25 common verbs
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25 COMMON VERBS
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Shopping at the mall
The customer attempted to pay with an American Express credit card but the cashier required photo ID to accept Amex as payment. The customer did not have a photo ID with them. As a result, the cashier could not accept the Amex card for the purchase since store policy required seeing ID. The cashier then asked if the customer still wanted the items with cash instead since the Amex could not be used, but the customer did not have enough cash to pay.
Presentación1
The simple present tense is used to express habits, general truths, repeated actions or unchanging situations, emotions and wishes. It is also used to give instructions or directions. The simple present tense should not be used to express actions that are happening now.
How to Become a Thought Leader in Your Niche
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.
Simple present tense presentation
The simple present tense is used to describe habitual or repeated actions, facts that are generally true, and scheduled events in the near future. It expresses ideas such as daily routines, general truths, and transportation timetables. Examples are given such as "I play tennis" to describe a habit, "Cats like milk" as a general fact, and "The train leaves tonight at 6 PM" for a scheduled event. The simple present tense can convey repetition, generalization, or future plans depending on the context.
Wh informative question 2
The document provides examples of WH-questions using the verb "to be" and their answers. It gives the location and occupation of James, the name of his wife Kathy, and identifies Steven and Jack as James and Kathy's sons. It explains that the children are on holiday because it is their birthday. The document also provides links to online practices for WH-questions using the verb "to be" and instructs students to complete the practices and send screenshots of their work to the teacher.
Wh question verb to be
The document provides examples of WH-questions using the verb "to be" and their answers. It introduces James, his wife Kathy, and their sons Steven and Jack. It provides details about where James is from, where he is, his wife's name, who Steven and Jack are, and why the children are on holiday. The document then asks who is older between Steven and Jack. It concludes by providing two links to online practices for WH-questions using the verb "to be" and instructs the user to complete exercises 1-4 on each site and send print screens of the results to the teacher.
Questions with verb to be
The document discusses questions that use forms of the verb "to be". Questions with the verb "to be" can ask about identity, possession, location, or descriptions. They require inverting the subject and the form of "to be" used, such as "is" or "are", when forming a question.
Adverbs of frequency lesson no. 2
This document discusses different types of adverbs that are used to provide information about time or frequency. It describes adverbs that indicate when an action occurred, such as yesterday or tomorrow. It also covers adverbs that indicate how long an action lasted, such as for a year or since 1996. Finally, it examines adverbs that show how often an action occurs, such as often, never, always, and occasionally. Examples are provided to illustrate the typical placement of each type of adverb.
Recommended
Shopping at the mall
The customer attempted to pay with an American Express credit card but the cashier required photo ID to accept Amex as payment. The customer did not have a photo ID with them. As a result, the cashier could not accept the Amex card for the purchase since store policy required seeing ID. The cashier then asked if the customer still wanted the items with cash instead since the Amex could not be used, but the customer did not have enough cash to pay.
Presentación1
The simple present tense is used to express habits, general truths, repeated actions or unchanging situations, emotions and wishes. It is also used to give instructions or directions. The simple present tense should not be used to express actions that are happening now.
How to Become a Thought Leader in Your Niche
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.
Simple present tense presentation
The simple present tense is used to describe habitual or repeated actions, facts that are generally true, and scheduled events in the near future. It expresses ideas such as daily routines, general truths, and transportation timetables. Examples are given such as "I play tennis" to describe a habit, "Cats like milk" as a general fact, and "The train leaves tonight at 6 PM" for a scheduled event. The simple present tense can convey repetition, generalization, or future plans depending on the context.
Wh informative question 2
The document provides examples of WH-questions using the verb "to be" and their answers. It gives the location and occupation of James, the name of his wife Kathy, and identifies Steven and Jack as James and Kathy's sons. It explains that the children are on holiday because it is their birthday. The document also provides links to online practices for WH-questions using the verb "to be" and instructs students to complete the practices and send screenshots of their work to the teacher.
Wh question verb to be
The document provides examples of WH-questions using the verb "to be" and their answers. It introduces James, his wife Kathy, and their sons Steven and Jack. It provides details about where James is from, where he is, his wife's name, who Steven and Jack are, and why the children are on holiday. The document then asks who is older between Steven and Jack. It concludes by providing two links to online practices for WH-questions using the verb "to be" and instructs the user to complete exercises 1-4 on each site and send print screens of the results to the teacher.
Questions with verb to be
The document discusses questions that use forms of the verb "to be". Questions with the verb "to be" can ask about identity, possession, location, or descriptions. They require inverting the subject and the form of "to be" used, such as "is" or "are", when forming a question.
Adverbs of frequency lesson no. 2
This document discusses different types of adverbs that are used to provide information about time or frequency. It describes adverbs that indicate when an action occurred, such as yesterday or tomorrow. It also covers adverbs that indicate how long an action lasted, such as for a year or since 1996. Finally, it examines adverbs that show how often an action occurs, such as often, never, always, and occasionally. Examples are provided to illustrate the typical placement of each type of adverb.
Going to
This document discusses when to use the phrase "going to" to refer to the future. It explains that "going to" is used to talk about plans and intentions based on present evidence or situations, as well as predictions based on the present. It provides examples of using "going to" to talk about plans for a party next week and a prediction about someone becoming a brilliant politician based on their current abilities and situation.
The use of how come and really
The document discusses the informal question words "how come" and "really". "How come" is used to ask why something happened, such as "How come you didn't go to the party?". It is followed by an explanation like "Because I was feeling ill". "Really" is used as a short response to show interest or surprise, like saying "Really?" in response to unexpected information.
Present continous power point
The document discusses the use of the present continuous tense in English. It can be used to talk about activities happening now, around now but not necessarily this moment, and planned events in the near future. Examples are provided for each case, such as "The kids are watching TV" to describe an ongoing current activity, "Sally is studying really hard for her exams this week" for an activity happening around now, and "I am seeing my dentist on Wednesday" for a planned future event.
Going to exercise no. 1
She is not going to walk to the stadium. You are going to fly to London. John is not going to eat anything. She is going to stay at a campsite. What are you going to do tomorrow? I am going to see Dennis tonight. Alexander is going to take the next bus. They are not going to play football in the gym. When are you going to give me the book back? Angela is going to spend a week in Poland.
Dialogue can and could
The document is a dialogue between two people using can, could, and would to discuss favors. Person 1 asks to borrow a book, help with homework, and drive a car, but Person 2 is unable to in each case, citing a need to study, not understanding the homework, or not having a license. When Person 1 is asked to come see a teacher, they initially agree but then have to decline as the teacher is unavailable.
Use of can and could
The document discusses the uses of the modal verbs can and could. Can is used to express general possibilities in the present or future, while could is used for past possibilities or those that are uncertain. Could is also used to make polite requests. Both can and could are used to make offers, with can being less formal than could.
List of regular verbs power point
This document lists English verbs in their simple past tense form. It is divided into three sections, with each section listing 6-7 common verbs and their simple past tense conjugations. The verbs range from wanting to including to stopping. Overall, the document functions as a reference of simple past tense verb forms.
Going to ppoint
Going to is used to talk about the future when a decision or plan has already been made. It is not a tense but a structure using be + going + to-infinitive. Examples are "I am going to buy a new car" and "Are you going to paint the house?" Going to can also be used to make predictions about the future based on present evidence, such as "It's going to snow" based on a black sky or "You're going to miss your train" based on the current time.
Location dialogues
A series of short conversations are described where a person asks for directions to various locations around town. For a grocery store, pharmacy, leather shop, and bank, the responses provide the names of streets and nearby landmarks to help navigate to each destination. Turn-by-turn directions involving street names and cardinal directions are given for how to reach the bank.
Simple present tense
The document discusses the simple present tense in English. It is used to express habits, repeated actions, unchanging situations, general truths, instructions, directions, and fixed arrangements or future events signaled by conjunctions like "after" and "until." The simple present is not used to describe actions happening now. It provides examples of forming the simple present tense with regular and irregular verbs. There are specific rules for verbs in the third person singular like adding -s to regular verbs and changing the ending for some irregular verbs. Questions in the third person singular use "does" as the auxiliary verb.
Simple present tense
The document discusses the simple present tense in English. It is used to express habits, repeated actions, unchanging situations, general truths, instructions, directions, and fixed arrangements or future events signaled by conjunctions like "after" and "until." The simple present is not used to describe actions happening now. It provides examples of forming the simple present tense with regular and irregular verbs. There are specific rules for verbs in the third person singular like adding -s to regular verbs and changing the ending for some irregular verbs. Questions in the third person singular use "does" as the auxiliary verb.
Portafolio virtual
Este documento presenta un seminario sobre informática e Internet que tiene el objetivo de enseñar de manera didáctica los antecedentes de la informática a nivel mundial y el uso de herramientas Web 2.0. El seminario también cubrirá el uso de Microsoft Word y PowerPoint para presentaciones y la creación de textos.
Estados de la materia
Este documento resume que toda la materia está compuesta de átomos, los cuales están formados por protones, neutrones y electrones. Explica que la materia puede presentarse en tres estados: sólido, líquido y gas, y describe las características básicas de cada estado.
Power point trucos para ahorrar luz
El documento ofrece consejos para ahorrar energía en el hogar, como abrir la nevera solo cuando sea necesario, apagar el televisor y electrodomésticos completamente después de usarlos, llenar la lavadora a su máxima capacidad, eliminar el modo de espera en aparatos, usar la luz solar tanto como sea posible, ajustar la iluminación y apagar el computador completamente. Finalmente, anima al lector a relajarse y disfrutar de la vida.
Curriculum ppt
This document describes a program called "Students as Teachers" developed at a middle school in New Jersey to help English Language Learners succeed in science. The program is based on the ideas that students learn best in groups and when they can leverage their strengths. It has students of varying English proficiency levels work collaboratively in groups to summarize, illustrate, and teach each other content from science chapters. The teacher introduces topics and monitors the process, while students assume responsibilities within their roles. Evaluation found the program improved students' science grades by a letter on average and reduced disciplinary issues, as students focused more deeply on language proficiency when explaining concepts to peers. The conclusion is that allowing collaborative work and student-created materials can help many English
STUDENTS AS TEACHERS PROGRAM
This program was developed in a middle school in New Jersey to help English Language Learners (ELLs) succeed in science class. The program groups ELL students by English proficiency level and has them work collaboratively to learn science concepts, create their own textbook, and then teach each other. This peer-to-peer learning approach improved student outcomes and reduced disciplinary issues compared to traditional instruction methods. The program shows that allowing students to leverage their strengths and teach one another can lead to greater academic success.
Parts of the plants1
The document lists members of a group and provides information about the main parts of plants, including roots, stem, leaves, flowers, fruits, and seeds. An activity is proposed to learn about these key plant parts.
Top assessment2
The document proposes a new assessment system for the English Department at the University of Panama to better evaluate student learning and achievement. It recommends implementing annual diagnostic assessments of students' language skills, as well as assessments after completing individual subjects. Students scoring low would receive reinforcement lessons. The proposal also suggests administering standardized English proficiency exams to assess students and ensure they meet the required language level upon graduating. Record keeping of student progress reports would help ensure a coherent vertical assessment system is in place.
Interactions between students in the classroom
Interaction refers to communication between individuals, particularly when negotiating meaning to prevent breakdowns. Research shows that conversational interaction facilitates language acquisition by connecting input, internal learner capacities like attention, and output. It is important to keep learners active in the classroom by reducing teacher talk and increasing learner talk time. Effective interactions involve exchanging information, having a specific outcome, including details, and focusing on problems using natural conversation and narratives. Ways to apply this research in the classroom include giving students opportunities to interact with the teacher and each other, planning instruction with tasks that promote interaction, and teaching language in the context of meaningful activities.
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Going to
This document discusses when to use the phrase "going to" to refer to the future. It explains that "going to" is used to talk about plans and intentions based on present evidence or situations, as well as predictions based on the present. It provides examples of using "going to" to talk about plans for a party next week and a prediction about someone becoming a brilliant politician based on their current abilities and situation.
The use of how come and really
The document discusses the informal question words "how come" and "really". "How come" is used to ask why something happened, such as "How come you didn't go to the party?". It is followed by an explanation like "Because I was feeling ill". "Really" is used as a short response to show interest or surprise, like saying "Really?" in response to unexpected information.
Present continous power point
The document discusses the use of the present continuous tense in English. It can be used to talk about activities happening now, around now but not necessarily this moment, and planned events in the near future. Examples are provided for each case, such as "The kids are watching TV" to describe an ongoing current activity, "Sally is studying really hard for her exams this week" for an activity happening around now, and "I am seeing my dentist on Wednesday" for a planned future event.
Going to exercise no. 1
She is not going to walk to the stadium. You are going to fly to London. John is not going to eat anything. She is going to stay at a campsite. What are you going to do tomorrow? I am going to see Dennis tonight. Alexander is going to take the next bus. They are not going to play football in the gym. When are you going to give me the book back? Angela is going to spend a week in Poland.
Dialogue can and could
The document is a dialogue between two people using can, could, and would to discuss favors. Person 1 asks to borrow a book, help with homework, and drive a car, but Person 2 is unable to in each case, citing a need to study, not understanding the homework, or not having a license. When Person 1 is asked to come see a teacher, they initially agree but then have to decline as the teacher is unavailable.
Use of can and could
The document discusses the uses of the modal verbs can and could. Can is used to express general possibilities in the present or future, while could is used for past possibilities or those that are uncertain. Could is also used to make polite requests. Both can and could are used to make offers, with can being less formal than could.
List of regular verbs power point
This document lists English verbs in their simple past tense form. It is divided into three sections, with each section listing 6-7 common verbs and their simple past tense conjugations. The verbs range from wanting to including to stopping. Overall, the document functions as a reference of simple past tense verb forms.
Going to ppoint
Going to is used to talk about the future when a decision or plan has already been made. It is not a tense but a structure using be + going + to-infinitive. Examples are "I am going to buy a new car" and "Are you going to paint the house?" Going to can also be used to make predictions about the future based on present evidence, such as "It's going to snow" based on a black sky or "You're going to miss your train" based on the current time.
Location dialogues
A series of short conversations are described where a person asks for directions to various locations around town. For a grocery store, pharmacy, leather shop, and bank, the responses provide the names of streets and nearby landmarks to help navigate to each destination. Turn-by-turn directions involving street names and cardinal directions are given for how to reach the bank.
Simple present tense
The document discusses the simple present tense in English. It is used to express habits, repeated actions, unchanging situations, general truths, instructions, directions, and fixed arrangements or future events signaled by conjunctions like "after" and "until." The simple present is not used to describe actions happening now. It provides examples of forming the simple present tense with regular and irregular verbs. There are specific rules for verbs in the third person singular like adding -s to regular verbs and changing the ending for some irregular verbs. Questions in the third person singular use "does" as the auxiliary verb.
Simple present tense
The document discusses the simple present tense in English. It is used to express habits, repeated actions, unchanging situations, general truths, instructions, directions, and fixed arrangements or future events signaled by conjunctions like "after" and "until." The simple present is not used to describe actions happening now. It provides examples of forming the simple present tense with regular and irregular verbs. There are specific rules for verbs in the third person singular like adding -s to regular verbs and changing the ending for some irregular verbs. Questions in the third person singular use "does" as the auxiliary verb.
Portafolio virtual
Este documento presenta un seminario sobre informática e Internet que tiene el objetivo de enseñar de manera didáctica los antecedentes de la informática a nivel mundial y el uso de herramientas Web 2.0. El seminario también cubrirá el uso de Microsoft Word y PowerPoint para presentaciones y la creación de textos.
Estados de la materia
Este documento resume que toda la materia está compuesta de átomos, los cuales están formados por protones, neutrones y electrones. Explica que la materia puede presentarse en tres estados: sólido, líquido y gas, y describe las características básicas de cada estado.
Power point trucos para ahorrar luz
El documento ofrece consejos para ahorrar energía en el hogar, como abrir la nevera solo cuando sea necesario, apagar el televisor y electrodomésticos completamente después de usarlos, llenar la lavadora a su máxima capacidad, eliminar el modo de espera en aparatos, usar la luz solar tanto como sea posible, ajustar la iluminación y apagar el computador completamente. Finalmente, anima al lector a relajarse y disfrutar de la vida.
Curriculum ppt
This document describes a program called "Students as Teachers" developed at a middle school in New Jersey to help English Language Learners succeed in science. The program is based on the ideas that students learn best in groups and when they can leverage their strengths. It has students of varying English proficiency levels work collaboratively in groups to summarize, illustrate, and teach each other content from science chapters. The teacher introduces topics and monitors the process, while students assume responsibilities within their roles. Evaluation found the program improved students' science grades by a letter on average and reduced disciplinary issues, as students focused more deeply on language proficiency when explaining concepts to peers. The conclusion is that allowing collaborative work and student-created materials can help many English
STUDENTS AS TEACHERS PROGRAM
This program was developed in a middle school in New Jersey to help English Language Learners (ELLs) succeed in science class. The program groups ELL students by English proficiency level and has them work collaboratively to learn science concepts, create their own textbook, and then teach each other. This peer-to-peer learning approach improved student outcomes and reduced disciplinary issues compared to traditional instruction methods. The program shows that allowing students to leverage their strengths and teach one another can lead to greater academic success.
Parts of the plants1
The document lists members of a group and provides information about the main parts of plants, including roots, stem, leaves, flowers, fruits, and seeds. An activity is proposed to learn about these key plant parts.
Top assessment2
The document proposes a new assessment system for the English Department at the University of Panama to better evaluate student learning and achievement. It recommends implementing annual diagnostic assessments of students' language skills, as well as assessments after completing individual subjects. Students scoring low would receive reinforcement lessons. The proposal also suggests administering standardized English proficiency exams to assess students and ensure they meet the required language level upon graduating. Record keeping of student progress reports would help ensure a coherent vertical assessment system is in place.
Interactions between students in the classroom
Interaction refers to communication between individuals, particularly when negotiating meaning to prevent breakdowns. Research shows that conversational interaction facilitates language acquisition by connecting input, internal learner capacities like attention, and output. It is important to keep learners active in the classroom by reducing teacher talk and increasing learner talk time. Effective interactions involve exchanging information, having a specific outcome, including details, and focusing on problems using natural conversation and narratives. Ways to apply this research in the classroom include giving students opportunities to interact with the teacher and each other, planning instruction with tasks that promote interaction, and teaching language in the context of meaningful activities.
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在当今社会，随着人们对隐私和安全需求的增加，私家侦探这一职业逐渐走进公众视野。他们提供的“找人”服务，在一定程度上满足了某些特定情况下的需求。然而，私家侦探的合法性及其所提供的服务质量却引发了广泛的关注和讨论。
首先，需要明确的是，私家侦探在提供找人服务时，必须严格遵守国家法律法规和道德规范。他们不能侵犯他人的合法权益，包括但不限于隐私权、人身安全等。任何违法行为都将受到法律的制裁。因此，在选择私家侦探时，务必确保其具备合法的营业执照和经营资质，以免陷入不法分子的陷阱。
然而，尽管有法律约束，但私家侦探行业的乱象仍不时出现。一些无良侦探可能利用信息不对等的优势，进行非法跟踪、窃听、偷拍等行为，严重侵犯了他人的正当权益。这不仅损害了私家侦探行业的形象，也破坏了社会的和谐稳定。因此，加强行业监管和自我规范显得尤为重要。
在寻找失踪人员方面，私家侦探或许能够提供一定的帮助，但他们并非万能。对于涉及法律问题的案件，应该寻求专业律师或执法机构的协助。私家侦探的服务范围应限于合法且不涉及法律纠纷的领域。同时，公众也应提高警惕，不要轻易相信所谓的“神通广大”的私家侦探，以免上当受骗。
此外，值得一提的是，虽然私家侦探在某些情况下可能起到一定作用，但并不能替代公安机关等执法部门的功能。在处理涉及人身安全和隐私等问题时，仍需依靠政府部门和专业机构的力量来保障公民的合法权益。
综上所述，私家侦探在提供找人服务时应遵守法律法规和道德规范；公众在选择时需谨慎核实其资质和信誉；同时政府和社会各界应加强合作共同维护社会秩序和公平正义。
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