971118教學觀摩簡報
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There is a bedroom in Robert's tree house. The summary asks if there are any problems living in the tree house. Robert seems to enjoy living in the tree house, as no problems are mentioned. The document provides examples of using "there is/are" in questions and responses about what exists in different locations.
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There is
The document discusses the use of "there is" and "there are" to indicate that something exists. It provides examples of their use in positive and negative sentences, with contractions, and with questions. It also describes using "there aren't any" to indicate zero quantity and "how many" to ask about the number of objects that exist.
Nouns for coco
This document discusses nouns and provides examples of sentences with nouns to identify. Students are asked to find the nouns in sentences and determine which example sentence contains only a noun. The document ends by mentioning a worksheet and saying goodbye until next time.
Some and any
The document discusses the use of the words "some" and "any" when referring to quantities greater than one. It notes that "some" should be used for positive statements and "any" for negative statements or questions. Examples are provided to illustrate the proper usage of "some" and "any" depending on whether the statement is positive or negative, or a question.
Học Tiếng Anh Với Mr.Bill - Bài 5
The document discusses vowels in the English alphabet. It notes that there are 5 vowels - A, E, I, O, U - and sometimes Y, and their sounds can change. It then provides examples of words containing each vowel and their various pronunciations to demonstrate how the sounds can differ. It also defines the words "applicant" and "application" to distinguish between a person applying and the form submitted.
U06 houses & places
There are four rooms in the house including a kitchen. There is a large living room, two small bedrooms, and a large kitchen. There are two bathrooms, one upstairs and one downstairs. While there are no cupboards, there is a wardrobe. There are three bookshelves but no bookshelf. There is a shower but no bath. A dishwasher is present. There is no school near the house but a bus stop out front allows quick access to school. There are no shops in the village. A swimming pool is located on the ground floor of the block of flats.
Alicia
This document provides examples of using "there is/there are" in affirmative, negative, and interrogative sentences with singular and plural nouns. It demonstrates these structures in the context of describing various rooms, objects, groups of people and animals. Key examples include using "there is" for singular nouns like "one bed" and "there are" for plural nouns like "two chairs". It also shows forming questions with "is/are there" structures.
Auxiliaries Details
The document discusses auxiliary verbs and their uses in English grammar. It defines auxiliary verbs as "helper verbs" used to form tenses, moods, and voices of other verbs. The main auxiliary verbs are be, have, and do. Be is used to form continuous and passive tenses. Have is used with the past participle to form perfect tenses. Do is used to form questions and negatives, except when another auxiliary like a modal is present. Modal auxiliary verbs like can, may, will are also discussed as coming before other auxiliaries but not taking inflections or functioning as main verbs.
Grammar
This document discusses the use of "there is" and "there are" to indicate existence in English. It provides examples of their use in positive and negative sentences, with contractions, and in questions. It also discusses using "there are" with plural nouns and "there isn't/aren't" with zero quantities. Finally, it discusses using "how many" questions with "there are" to inquire about numbers.
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There is
The document discusses the use of "there is" and "there are" to indicate that something exists. It provides examples of their use in positive and negative sentences, with contractions, and with questions. It also describes using "there aren't any" to indicate zero quantity and "how many" to ask about the number of objects that exist.
Nouns for coco
This document discusses nouns and provides examples of sentences with nouns to identify. Students are asked to find the nouns in sentences and determine which example sentence contains only a noun. The document ends by mentioning a worksheet and saying goodbye until next time.
Some and any
The document discusses the use of the words "some" and "any" when referring to quantities greater than one. It notes that "some" should be used for positive statements and "any" for negative statements or questions. Examples are provided to illustrate the proper usage of "some" and "any" depending on whether the statement is positive or negative, or a question.
Học Tiếng Anh Với Mr.Bill - Bài 5
The document discusses vowels in the English alphabet. It notes that there are 5 vowels - A, E, I, O, U - and sometimes Y, and their sounds can change. It then provides examples of words containing each vowel and their various pronunciations to demonstrate how the sounds can differ. It also defines the words "applicant" and "application" to distinguish between a person applying and the form submitted.
U06 houses & places
There are four rooms in the house including a kitchen. There is a large living room, two small bedrooms, and a large kitchen. There are two bathrooms, one upstairs and one downstairs. While there are no cupboards, there is a wardrobe. There are three bookshelves but no bookshelf. There is a shower but no bath. A dishwasher is present. There is no school near the house but a bus stop out front allows quick access to school. There are no shops in the village. A swimming pool is located on the ground floor of the block of flats.
Alicia
This document provides examples of using "there is/there are" in affirmative, negative, and interrogative sentences with singular and plural nouns. It demonstrates these structures in the context of describing various rooms, objects, groups of people and animals. Key examples include using "there is" for singular nouns like "one bed" and "there are" for plural nouns like "two chairs". It also shows forming questions with "is/are there" structures.
Auxiliaries Details
The document discusses auxiliary verbs and their uses in English grammar. It defines auxiliary verbs as "helper verbs" used to form tenses, moods, and voices of other verbs. The main auxiliary verbs are be, have, and do. Be is used to form continuous and passive tenses. Have is used with the past participle to form perfect tenses. Do is used to form questions and negatives, except when another auxiliary like a modal is present. Modal auxiliary verbs like can, may, will are also discussed as coming before other auxiliaries but not taking inflections or functioning as main verbs.
Grammar
This document discusses the use of "there is" and "there are" to indicate existence in English. It provides examples of their use in positive and negative sentences, with contractions, and in questions. It also discusses using "there are" with plural nouns and "there isn't/aren't" with zero quantities. Finally, it discusses using "how many" questions with "there are" to inquire about numbers.
IT si THERE ca subiecte
The document discusses the uses of "there" and "it" in English grammar. It explains that "there" is used to indicate existence, location, or presence, and can take singular or plural verbs. It provides examples of "there" used with quantities, undetermined pronouns or adjectives, and to express opinions involving verbs like "must" or "may." It also explains that "it" can refer to weather, temperatures, times, expressions of opinion using adjectives, and in some cases unspecified people. The document offers many examples to illustrate the different uses of "there" and "it."
10 lydia)
The document describes various objects that are present or not present in different photos using phrases like "there is/are". It notes the location and colors of balls, trousers, furniture, books, and numbers in photos. It also asks and answers questions about whether certain items are present or not.
Parts of speech
The document discusses the eight parts of speech - nouns, pronouns, adjectives, verbs, prepositions, conjunctions, and proper nouns. It defines each part of speech, provides examples, and briefly explains the difference between common and proper nouns. A short quiz at the end tests the reader's ability to identify examples of each part of speech.
There is & there are
This document discusses the use of "there is" and "there are" in English. "There is" is used for singular nouns while "there are" is used for plural nouns. Examples are provided such as "There is a book" and "There are books." Affirmative, negative, and interrogative forms are shown for both singular and plural. Common expressions using "there is" and "there are" are listed with Spanish translations.
Semantics Third
- The document discusses semantics and how meaning is derived from words, concepts, and objects in the real world. It explores different theories of word meaning, including referential semantics which relates words to objects, and lexical semantics which relates words to other words.
- Componential analysis and semantic feature analysis are introduced as ways to decompose meaning into more basic components or semantic primitives. These should be binary (on/off) and apply universally across cultures.
- Examples show how words can be broken down into semantic features to define their meaning, such as [+human] for concepts like "man" and "woman".
Basic Question Types
This document defines and provides examples of different types of questions in English:
1) Wh- questions ask about specifics like who, what, when, where, why and how using question words.
2) Yes/no questions require a yes or no answer and use auxiliary verbs.
3) Choice questions provide options in the question and the answer selects one. Tag questions add a short question to the end of a statement for confirmation.
There is there are
This document discusses singular and plural nouns, and provides examples of sentences using "there is/are" for questions and negatives. It explains the structures "Is there a..." and "Are there any..." and provides examples answering questions in both the positive and negative.
Some-Any
This document discusses countable and uncountable nouns in English. It provides the following key points:
- Countable nouns refer to things that can be counted, like dogs or shops, and have both singular and plural forms. Uncountable nouns refer to things that cannot be counted, like tea or furniture, and are used with singular verbs.
- Common uncountable nouns include substances, abstract concepts, and mass nouns. We cannot use indefinite articles like "a" or "an" with uncountable nouns, and instead use quantifiers like "some", "a lot of", or "a bit of".
- The quantifiers "some" and "
Hoole aike
This document provides examples of using the Hawaiian negation terms "H `ole" and "`A`ole" in sentences. It demonstrates negating sentences with objects and subjects using these terms. Examples are given for negating sentences about cats, grandmothers, fathers, houses, mothers and teachers. Guidance is also provided that when negating a sentence involving a pronoun, the pronoun should come directly after "`A`ole".
No na
This document discusses the use of no and na in Hawaiian to indicate possession or belonging. No is used when the subject possesses the object, while na is used when the object belongs to someone else. Several examples are provided to illustrate this distinction. Contractions using no/na with au, oe, and oia are also outlined. The document concludes with notes on subtle differences in meaning relating to bringing and giving something for someone versus to someone.
Sentences
The document discusses sentences and non-sentences. It defines a sentence as a group of words with a complete thought that has a subject and verb and ends with punctuation. A phrase is a group of words that does not express a complete thought and is missing a subject or verb. The document provides examples of sentences and non-sentences and describes four types of sentences: declarative, interrogative, exclamatory, and imperative.
English Questions 1
This document discusses the structure of questions in English. It explains that questions are sentences that ask for information and identifies three basic types of questions: yes/no questions, question word questions, and choice questions. Examples of each type of question are provided along with sample answers. The basic question structure of auxiliary verb + subject + main verb is also explained.
Prepositions of location
Prepositions of location are words that indicate where something is located. Some common prepositions of location are around, on, over, under, in, next to, in front, behind, and between. The correct grammatical structure to indicate location is noun phrase + be verb in present tense + preposition + noun phrase, such as "The ball is next to the box". Examples are given for each preposition.
Ing words
The document provides instructions on how to form verbs ending in "-ing" to describe actions that are happening currently or progressively. It explains that the verb "to be" is used before the "-ing" form of the verb, such as "I am walking". It also gives examples of changing the spelling of verbs before adding "-ing", such as dropping the "e" for CVCE words like "love" becoming "loving", or adding an extra consonant for verbs like "stop" becoming "stopping". The document includes an exercise for readers to fill in blanks with the correct "-ing" verb form.
ScilabTEC 2015 - Inria
This document describes a cardiovascular wave analysis module for Scilab that allows for analysis of long-term ECG recordings from multiple leads. The module includes tools for data acquisition from common file formats, pre-treatment of ECG signals like filtering and outlier removal, detection of cardiac events in the ECG, various analysis methods for time and frequency domain characteristics, and visualization of results. The module leverages Scilab's signal processing and graphical capabilities for an open-source platform for cardiovascular signal analysis.
Electrocardiography
This document provides an overview of electrocardiography (ECG) analysis. It discusses the electrical conduction system of the heart, including the sinoatrial node, atrioventricular node, and Purkinje fibers. It explains the three phases of the ECG wave - polarization, depolarization, and repolarization. Key aspects of interpreting ECG strips such as the P, QRS, and T waves are covered. Common cardiac rhythms like sinus rhythm, sinus bradycardia, sinus tachycardia, atrial fibrillation, atrial flutter, and ventricular fibrillation are also summarized.
Summary depolarization and repolarization
The document describes the process of muscle contraction initiated by a motor neuron signal. It explains that the signal causes vesicles to release acetylcholine into the synaptic cleft. The acetylcholine binds to receptors on the muscle fiber, changing the fiber's permeability to sodium ions. Sodium ions then rush into the fiber, depolarizing it. The fiber then repolarizes as potassium ions diffuse out and the sodium-potassium pump restores ion balances.
Y1 s1 membrane potentials
Excitable tissues like neurons and muscles have a resting membrane potential of -70mV due to ion gradients established by pumps and permeability. An action potential occurs when the membrane reaches a threshold for opening voltage-gated sodium channels, causing rapid depolarization to +30mV then repolarization as potassium channels open. This propagates along membranes to transmit signals. The sodium-potassium pump restores ion gradients for the next action potential.
Action potential notes
1. A signal travels down a motor neuron axon to the neuromuscular junction.
2. Vesicles at the axon terminal release acetylcholine into the synaptic cleft.
3. Acetylcholine binds receptor sites on the muscle fiber membrane, causing it to become permeable to sodium ions.
Anti Hypertensive Drugs
The document discusses different types of antihypertensive drugs, their mechanisms of action, uses, and side effects. It defines hypertension and guidelines for initiating treatment. The main drug classes covered are diuretics, beta blockers, calcium channel blockers, ACE inhibitors, angiotensin II receptor antagonists, alpha blockers, vasodilators, and central acting agents. Factors such as age, comorbidities, and resistant hypertension are addressed in principles of treatment.
Action potential
1. An action potential, or nerve impulse, occurs when a neuron reaches its threshold level and is stimulated to send a message along its axon.
2. The action potential involves two steps - depolarization, where sodium ions rush into the neuron, reversing the charge; and repolarization, where potassium ions rush out, restoring the charge.
3. After repolarization, the sodium-potassium pump restores the ion concentrations to prepare the neuron to fire again if stimulated. Myelin insulation allows the impulse to jump from node to node, speeding up conduction.
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IT si THERE ca subiecte
The document discusses the uses of "there" and "it" in English grammar. It explains that "there" is used to indicate existence, location, or presence, and can take singular or plural verbs. It provides examples of "there" used with quantities, undetermined pronouns or adjectives, and to express opinions involving verbs like "must" or "may." It also explains that "it" can refer to weather, temperatures, times, expressions of opinion using adjectives, and in some cases unspecified people. The document offers many examples to illustrate the different uses of "there" and "it."
10 lydia)
The document describes various objects that are present or not present in different photos using phrases like "there is/are". It notes the location and colors of balls, trousers, furniture, books, and numbers in photos. It also asks and answers questions about whether certain items are present or not.
Parts of speech
The document discusses the eight parts of speech - nouns, pronouns, adjectives, verbs, prepositions, conjunctions, and proper nouns. It defines each part of speech, provides examples, and briefly explains the difference between common and proper nouns. A short quiz at the end tests the reader's ability to identify examples of each part of speech.
There is & there are
This document discusses the use of "there is" and "there are" in English. "There is" is used for singular nouns while "there are" is used for plural nouns. Examples are provided such as "There is a book" and "There are books." Affirmative, negative, and interrogative forms are shown for both singular and plural. Common expressions using "there is" and "there are" are listed with Spanish translations.
Semantics Third
- The document discusses semantics and how meaning is derived from words, concepts, and objects in the real world. It explores different theories of word meaning, including referential semantics which relates words to objects, and lexical semantics which relates words to other words.
- Componential analysis and semantic feature analysis are introduced as ways to decompose meaning into more basic components or semantic primitives. These should be binary (on/off) and apply universally across cultures.
- Examples show how words can be broken down into semantic features to define their meaning, such as [+human] for concepts like "man" and "woman".
Basic Question Types
This document defines and provides examples of different types of questions in English:
1) Wh- questions ask about specifics like who, what, when, where, why and how using question words.
2) Yes/no questions require a yes or no answer and use auxiliary verbs.
3) Choice questions provide options in the question and the answer selects one. Tag questions add a short question to the end of a statement for confirmation.
There is there are
This document discusses singular and plural nouns, and provides examples of sentences using "there is/are" for questions and negatives. It explains the structures "Is there a..." and "Are there any..." and provides examples answering questions in both the positive and negative.
Some-Any
This document discusses countable and uncountable nouns in English. It provides the following key points:
- Countable nouns refer to things that can be counted, like dogs or shops, and have both singular and plural forms. Uncountable nouns refer to things that cannot be counted, like tea or furniture, and are used with singular verbs.
- Common uncountable nouns include substances, abstract concepts, and mass nouns. We cannot use indefinite articles like "a" or "an" with uncountable nouns, and instead use quantifiers like "some", "a lot of", or "a bit of".
- The quantifiers "some" and "
Hoole aike
This document provides examples of using the Hawaiian negation terms "H `ole" and "`A`ole" in sentences. It demonstrates negating sentences with objects and subjects using these terms. Examples are given for negating sentences about cats, grandmothers, fathers, houses, mothers and teachers. Guidance is also provided that when negating a sentence involving a pronoun, the pronoun should come directly after "`A`ole".
No na
This document discusses the use of no and na in Hawaiian to indicate possession or belonging. No is used when the subject possesses the object, while na is used when the object belongs to someone else. Several examples are provided to illustrate this distinction. Contractions using no/na with au, oe, and oia are also outlined. The document concludes with notes on subtle differences in meaning relating to bringing and giving something for someone versus to someone.
Sentences
The document discusses sentences and non-sentences. It defines a sentence as a group of words with a complete thought that has a subject and verb and ends with punctuation. A phrase is a group of words that does not express a complete thought and is missing a subject or verb. The document provides examples of sentences and non-sentences and describes four types of sentences: declarative, interrogative, exclamatory, and imperative.
English Questions 1
This document discusses the structure of questions in English. It explains that questions are sentences that ask for information and identifies three basic types of questions: yes/no questions, question word questions, and choice questions. Examples of each type of question are provided along with sample answers. The basic question structure of auxiliary verb + subject + main verb is also explained.
Prepositions of location
Prepositions of location are words that indicate where something is located. Some common prepositions of location are around, on, over, under, in, next to, in front, behind, and between. The correct grammatical structure to indicate location is noun phrase + be verb in present tense + preposition + noun phrase, such as "The ball is next to the box". Examples are given for each preposition.
Ing words
The document provides instructions on how to form verbs ending in "-ing" to describe actions that are happening currently or progressively. It explains that the verb "to be" is used before the "-ing" form of the verb, such as "I am walking". It also gives examples of changing the spelling of verbs before adding "-ing", such as dropping the "e" for CVCE words like "love" becoming "loving", or adding an extra consonant for verbs like "stop" becoming "stopping". The document includes an exercise for readers to fill in blanks with the correct "-ing" verb form.
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This document describes a cardiovascular wave analysis module for Scilab that allows for analysis of long-term ECG recordings from multiple leads. The module includes tools for data acquisition from common file formats, pre-treatment of ECG signals like filtering and outlier removal, detection of cardiac events in the ECG, various analysis methods for time and frequency domain characteristics, and visualization of results. The module leverages Scilab's signal processing and graphical capabilities for an open-source platform for cardiovascular signal analysis.
Electrocardiography
This document provides an overview of electrocardiography (ECG) analysis. It discusses the electrical conduction system of the heart, including the sinoatrial node, atrioventricular node, and Purkinje fibers. It explains the three phases of the ECG wave - polarization, depolarization, and repolarization. Key aspects of interpreting ECG strips such as the P, QRS, and T waves are covered. Common cardiac rhythms like sinus rhythm, sinus bradycardia, sinus tachycardia, atrial fibrillation, atrial flutter, and ventricular fibrillation are also summarized.
Summary depolarization and repolarization
The document describes the process of muscle contraction initiated by a motor neuron signal. It explains that the signal causes vesicles to release acetylcholine into the synaptic cleft. The acetylcholine binds to receptors on the muscle fiber, changing the fiber's permeability to sodium ions. Sodium ions then rush into the fiber, depolarizing it. The fiber then repolarizes as potassium ions diffuse out and the sodium-potassium pump restores ion balances.
Y1 s1 membrane potentials
Excitable tissues like neurons and muscles have a resting membrane potential of -70mV due to ion gradients established by pumps and permeability. An action potential occurs when the membrane reaches a threshold for opening voltage-gated sodium channels, causing rapid depolarization to +30mV then repolarization as potassium channels open. This propagates along membranes to transmit signals. The sodium-potassium pump restores ion gradients for the next action potential.
Action potential notes
1. A signal travels down a motor neuron axon to the neuromuscular junction.
2. Vesicles at the axon terminal release acetylcholine into the synaptic cleft.
3. Acetylcholine binds receptor sites on the muscle fiber membrane, causing it to become permeable to sodium ions.
Anti Hypertensive Drugs
The document discusses different types of antihypertensive drugs, their mechanisms of action, uses, and side effects. It defines hypertension and guidelines for initiating treatment. The main drug classes covered are diuretics, beta blockers, calcium channel blockers, ACE inhibitors, angiotensin II receptor antagonists, alpha blockers, vasodilators, and central acting agents. Factors such as age, comorbidities, and resistant hypertension are addressed in principles of treatment.
Action potential
1. An action potential, or nerve impulse, occurs when a neuron reaches its threshold level and is stimulated to send a message along its axon.
2. The action potential involves two steps - depolarization, where sodium ions rush into the neuron, reversing the charge; and repolarization, where potassium ions rush out, restoring the charge.
3. After repolarization, the sodium-potassium pump restores the ion concentrations to prepare the neuron to fire again if stimulated. Myelin insulation allows the impulse to jump from node to node, speeding up conduction.
The Resting Potential And The Action Potential
An action potential occurs when a neuron is stimulated enough to reach its threshold of excitation. This causes sodium channels to open, allowing sodium to rush into the neuron and depolarize it. The neuron then repolarizes as potassium leaves and the sodium-potassium pump restores the ion gradients. After an action potential, the neuron enters an absolute refractory period where it cannot fire again, followed by a relative refractory period where a stronger stimulus is needed to trigger another action potential. This process allows neurons to rapidly transmit signals down axons to synapse with other neurons.
Antihypertensives
This document discusses antihypertensive agents used to treat hypertension. It describes different categories of agents including adrenergic agents, ACE inhibitors, angiotensin II receptor blockers, calcium channel blockers, diuretics, and vasodilators. For each category, the document outlines mechanisms of action, examples of medications, therapeutic uses, and potential side effects. It emphasizes the importance of monitoring blood pressure during therapy and avoiding abruptly stopping medications.
Antiarrhythmic drugs
This document discusses antiarrhythmic drugs used to treat arrhythmias. It begins by defining arrhythmias as abnormalities in heart rate, rhythm or conduction. It then discusses the normal physiology of the heart including the properties of cardiac muscle cells and the conduction system. It explains the mechanisms of arrhythmias and classification of antiarrhythmic drugs. The major classes of antiarrhythmic drugs are discussed in detail including mechanisms of action, indications, dosages and side effects. Class I drugs block sodium channels, Class II are beta blockers, and Class III block potassium channels.
Antihypertensives - drdhriti
This document summarizes several classes of antihypertensive drugs, including their mechanisms of action and effects. It discusses diuretics, ACE inhibitors, angiotensin receptor blockers, beta-blockers, calcium channel blockers, alpha-blockers, centrally acting drugs, and vasodilators. For each class, it describes their advantages and disadvantages in treating hypertension, as well as recommendations for use.
Antihypertensive drugs
The document discusses the heart and hypertension. It defines normal blood pressure and describes the types and causes of hypertension. Hypertension usually has no symptoms, but can sometimes cause headaches, confusion or vision changes. Untreated hypertension can damage blood vessels and the heart over time, so treatment is important even in asymptomatic cases. Treatment includes diuretics, ACE inhibitors, calcium channel blockers, and other drugs that work to lower blood pressure by various mechanisms.
Antihypertensive drugs
1) Hypertension is defined as a systolic blood pressure over 140 mm Hg or a diastolic over 90 mm Hg. Antihypertensive drugs are used to reduce high blood pressure.
2) There are several classes of antihypertensive drugs, including ACE inhibitors, calcium channel blockers, beta blockers, diuretics, and angiotensin receptor blockers.
3) The document provides details on the mechanisms of several classes of antihypertensive drugs and examples of drugs within each class, such as ACE inhibitors decreasing angiotensin II and calcium channel blockers inhibiting calcium influx into vascular smooth muscle cells.
Antiarrhythmic drugs
This document discusses antiarrhythmic drugs and their mechanisms of action. It begins by classifying arrhythmias and describing the electrophysiology of the heart. It then classifies antiarrhythmic drugs into four classes based on their mechanisms of action - sodium channel blockers (Class I), beta blockers (Class II), drugs that prolong the action potential (Class III), and calcium channel blockers (Class IV). Specific Class I drugs are discussed in detail, including quinidine, procainamide, and lignocaine. Their effects on cardiac sodium channels, action potentials, and refractory periods are summarized. Adverse effects and clinical uses are also briefly mentioned for key drugs.
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The document describes rooms in a house and furniture within each room. It provides examples of questions using "is/are" to ask about singular or plural objects in different rooms, such as whether there is a bed or are chairs. It then focuses specifically on describing the kitchen, asking yes/no questions about objects that may be in the kitchen. Finally, it prompts the reader to describe their own home, including the number of rooms and objects within each.
There is there are presentation
This document provides instruction on using the verbs "there is" and "there are" in English. It explains that "there is" is used for singular nouns while "there are" is used for plural nouns. Examples are given for affirmative, negative, and interrogative forms. The document also discusses using "how many" with countable nouns and "how much" with uncountable nouns. Vocabulary and exercises are provided to practice using these verbs.
Thereis thereare
There is a guide for using "there is" and "there are" in English. It provides examples of using each in positive and negative sentences. Questions are also included along with sample responses using "yes, there is/are" and "no, there isn't/aren't." Exercises are provided to practice filling in blanks with the correct form of "there is" or "there are" depending on whether the subject is singular or plural.
My place
The document is a collection of lessons and activities in English related to vocabulary about rooms in a house, prepositions of place, and articles like "a", "an", "some", and "any". It includes crossword and fill-in-the-blank activities to practice these topics.
Homes
This document describes the furniture and fixtures found in different rooms of a house. It lists items like sofas, chairs, tables, mirrors, bookcases, cupboards, baths, showers, toilets, sinks, fridges, and desks. It then asks questions to confirm if certain items are or aren't present in particular rooms, and states how many of some items there are using phrases like "there is", "there are", "there isn't", and "there aren't".
preposition 1
This presentation aims to teach students about prepositions through interactive exercises. It introduces common prepositions and has students identify prepositions in sentences. Students are then asked to write their own sentences using prepositional phrases to describe locations. The goal is to reinforce students' understanding and proper use of prepositions.
Preposition
The document is a PowerPoint presentation about prepositions of place. It provides examples of different prepositions and where they are used, such as "behind", "in front of", "on", "under", etc. It then gives students practice identifying the location of objects using these prepositions, asking them to identify where characters or animals are located in images.
Preposition
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971118教學觀摩簡報
- 10. Is there a cat under the desk? No, there isn’t. a cat under the desk? Go away! This is my place!
- 11. 梵谷名畫 Bedroom at Arles Is there a sofa in the bedroom? No, there isn’t. … a sofa in the bed room?
- 12. Is there a woman under the tree? Yes, there is. … a woman under the tree? 怎麼沒有蘋果掉下來？
- 13. Are there any books on the desk? No, there aren’t. any books on the desk?
- 14. Tree house
- 17. Inside a tree house