daily routines for many people. It provides examples of common morning routines like waking up, showering, getting dressed, eating breakfast, brushing teeth, and going to school or work. Afternoon routines include activities like having lunch, doing homework, playing, and chores. Evening routines cover things like dinner, bathing, brushing teeth, and going to bed. The document uses these examples to illustrate the habits and regular activities people engage in each day.
This document discusses connectors and their importance in writing. It begins with defining connectors as words that join two ideas in a text and provide clarity. It then describes different types of connectors, including addition, sequence, cause and effect, contrast and comparison, emphasis, and example connectors. Grammar rules for using connectors are explained, such as placing connectors between two related sentences. The document concludes with practice questions to test understanding of connectors and a bibliography.
This document contains the text and instructions for a quiz about countries, nationalities, and languages. The quiz contains 15 multiple choice or fill-in-the-blank questions about the nationality or native language of various famous people as well as the flags and languages of different countries. The questions are timed and students are instructed to write their answers in their notebook. After the questions, the document shows the answers to check their work.
The document discusses the simple present tense in English. It provides examples of affirmative, negative, and interrogative sentences in the third person singular. It notes some irregular verbs and how they are conjugated in the third person singular. Short and long answer responses are also demonstrated.
Taylor Swift sings about shaking off criticism from others and continuing to do her own thing. The chorus says that players will play and haters will hate, but she is just going to shake it off. She dances to her own beat and keeps moving despite what people say.
O documento discute o uso do Simple Past no inglês. Explica que verbos regulares formam o passado adicionando -ed ao final, enquanto verbos irregulares têm formas próprias. Detalha regras para verbos terminados em consoante + vogal + consoante. Também cobre como formar perguntas e negações no Simple Past e exemplos de advérbios de tempo comuns.
Future time clauses. when, as soon as, before, after, untilJorge meléndez
The document discusses future time clauses in Spanish and provides examples of how to use different future time conjunctions such as "when", "as soon as", "before", "after", and "until" followed by an action that will occur. Specifically, it lists the conjunctions that can be used to indicate the timing of a future action in relation to another future action, along with examples of sentences using each conjunction and future verb conjugations.
The document describes typical daily routines for many people. It provides examples of common morning routines like waking up, showering, getting dressed, eating breakfast, brushing teeth, and going to school or work. Afternoon routines include activities like having lunch, doing homework, playing, and chores. Evening routines cover things like dinner, bathing, brushing teeth, and going to bed. The document uses these examples to illustrate the habits and regular activities people engage in each day.
This document discusses connectors and their importance in writing. It begins with defining connectors as words that join two ideas in a text and provide clarity. It then describes different types of connectors, including addition, sequence, cause and effect, contrast and comparison, emphasis, and example connectors. Grammar rules for using connectors are explained, such as placing connectors between two related sentences. The document concludes with practice questions to test understanding of connectors and a bibliography.
This document contains the text and instructions for a quiz about countries, nationalities, and languages. The quiz contains 15 multiple choice or fill-in-the-blank questions about the nationality or native language of various famous people as well as the flags and languages of different countries. The questions are timed and students are instructed to write their answers in their notebook. After the questions, the document shows the answers to check their work.
The document discusses the simple present tense in English. It provides examples of affirmative, negative, and interrogative sentences in the third person singular. It notes some irregular verbs and how they are conjugated in the third person singular. Short and long answer responses are also demonstrated.
Taylor Swift sings about shaking off criticism from others and continuing to do her own thing. The chorus says that players will play and haters will hate, but she is just going to shake it off. She dances to her own beat and keeps moving despite what people say.
The document lists various countries and provides their corresponding nationality and primary language. For each country, it identifies the country name, nationality, and main language spoken in that country in a consistent three column format with country, nationality, and language headings. There are over 20 countries represented from different regions around the world.
The document discusses the differences between using the present simple and present continuous tenses in English. It provides examples of verbs used with each tense and questions to demonstrate when each tense is used. The questions cover topics like stative verbs, pronunciations with '-s', '-es', and '-ing' endings and choosing the correct verb form or tense to complete sentences. The document is a review of present tenses and verbs for English language learners.
O documento explica o que são prefixos e sufixos e como eles são usados para formar novas palavras em inglês, alterando o significado da palavra original. Prefixos são acrescentados antes da raiz da palavra e sufixos são acrescentados depois. Exemplos como "work" e "worker" são dados para ilustrar como prefixos e sufixos funcionam. O documento também fornece exercícios para praticar acrescentar prefixos e sufixos em palavras.
The document provides information about prepositions of time in English. It discusses the main prepositions used to indicate time - at, on, and in. For each preposition, it lists the different ways they can be used such as "at 5 o'clock", "on Monday", or "in June". Examples are given for using these prepositions to specify times of day, dates, periods of years, eras in history, and more. The document aims to explain how prepositions are used to discuss and refer to specific times in the English language.
This document discusses clauses of purpose, which are subordinate clauses that express the reason for an action and answer questions like "why" or "for what reason." It provides examples of different types of purpose clauses using words like "to," "in order to," and "so that," and how they are used with different verb forms. The document also discusses preventing and avoiding actions using purpose clauses.
The document describes a typical daily routine, including waking up at 6am, having a shower by 7am, eating breakfast at 7am, leaving home by 8am, arriving at work at 9am, having lunch at 1pm, sometimes leaving work at 6pm, arriving home at 6:30pm, often eating dinner at 8pm, usually watching TV at 10pm, and always going to sleep at 10:15pm.
The document discusses different types of conjunctions or linking words in English, including: either/or, neither/nor, both/and, not only/but also. It provides examples of how to use these conjunctions and also describes other types such as: adversative (but, however), concessive (although, even though), consecutive/conclusive (so, therefore), and explanatory (because, as, since, for). The document concludes with a short activity testing the use of conjunctions in sentences.
Este documento apresenta frases comuns em português com suas traduções para o inglês, bem como um diálogo de exemplo entre duas crianças, Ângela e Fábio, e seu amigo Luís. Eles cumprimentam um ao outro, apresentam-se, perguntam sobre suas idades e de onde vêm, e se despedem.
The document introduces greetings in different times of day and instructs students to practice introducing themselves to a partner by sharing their names and where they are from. A sample introduction is provided between two students, Enrique and Ana, where they exchange greetings, share their names and hometowns.
This document provides information and exercises about abilities and inabilities expressed using can and can't. It discusses when to use can and can't in affirmative and negative sentences. It also covers interrogative forms using can and short yes/no answers. There are two exercises - the first completes sentences with can and can't and the second writes questions using the modal can with subjects and verbs provided in brackets.
O documento explica como formar frases no futuro simples em inglês usando o verbo auxiliar "will". Ele descreve as formas afirmativa, negativa e interrogativa do futuro simples e fornece exemplos de cada uma. O documento também lista expressões comuns de tempo usadas com o futuro simples, como "amanhã", "próxima semana" e "próximo ano".
The document provides personal information about Vicente Fernández such as his name, nickname, place of birth, current residence, contact information, birthday, age, occupation as a professional singer, marital status as married, and interests including riding horses and singing but not dancing. Key vocabulary defined includes first name, surname, nickname, residence, occupation, marital status, and interests/hobbies.
This document provides a lesson on simple past questions in English. It introduces simple past tense, which is used to talk about actions that occurred in the past. It explains the structure of simple past questions using auxiliary verbs like "did" and presents examples of yes/no and wh- questions in simple past tense. The document concludes with an activity asking students to write simple past questions based on given sentence prompts.
Este documento fornece instruções sobre como conjugar o verbo "to be" em inglês. Ele explica que o verbo "to be" varia de acordo com o pronome pessoal e é usado para identificar pessoas e objetos e expressar tempo, idade e local. O documento também mostra como formar frases negativas e interrogativas com o verbo "to be".
O documento explica as diferenças entre o futuro imediato e o futuro simples em inglês. O futuro imediato usa "be going to" e indica ações que vão acontecer logo, enquanto o futuro simples usa "will" ou "shall" e indica ações que acontecerão no futuro não imediato. Ambos colocam o verbo principal no infinitivo.
O documento explica o uso do futuro "going to" em inglês. Going to é usado para falar de planos e intenções no futuro imediato. Pode também prever o futuro baseado em evidências presentes, como "vai chover" quando o céu está nublado. Exemplos demonstram como formar frases no futuro usando going to de forma afirmativa, negativa e interrogativa.
O documento explica as diferenças entre o Simple Future e o Future with going to no inglês. O Simple Future expressa ações futuras incertas ou não planejadas, enquanto o Future with going to expressa ações futuras planejadas. Exemplos demonstram como formar frases afirmativas, negativas e interrogativas em cada tempo verbal, além de exercícios para praticar.
This document provides a lesson on using auxiliary verbs "do" and "does" to ask and answer questions in the simple present tense. It includes examples of questions using "do" and "does" with different subjects, and examples of short answers to questions using "do", "does", "don't", and "doesn't". The objective is for students to practice writing questions and answers using auxiliary verbs.
The document lists over 100 occupations in English, including common jobs like accountant, actor, architect, astronaut, baker, banker, bartender, chef, dancer, doctor, engineer, farmer, firefighter, fisherman, flight attendant, journalist, judge, lawyer, librarian, mechanic, musician, pilot, plumber, police officer, professor, scientist, soldier, teacher, and writer. It also includes more specialized roles such as anthropologist, archaeologist, biomedical scientist, cartographer, economist, geologist, historian, mathematician, meteorologist, philosopher, physicist, playwright, researcher, systems analyst, and translator. The occupations are listed in alphabetical order in English and the document notes that more jobs will
This three page document contains copyright notices for Portal Japan Inc. on each page, indicating the company holds the copyright for the content on the respective pages numbered test1, test2 and test3. The copyright notice is identical on all three pages and attributes the rights to Portal Japan Inc. for 2012.
The document lists various countries and provides their corresponding nationality and primary language. For each country, it identifies the country name, nationality, and main language spoken in that country in a consistent three column format with country, nationality, and language headings. There are over 20 countries represented from different regions around the world.
The document discusses the differences between using the present simple and present continuous tenses in English. It provides examples of verbs used with each tense and questions to demonstrate when each tense is used. The questions cover topics like stative verbs, pronunciations with '-s', '-es', and '-ing' endings and choosing the correct verb form or tense to complete sentences. The document is a review of present tenses and verbs for English language learners.
O documento explica o que são prefixos e sufixos e como eles são usados para formar novas palavras em inglês, alterando o significado da palavra original. Prefixos são acrescentados antes da raiz da palavra e sufixos são acrescentados depois. Exemplos como "work" e "worker" são dados para ilustrar como prefixos e sufixos funcionam. O documento também fornece exercícios para praticar acrescentar prefixos e sufixos em palavras.
The document provides information about prepositions of time in English. It discusses the main prepositions used to indicate time - at, on, and in. For each preposition, it lists the different ways they can be used such as "at 5 o'clock", "on Monday", or "in June". Examples are given for using these prepositions to specify times of day, dates, periods of years, eras in history, and more. The document aims to explain how prepositions are used to discuss and refer to specific times in the English language.
This document discusses clauses of purpose, which are subordinate clauses that express the reason for an action and answer questions like "why" or "for what reason." It provides examples of different types of purpose clauses using words like "to," "in order to," and "so that," and how they are used with different verb forms. The document also discusses preventing and avoiding actions using purpose clauses.
The document describes a typical daily routine, including waking up at 6am, having a shower by 7am, eating breakfast at 7am, leaving home by 8am, arriving at work at 9am, having lunch at 1pm, sometimes leaving work at 6pm, arriving home at 6:30pm, often eating dinner at 8pm, usually watching TV at 10pm, and always going to sleep at 10:15pm.
The document discusses different types of conjunctions or linking words in English, including: either/or, neither/nor, both/and, not only/but also. It provides examples of how to use these conjunctions and also describes other types such as: adversative (but, however), concessive (although, even though), consecutive/conclusive (so, therefore), and explanatory (because, as, since, for). The document concludes with a short activity testing the use of conjunctions in sentences.
Este documento apresenta frases comuns em português com suas traduções para o inglês, bem como um diálogo de exemplo entre duas crianças, Ângela e Fábio, e seu amigo Luís. Eles cumprimentam um ao outro, apresentam-se, perguntam sobre suas idades e de onde vêm, e se despedem.
The document introduces greetings in different times of day and instructs students to practice introducing themselves to a partner by sharing their names and where they are from. A sample introduction is provided between two students, Enrique and Ana, where they exchange greetings, share their names and hometowns.
This document provides information and exercises about abilities and inabilities expressed using can and can't. It discusses when to use can and can't in affirmative and negative sentences. It also covers interrogative forms using can and short yes/no answers. There are two exercises - the first completes sentences with can and can't and the second writes questions using the modal can with subjects and verbs provided in brackets.
O documento explica como formar frases no futuro simples em inglês usando o verbo auxiliar "will". Ele descreve as formas afirmativa, negativa e interrogativa do futuro simples e fornece exemplos de cada uma. O documento também lista expressões comuns de tempo usadas com o futuro simples, como "amanhã", "próxima semana" e "próximo ano".
The document provides personal information about Vicente Fernández such as his name, nickname, place of birth, current residence, contact information, birthday, age, occupation as a professional singer, marital status as married, and interests including riding horses and singing but not dancing. Key vocabulary defined includes first name, surname, nickname, residence, occupation, marital status, and interests/hobbies.
This document provides a lesson on simple past questions in English. It introduces simple past tense, which is used to talk about actions that occurred in the past. It explains the structure of simple past questions using auxiliary verbs like "did" and presents examples of yes/no and wh- questions in simple past tense. The document concludes with an activity asking students to write simple past questions based on given sentence prompts.
Este documento fornece instruções sobre como conjugar o verbo "to be" em inglês. Ele explica que o verbo "to be" varia de acordo com o pronome pessoal e é usado para identificar pessoas e objetos e expressar tempo, idade e local. O documento também mostra como formar frases negativas e interrogativas com o verbo "to be".
O documento explica as diferenças entre o futuro imediato e o futuro simples em inglês. O futuro imediato usa "be going to" e indica ações que vão acontecer logo, enquanto o futuro simples usa "will" ou "shall" e indica ações que acontecerão no futuro não imediato. Ambos colocam o verbo principal no infinitivo.
O documento explica o uso do futuro "going to" em inglês. Going to é usado para falar de planos e intenções no futuro imediato. Pode também prever o futuro baseado em evidências presentes, como "vai chover" quando o céu está nublado. Exemplos demonstram como formar frases no futuro usando going to de forma afirmativa, negativa e interrogativa.
O documento explica as diferenças entre o Simple Future e o Future with going to no inglês. O Simple Future expressa ações futuras incertas ou não planejadas, enquanto o Future with going to expressa ações futuras planejadas. Exemplos demonstram como formar frases afirmativas, negativas e interrogativas em cada tempo verbal, além de exercícios para praticar.
This document provides a lesson on using auxiliary verbs "do" and "does" to ask and answer questions in the simple present tense. It includes examples of questions using "do" and "does" with different subjects, and examples of short answers to questions using "do", "does", "don't", and "doesn't". The objective is for students to practice writing questions and answers using auxiliary verbs.
The document lists over 100 occupations in English, including common jobs like accountant, actor, architect, astronaut, baker, banker, bartender, chef, dancer, doctor, engineer, farmer, firefighter, fisherman, flight attendant, journalist, judge, lawyer, librarian, mechanic, musician, pilot, plumber, police officer, professor, scientist, soldier, teacher, and writer. It also includes more specialized roles such as anthropologist, archaeologist, biomedical scientist, cartographer, economist, geologist, historian, mathematician, meteorologist, philosopher, physicist, playwright, researcher, systems analyst, and translator. The occupations are listed in alphabetical order in English and the document notes that more jobs will
This three page document contains copyright notices for Portal Japan Inc. on each page, indicating the company holds the copyright for the content on the respective pages numbered test1, test2 and test3. The copyright notice is identical on all three pages and attributes the rights to Portal Japan Inc. for 2012.
thanks buat sugeng, novi, n winda juga daniel
teman2 kelompokq di gpmii,
berkat presentasi neh...kita dapat makan-makan pizza hut :) ditunggu yah 04 maret ini
This three page document contains copyright notices for Portal Japan Inc. on each page, indicating the company holds the copyright for the content on the respective pages numbered test1, test2 and test3. The copyright notice is identical on each page and attributes the rights to Portal Japan Inc. for 2012.
This document discusses 4G wireless networks and some of the key challenges in developing them. It provides background on the evolution of wireless networks from 1G to 3G. The main limitations of 3G that necessitate 4G are difficulty providing high data rates, limited spectrum allocation, and inability to seamlessly roam between different services. Desired features of 4G include high usability, global roaming, multimedia support, personalization, security, and fault tolerance. Main challenges for 4G include developing multimode terminals, wireless system discovery and selection, handling vertical and horizontal handoffs, personalized mobility, improved security, fault tolerance, and dynamic billing systems.
El documento describe los problemas de los jóvenes sin empleo ni educación, conocidos como "nini", que pasan el tiempo en casas abandonadas y dan una mala impresión a la comunidad.
The document provides information about units of time including seconds, minutes, hours, days, weeks, months and years. It also lists the days of the week and their abbreviations. Months of the year are listed as well. The document includes information about how to write out dates in numeric (4/5/2023) and word (April fifth twenty twenty-three) format. It provides examples of writing out historic dates. Finally, it includes a sample birthday song.
El documento describe los pronombres personales en inglés, incluyendo I, you, he, she, it, we, you, y they. Explica que estos pronombres se refieren a las personas gramaticales y se usan para reemplazar nombres. También incluye tablas que muestran las formas de ser y estar para cada pronombre personal.
This short document does not contain any substantive information to summarize in 3 sentences or less. It only includes a title and subtitle with no other text provided.
The document shows various occupations listed in a grid format, including teacher, analyst, carpenter, electrician, firefighter, vet, writer, student, doctor, nurse, dentist, engineer, actor, actress, secretary, employee, housewife, auto mechanic, pilot, and police officer. It also includes short descriptions of individuals and their occupations.
This document discusses using electronic mail (email) feedback between instructors and students. It provides suggestions for using email feedback, such as using it regularly and before problems surface. Some advantages are that email allows for communication, sharing of information, and feedback without being restricted to a specific time or place. Limitations include potential lengthy or lack of responses from students, as well as private feedback being read by the wrong people or rude comments. The purpose of email feedback is to provide a simple and immediate channel for faculty to ask questions and students to respond about the class.
This document is a lesson plan on asking and answering questions about birthdays and ages in English. It covers vocabulary for months, dates, ordinal numbers, and cultural tips. Sample dialogs are provided for asking "When is your birthday?" and "How old are you?". The lesson also reviews questions like "When is her birthday?" and "How old is he?". Students are instructed to practice the target language on the lesson blog to test their comprehension.
This document contains sample questions and responses for personal information like name, age, address, email, nationality and hobbies. It includes questions about spelling names, where someone is from, and their occupation. Sample answers provide details like Rocio Mora, she is from Mexico, lives at 353 Atonalisco Street, and is a student in Mexico.
This document discusses communication barriers and provides examples of personal information questions and answers. It begins with examples of barriers like walls, culture, language, relationships, and knowledge that block harmonious living. It then provides personal information questions like name, age, address, and phone number with sample dialog between two people, A and B, as they introduce themselves and ask each other these identifying details. The document also includes numbers and singular/plural pronouns in English.
Asking for and giving personal informationsanchezoswaldo
This document introduces personal information questions and vocabulary terms for asking about and sharing name, nickname, place of birth, residence, address, phone number, birthday, age, occupation, marital status, and interests/hobbies. Key vocabulary defined includes first name, surname or family name, nickname, residence, occupation, and marital status.
This document contains various greetings, questions to ask for personal information, examples of personal information to provide including name, age, location, hobbies, contact details. It also includes the alphabet, numbers, examples of conversations, notes on titles like Mr/Mrs, questions to ask about nationality and origins, and templates for introducing yourself and others by providing your/their name.
Liliana Andrea Mendoza Montoya is a 28-year-old woman from San Roque, Colombia. She lives in the village of Santiago in the municipality of Santo Domingo. Liliana is a teacher who lives alone and enjoys rock and salsa music. Her favorite soccer team is Independiente Medellín.
The document introduces Carlos Xavier Gonzalez, a 28-year-old man living in Fresno, California. It provides his personal details, including his name, age, height, weight, address, and contact information. The document exchanges greetings between students and a teacher starting an online class, setting a friendly tone.
This document summarizes an English course on basic family terms and numbers using the verb "to be". It includes a family diagram with terms labeled in English and Spanish, examples of family introductions using this vocabulary, breakdowns of numbers and dates, and days of the week. Sample dialogues are provided to model asking and answering basic questions about family members and personal details.
This document provides examples of questions and responses to practice answering questions about personal information, favorite things, family, work/studies, hobbies, likes/dislikes, and birthdays. It includes lists of months, colors, and sports to use in responses. The goal is to practice conversing about oneself and others by answering common questions about name, origin, neighborhood, occupation, siblings, living situation, interests, and preferences.
This document provides an orientation for an English I module taking place over 1 week. It includes numbers, possessives, verb to be (negative), and occupations as topics. Students are instructed to review their guide, book, and listen to the CD, and do their homework. The document then outlines and provides examples for each topic, including numbers, expressions with numbers, possessive adjectives and with names, verb to be in the negative, and occupations. Exercises are included for students to practice these grammar points.
This document provides instructions and an example for students to introduce themselves to the class. It includes prompts for students to provide their name, address, place of origin, educational background, family, birthdate, previous background, and hobby. An example introduction is given by Nezar Ganda Putra who states his name, birthdate, address, education, and hobby of traveling. Students are asked to write their own self-introduction and submit it to the teacher.
This document introduces how to ask and answer questions about yourself using the verb "to be" in English. It provides examples of questions like "What is your name?" and "Where are you from?" along with the correct affirmative, negative, and interrogative responses using subjects like "I", "You", "He/She", and "We/They". Students are encouraged to practice answering sample questions about their name, address, hair color, birthday, favorite author, and favorite color to get more experience using the verb "to be" in the first person.
This document provides criteria for evaluating students in an English class including:
- Attendance tolerance of 15 minutes with 2 allowed absences per 3-hour module.
- Evaluation criteria of 60% for class participation, 30% for attendance, and 30% for a project, and 40% for an online exam.
- Welcomes students to Top Notch class and encourages getting to know classmates.
Javier Cecilia is an 11-year old boy from Esparreguera, Barcelona who attends Les Roques Blaves school and enjoys football and video games. He has one brother named Aitor Cecilia who is 4 years old, also attends Les Roques Blaves school, and likes Star Wars movies, football, and playing with Lego and Playmobil. Both boys were born in Barcelona to parents Miguel and Montserrat and do not have any pets.
Javier Cecilia is an 11-year old boy from Esparreguera, Barcelona who attends Les Roques Blaves school and enjoys football and video games. He has one brother, 4-year old Aitor Cecilia, who was also born in Esparreguera and attends the same school, liking Star Wars movies, football, and playing with Lego and Playmobil. Both boys were born to parents Miguel and Montserrat and have Cristiano Ronaldo as their favorite sportsman.
The document provides instructions for an English class. It includes greetings and ways to say goodbye in English. It discusses personal pronouns and the verb "to be". Students are instructed to review their guide, book, and listen to the CD. They are also told to do their homework and provide examples of questions to ask when meeting someone.
The document provides information about personal pronouns and verbs. It defines personal pronouns as words that can be used in place of a noun referring to a person or thing. Examples of singular and plural personal pronouns are given for the first, second and third person. Conjugations of the verbs "to be", "to do" and "to have" are then shown in affirmative, negative and interrogative forms for each personal pronoun.
The document summarizes an interview with the respondent's grandmother, María Cecilia Ávila Solano. Some key details provided include: her earliest memory was living in the countryside; she grew up in Cuidad Colón and went to School Rogelio Fernández Well where her best friend was Marta Matamoros; her first job was at a bakery which she enjoyed; she had 11 children total; her parents were José Angel Solano Álvarez and María Luisa Ramírez Fallas; her happiest memory was having her first son; now she has 29 grandchildren and 24 great-grandchildren; her favorite animal is parrots and she has several pets including a dog named Laila and parrots
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04 ID card info, information questions, addresses and phone numbers
1. Name (First, Middle, Last)
Student number
Address
zip code (ZIP)
Phone number
Age
Sex
Occupation
Major
Marital status
Date of Birth
Anthony Rod SMR Texmelucan
2. FULL NAME: My name is Jose Antonio Garcia
JOSE ANTONIO GARCIA
First name Middle (second) name Last name
First name: Jose
What’s your first name? My first name is Jose
Middle name: Antonio
What’s your middle name? My middle name is Antonio
× I don’t have a middle name
Last name: Garcia
What’s your last name? My last name is García
Anthony Rod SMR Texmelucan
3. WHAT? = QUE? / CUAL? What is
What’s (contraction)
1. What’s your name ? My name is Antonio Rodriguez
2. What’s your first name ? My first name is Antonio
3. What’s your middle name ? I don’t have a middle name
4. What’s your last name ? My last name is Rodriguez
5. What’s your address ? 62 Reforma St.
6. What’s your zip code ? 74001
7. What’s your telephone number ? two-four-eight-one-oh-five-seven-five-oh-nine
8. What do you do ? I’m an English Teacher
9. What’s the date ? Today is Monday October 15 2012
Anthony Rod SMR Texmelucan
6. Street = St. Vicente Guerrero St.
Avenue = Ave. Libertad Ave.
Boulevard = Blvd. Xicotencatl Blvd.
Drive = Dr. Lazaro Cardenas Dr.
Road = Rd. Tlanalapan Rd.
Anthony Rod SMR Texmelucan
7. What’s your phone number ?
Phone numbers in English are given number by number
5560 1905 (five-five-six-oh-one-nine-oh-five)
577 9241 (five-seven-seven-nine-two-four-one)
867 9241 (eight-six-seven-nine-two-four-one)
137 9241 (nine-three-seven-nine-two-four-one)
5580 3892 (five-five-eight-oh-three-eight-nine-two)
Anthony Rod SMR Texmelucan
10. WHERE?= DONDE?
Where is
Where’s (contraction)
•Where are you from? •I’m from San Martín Texmelucan
•Where do you live? •I live in San Lucas
•Where do you study? •I study at “Maestro Rural”
secondary school
•Where do you work? •I work in San Martin
•Where is my book? •It’s in your backpack
•Where are you? •I’m at school
•Where is Marco? •He’s at school
•Where is Lucia? •She’s at home
Anthony Rod SMR Texmelucan
11. I don’t have a telephone number.
I don’t have an e-mail address.
I don’t have a student number.
I don’t have an ID card.
I don’t know.
I REALLY don’t know.
Anthony Rod SMR Texmelucan
12. MY = Mi, Mis YOUR = tu, tus
My name My name is Antonio Your name What’s your name?
My last name My last name is Rodriguez Your first name What’s your last name?
My book This is my book Your book This is your book
My books These are my books Your books These are your books
My pencil This is my pencil Your ID card This is your ID card
My pencils These are my pencils Your ID cards These are your ID cards
My phone My phone number is What’s your phone
Your phone number
number 248 105 7509 number?
My teacher Mr. Rodriguez is my teacher Your major What’s your major?
My address My address is 24 First Ave. Your address What’s your address?
My birthday My birthday is on May 12 Your birthday When is your birthday?
Anthony Rod SMR Texmelucan
13. My birthday
My birthday is on April 12th
Date of birth: April 12 1970
When is your birthday?
NEW BORN
Place of birth
I was born in San Martin.
I’m from San Martin
Where are you from?
SAN MARTIN TEXMELUCAN
Anthony Rod SMR Texmelucan
14. WHEN IS YOUR BIRTHDAY?
My birthday is on May 12 th
Anthony Rod SMR Texmelucan