This document provides examples and explanations of conditional sentences using "if" clauses. It discusses the use of present simple, future will, verbs to be, normal verbs and their third person forms, and will + infinitive in if clauses and their corresponding main clauses. Examples are given such as "If I pass all the subjects, I'll travel to California" and "If my sister is angry when I get home, I won't have dinner." The document also contains exercises for students to practice writing if clauses and solutions.
This document provides instruction on forming and using the past perfect tense in English. It outlines the structure of positive and negative statements, yes/no questions, and "WH" questions in the past perfect. It then gives five examples of common uses of the past perfect tense: (1) to indicate an action completed before something else in the past, (2) to explain or give a reason for something in the past, (3) with stative verbs to indicate something that started in the past and continued up to another past action, (4) in hypothetical or unreal situations, and (5) in reported speech.
The document discusses the present continuous and simple future tenses in English. It provides examples of how to form the present continuous tense using the verb "be" and the "-ing" form of the main verb. It also explains how the present continuous is used to describe actions happening at the moment. The simple present tense is then discussed, including how it is used to describe habitual or recurring actions as well as actions happening now. Examples are provided of how to form the simple present of regular and irregular verbs, and how to make the simple present negative or ask questions in the simple present tense.
The document discusses the present perfect tense in English. It provides the forms of the present perfect as have + past participle. It then lists four main uses of the present perfect: 1) to refer to very recent past events, 2) to refer to actions that began in the past and continue in the present, 3) to emphasize the result of an action, and 4) to refer to actions that stopped recently or have an influence on the present. Examples are given to illustrate each use.
This document summarizes the personal subject pronouns in Spanish. It discusses the first person singular pronoun 'yo', the second person singular pronouns 'tú' which is informal and 'usted' which is formal, the third person singular pronouns 'él' for males and 'ella' for females, the first person plural pronouns 'nosotros' and 'nosotras', the second person plural pronouns 'vosotros' and 'vosotras' which are used in Spain, and 'ustedes', and the third person plural pronouns 'ellos' and 'ellas'. It also notes some differences compared to English pronouns.
This document provides information about simple present tense verbs in English. It discusses the basic verb conjugations and structures for the affirmative, negative, and question forms. It also covers the irregular verbs "have", "do", and "go" as well as commonly used adverbs of frequency.
This document introduces Prof. Zelideth Aponte, an English teacher. It provides biographical details about her, including that she is 39 years old, married with two children, and lives in Charallave, Venezuela. She works at Unexca and enjoys reading and having students express themselves in other languages.
This document provides information on the differences between personal pronouns, possessive adjectives, and object pronouns in English. It lists the personal pronouns as I, you, he, she, it, we, and they. Possessive adjectives, which indicate possession, are listed as my, your, his, her, its, our, and their. Finally, object pronouns, which receive the action of the verb or follow a preposition, are listed as me, you, him, her, it, them, and us. Examples are provided for each set of pronouns.
This document provides examples and explanations of conditional sentences using "if" clauses. It discusses the use of present simple, future will, verbs to be, normal verbs and their third person forms, and will + infinitive in if clauses and their corresponding main clauses. Examples are given such as "If I pass all the subjects, I'll travel to California" and "If my sister is angry when I get home, I won't have dinner." The document also contains exercises for students to practice writing if clauses and solutions.
This document provides instruction on forming and using the past perfect tense in English. It outlines the structure of positive and negative statements, yes/no questions, and "WH" questions in the past perfect. It then gives five examples of common uses of the past perfect tense: (1) to indicate an action completed before something else in the past, (2) to explain or give a reason for something in the past, (3) with stative verbs to indicate something that started in the past and continued up to another past action, (4) in hypothetical or unreal situations, and (5) in reported speech.
The document discusses the present continuous and simple future tenses in English. It provides examples of how to form the present continuous tense using the verb "be" and the "-ing" form of the main verb. It also explains how the present continuous is used to describe actions happening at the moment. The simple present tense is then discussed, including how it is used to describe habitual or recurring actions as well as actions happening now. Examples are provided of how to form the simple present of regular and irregular verbs, and how to make the simple present negative or ask questions in the simple present tense.
The document discusses the present perfect tense in English. It provides the forms of the present perfect as have + past participle. It then lists four main uses of the present perfect: 1) to refer to very recent past events, 2) to refer to actions that began in the past and continue in the present, 3) to emphasize the result of an action, and 4) to refer to actions that stopped recently or have an influence on the present. Examples are given to illustrate each use.
This document summarizes the personal subject pronouns in Spanish. It discusses the first person singular pronoun 'yo', the second person singular pronouns 'tú' which is informal and 'usted' which is formal, the third person singular pronouns 'él' for males and 'ella' for females, the first person plural pronouns 'nosotros' and 'nosotras', the second person plural pronouns 'vosotros' and 'vosotras' which are used in Spain, and 'ustedes', and the third person plural pronouns 'ellos' and 'ellas'. It also notes some differences compared to English pronouns.
This document provides information about simple present tense verbs in English. It discusses the basic verb conjugations and structures for the affirmative, negative, and question forms. It also covers the irregular verbs "have", "do", and "go" as well as commonly used adverbs of frequency.
This document introduces Prof. Zelideth Aponte, an English teacher. It provides biographical details about her, including that she is 39 years old, married with two children, and lives in Charallave, Venezuela. She works at Unexca and enjoys reading and having students express themselves in other languages.
This document provides information on the differences between personal pronouns, possessive adjectives, and object pronouns in English. It lists the personal pronouns as I, you, he, she, it, we, and they. Possessive adjectives, which indicate possession, are listed as my, your, his, her, its, our, and their. Finally, object pronouns, which receive the action of the verb or follow a preposition, are listed as me, you, him, her, it, them, and us. Examples are provided for each set of pronouns.
The document discusses teaching conditionals to English language learners and some of the challenges involved. It covers the different forms of conditionals, meanings that can be confusing for students, and oversimplified explanations sometimes found in textbooks. It also notes how the relationship between tense and time is not direct in conditionals, and students must understand that present and past can refer to future events or possibilities.
psychology assignment:
first question, please read:
Baldwin, J. M. (1898). The science of the mind--Psychology. In The story of the mind (pp. 1-7). New York, NY, US: D Appleton & Company. doi:10.1037/11355-001
Wundt, W. (1894). Lecture first (J. E. Creighton & E. B. Titchener, Trans.). In Lectures on human and animal psychology (2nd ed., pp. 1-11). New York, NY, US: Swan Sonnenschein & Co. doi:10.1037/12937-001
second question, please read:
Wundt, W. (1894). Lecture first (J. E. Creighton & E. B. Titchener, Trans.). In Lectures on human and animal psychology (2nd ed., pp. 1-11). New York, NY, US: Swan Sonnenschein & Co. doi:10.1037/12937-001
Wundt, W. (1907). Problem of psychology (C. H. Judd, Trans). In Outlines of psychology (3rd rev. English ed. from 7th rev. German ed., pp. 1-6). Leipzig, Germany: Wilhelm Engelmann. doi:10.1037/12406-001
James, W. (1890). The scope of psychology. In The principles of psychology (Vol I, pp. 1-11). New York, NY, US: Henry Holt and Co. doi:10.1037/10538-001
Third question, please read:
Witmer, L. (1907/1996). Clinical Psychology. American Psychologist, 51(3), 248-251. doi:10.1037/0003-066X.51.3.248
Gilbreth, L. M. (1947). Scientific management and human resources. Occupations, 26, 45-49.
Clinical Psychology
Lightner W i t m e r
D uring the last ten years the l a b o r a t o r y o f psy- chology at the University o f Pennsylvania has conducted, u n d e r m y direction, what I have called
" a psychological clinic." Children f r o m the public schools
o f Philadelphia a n d adjacent cities have b e e n b r o u g h t to
the l a b o r a t o r y b y p a r e n t s or teachers; these children h a d
m a d e themselves c o n s p i c u o u s because o f a n inability to
progress in school w o r k as rapidly as other children, or
because o f m o r a l defects which r e n d e r e d t h e m difficult
t o m a n a g e u n d e r o r d i n a r y discipline.
W h e n b r o u g h t to the psychological clinic, such chil-
d r e n are given a physical a n d m e n t a l e x a m i n a t i o n ; i f the
result o f this e x a m i n a t i o n shows it to be desirable, they
are then sent to specialists for the eye or ear, for the nose
a n d throat, a n d for n e r v o u s diseases, one or all, as each
case m a y require. T h e result o f this c o n j o i n t medical a n d
psychological e x a m i n a t i o n is a diagnosis o f the child's
m e n t a l a n d physical condition a n d the r e c o m m e n d a t i o n
o f a p p r o p r i a t e medical a n d pedagogical t r e a t m e n t . T h e
progress o f s o m e o f these children has been followed for
a t e r m o f years.
To illustrate the operation o f the psychological clinic,
take a recent case sent to the l a b o r a t o r y f r o m a city o f
Pennsylvania, n o t far f r o m Philadelphia. T h e child was
b r o u g h t b y his parents, on the r e c o m m e n d a t i o ...
This document provides an English grammar lesson on the present continuous tense. It discusses how to form the present participle by adding "-ing" to verb bases and lists some spelling rules. Examples are given of affirmative and negative statements using the present continuous (e.g., "I'm studying English" and "I'm not studying English"). The lesson concludes with exercises asking students to change affirmative statements to negative statements using contractions.
This document contains observations and reflections from a practicum student teacher. It discusses several cases including a student named Martin who seems bored in class and eager to leave, how students were assessed with an open-book test, and students' preferences for the musician Billie Eilish over Frozen which indicates their interests are shifting to teen artists. It also addresses a situation where a student got angry about not getting enough candy, and notes about assisting a student named Matias who has autism. Finally, it discusses a sad case of a student named Juan who is being abused and what steps the school should take to help.
Modals are a type of verb that express modality such as ability, permission, obligation, or possibility. The modal verbs in English include can, could, may, might, must, will, would, shall, should, ought to, had better, and have to. Modals give additional meaning to the main verb and have grammatical properties that distinguish them, such as not having different tenses. They express different types of modality including epistemic (likelihood), deontic (permission/duty), and dynamic (ability/willingness). Each modal has specific meanings and uses depending on whether it expresses possibility, necessity, permission, advice, or other functions.
This document contains a summary of the units covered in the course "Communicative Grammar I" taught from April to August 2011. It includes 12 units covering various English grammar topics like imperatives, the present and past forms of the verb "to be", possessive adjectives, yes/no and Wh- questions, the simple present and present progressive tenses. For each unit, examples are provided to illustrate the target grammar structures along with exercises for students to practice.
Luz Marina Pérez Vanegas introduces herself, stating her full name and that she lives in Valledupar, Cesar. She is studying psychology and enjoys listening to music and reading. She also likes to share time with her family. The document then provides brief explanations and examples of phrasal verbs, modal verbs of obligation and advice, future tenses, and tag questions with "be".
The document provides instruction on English grammar lessons, including topics like the simple past tense, past continuous tense, participles, telephone expressions, and prices/clothes. It includes examples and exercises for students to practice these grammar points. The lessons are adapted for adult high school students. Students are asked to complete sentences using simple past and past continuous tenses, identify participles in sentences, role play phone conversations using expressions, and answer questions about prices and clothing items using demonstratives.
This document provides information about a lesson on the present simple tense, including:
1. Instructions for students on how to prepare for the online class such as finding materials, checking their technology, and uploading a photo.
2. An overview of the lesson objectives which is to review and practice using the present simple tense in affirmative, negative, and interrogative forms.
3. Examples of sentences using the present simple tense about a teacher and her daily activities that students will analyze to identify facts, routines, and timetables.
answers to questions on anxiety disorders.docxwrite12
The document discusses two case studies, Jennifer and Tommy, and asks questions about diagnosing and treating them.
For Jennifer, a 6-year-old girl with anxiety about school separation, the diagnosis would likely be separation anxiety disorder given her fears of harm coming to her mother and difficulty separating from her. Her symptoms have impacted her peer relationships and could affect her academics if left untreated.
For Tommy, a 13-year-old boy who is increasingly worried and engages in rituals and compulsions, the diagnosis would be obsessive-compulsive disorder. His symptoms have begun interfering with his schoolwork and social life. Initial treatment would involve cognitive behavioral therapy, and medication could be considered if symptoms are not fully relieved
This is a space design especially for students that really want to improve their abilities in English. If you are one of them, you will enjoy it!!
"Come and say Hi" In here you will find different activities, in which you will learn how to introduce yourself. Also you will find different expressions and vocabulary to improve your skills such as Listening, Speaking, Writting and Reading
This document provides definitions and examples of usage for various modal verbs in English including can, may, must, should, ought to, have to, be to, shall, will, would, need, and dare. For each modal verb, the document outlines the different meanings and tenses used, and provides examples of how they are used in affirmative, negative, interrogative and conditional sentences. The document is intended to teach English grammar related to modal verbs.
This document provides examples of phrasal verbs, modal verbs of advice and obligation, future tenses, and sentences with tag questions using forms of "be". It also includes short prompts asking the reader to paste a map of course units, share a screenshot of their course profile, and write a short self-presentation including a family photo. The document contains instructional content and exercises for an online course.
This document provides definitions and examples of usage for various modal verbs in English:
- Modal verbs are auxiliary verbs like can, may, will that modify the meaning of the main verb. They express ideas like ability, permission, obligation.
- Each modal verb has a specific meaning and usage - for example, "can" expresses ability or permission, "may" expresses permission or possibility, and "must" expresses obligation or necessity.
- Modal verbs are used without conjugation and don't have distinct tenses. They are followed by the base form of the main verb.
The document discusses several English grammar topics including modal verbs, phrasal verbs, future tense, tag questions, and using "do" and "does" to add emphasis. Modal verbs like must, have to, should and ought to are used to indicate obligations or suggestions. Phrasal verbs combine verbs with prepositions or particles to modify meaning. Future tense can be expressed using "will" or "be going to". Tag questions are used to confirm or deny information and use the opposite auxiliary verb. "Do" and "does" can be used in affirmative sentences to add emphasis. Examples are provided for each topic.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The document discusses teaching conditionals to English language learners and some of the challenges involved. It covers the different forms of conditionals, meanings that can be confusing for students, and oversimplified explanations sometimes found in textbooks. It also notes how the relationship between tense and time is not direct in conditionals, and students must understand that present and past can refer to future events or possibilities.
psychology assignment:
first question, please read:
Baldwin, J. M. (1898). The science of the mind--Psychology. In The story of the mind (pp. 1-7). New York, NY, US: D Appleton & Company. doi:10.1037/11355-001
Wundt, W. (1894). Lecture first (J. E. Creighton & E. B. Titchener, Trans.). In Lectures on human and animal psychology (2nd ed., pp. 1-11). New York, NY, US: Swan Sonnenschein & Co. doi:10.1037/12937-001
second question, please read:
Wundt, W. (1894). Lecture first (J. E. Creighton & E. B. Titchener, Trans.). In Lectures on human and animal psychology (2nd ed., pp. 1-11). New York, NY, US: Swan Sonnenschein & Co. doi:10.1037/12937-001
Wundt, W. (1907). Problem of psychology (C. H. Judd, Trans). In Outlines of psychology (3rd rev. English ed. from 7th rev. German ed., pp. 1-6). Leipzig, Germany: Wilhelm Engelmann. doi:10.1037/12406-001
James, W. (1890). The scope of psychology. In The principles of psychology (Vol I, pp. 1-11). New York, NY, US: Henry Holt and Co. doi:10.1037/10538-001
Third question, please read:
Witmer, L. (1907/1996). Clinical Psychology. American Psychologist, 51(3), 248-251. doi:10.1037/0003-066X.51.3.248
Gilbreth, L. M. (1947). Scientific management and human resources. Occupations, 26, 45-49.
Clinical Psychology
Lightner W i t m e r
D uring the last ten years the l a b o r a t o r y o f psy- chology at the University o f Pennsylvania has conducted, u n d e r m y direction, what I have called
" a psychological clinic." Children f r o m the public schools
o f Philadelphia a n d adjacent cities have b e e n b r o u g h t to
the l a b o r a t o r y b y p a r e n t s or teachers; these children h a d
m a d e themselves c o n s p i c u o u s because o f a n inability to
progress in school w o r k as rapidly as other children, or
because o f m o r a l defects which r e n d e r e d t h e m difficult
t o m a n a g e u n d e r o r d i n a r y discipline.
W h e n b r o u g h t to the psychological clinic, such chil-
d r e n are given a physical a n d m e n t a l e x a m i n a t i o n ; i f the
result o f this e x a m i n a t i o n shows it to be desirable, they
are then sent to specialists for the eye or ear, for the nose
a n d throat, a n d for n e r v o u s diseases, one or all, as each
case m a y require. T h e result o f this c o n j o i n t medical a n d
psychological e x a m i n a t i o n is a diagnosis o f the child's
m e n t a l a n d physical condition a n d the r e c o m m e n d a t i o n
o f a p p r o p r i a t e medical a n d pedagogical t r e a t m e n t . T h e
progress o f s o m e o f these children has been followed for
a t e r m o f years.
To illustrate the operation o f the psychological clinic,
take a recent case sent to the l a b o r a t o r y f r o m a city o f
Pennsylvania, n o t far f r o m Philadelphia. T h e child was
b r o u g h t b y his parents, on the r e c o m m e n d a t i o ...
This document provides an English grammar lesson on the present continuous tense. It discusses how to form the present participle by adding "-ing" to verb bases and lists some spelling rules. Examples are given of affirmative and negative statements using the present continuous (e.g., "I'm studying English" and "I'm not studying English"). The lesson concludes with exercises asking students to change affirmative statements to negative statements using contractions.
This document contains observations and reflections from a practicum student teacher. It discusses several cases including a student named Martin who seems bored in class and eager to leave, how students were assessed with an open-book test, and students' preferences for the musician Billie Eilish over Frozen which indicates their interests are shifting to teen artists. It also addresses a situation where a student got angry about not getting enough candy, and notes about assisting a student named Matias who has autism. Finally, it discusses a sad case of a student named Juan who is being abused and what steps the school should take to help.
Modals are a type of verb that express modality such as ability, permission, obligation, or possibility. The modal verbs in English include can, could, may, might, must, will, would, shall, should, ought to, had better, and have to. Modals give additional meaning to the main verb and have grammatical properties that distinguish them, such as not having different tenses. They express different types of modality including epistemic (likelihood), deontic (permission/duty), and dynamic (ability/willingness). Each modal has specific meanings and uses depending on whether it expresses possibility, necessity, permission, advice, or other functions.
This document contains a summary of the units covered in the course "Communicative Grammar I" taught from April to August 2011. It includes 12 units covering various English grammar topics like imperatives, the present and past forms of the verb "to be", possessive adjectives, yes/no and Wh- questions, the simple present and present progressive tenses. For each unit, examples are provided to illustrate the target grammar structures along with exercises for students to practice.
Luz Marina Pérez Vanegas introduces herself, stating her full name and that she lives in Valledupar, Cesar. She is studying psychology and enjoys listening to music and reading. She also likes to share time with her family. The document then provides brief explanations and examples of phrasal verbs, modal verbs of obligation and advice, future tenses, and tag questions with "be".
The document provides instruction on English grammar lessons, including topics like the simple past tense, past continuous tense, participles, telephone expressions, and prices/clothes. It includes examples and exercises for students to practice these grammar points. The lessons are adapted for adult high school students. Students are asked to complete sentences using simple past and past continuous tenses, identify participles in sentences, role play phone conversations using expressions, and answer questions about prices and clothing items using demonstratives.
This document provides information about a lesson on the present simple tense, including:
1. Instructions for students on how to prepare for the online class such as finding materials, checking their technology, and uploading a photo.
2. An overview of the lesson objectives which is to review and practice using the present simple tense in affirmative, negative, and interrogative forms.
3. Examples of sentences using the present simple tense about a teacher and her daily activities that students will analyze to identify facts, routines, and timetables.
answers to questions on anxiety disorders.docxwrite12
The document discusses two case studies, Jennifer and Tommy, and asks questions about diagnosing and treating them.
For Jennifer, a 6-year-old girl with anxiety about school separation, the diagnosis would likely be separation anxiety disorder given her fears of harm coming to her mother and difficulty separating from her. Her symptoms have impacted her peer relationships and could affect her academics if left untreated.
For Tommy, a 13-year-old boy who is increasingly worried and engages in rituals and compulsions, the diagnosis would be obsessive-compulsive disorder. His symptoms have begun interfering with his schoolwork and social life. Initial treatment would involve cognitive behavioral therapy, and medication could be considered if symptoms are not fully relieved
This is a space design especially for students that really want to improve their abilities in English. If you are one of them, you will enjoy it!!
"Come and say Hi" In here you will find different activities, in which you will learn how to introduce yourself. Also you will find different expressions and vocabulary to improve your skills such as Listening, Speaking, Writting and Reading
This document provides definitions and examples of usage for various modal verbs in English including can, may, must, should, ought to, have to, be to, shall, will, would, need, and dare. For each modal verb, the document outlines the different meanings and tenses used, and provides examples of how they are used in affirmative, negative, interrogative and conditional sentences. The document is intended to teach English grammar related to modal verbs.
This document provides examples of phrasal verbs, modal verbs of advice and obligation, future tenses, and sentences with tag questions using forms of "be". It also includes short prompts asking the reader to paste a map of course units, share a screenshot of their course profile, and write a short self-presentation including a family photo. The document contains instructional content and exercises for an online course.
This document provides definitions and examples of usage for various modal verbs in English:
- Modal verbs are auxiliary verbs like can, may, will that modify the meaning of the main verb. They express ideas like ability, permission, obligation.
- Each modal verb has a specific meaning and usage - for example, "can" expresses ability or permission, "may" expresses permission or possibility, and "must" expresses obligation or necessity.
- Modal verbs are used without conjugation and don't have distinct tenses. They are followed by the base form of the main verb.
The document discusses several English grammar topics including modal verbs, phrasal verbs, future tense, tag questions, and using "do" and "does" to add emphasis. Modal verbs like must, have to, should and ought to are used to indicate obligations or suggestions. Phrasal verbs combine verbs with prepositions or particles to modify meaning. Future tense can be expressed using "will" or "be going to". Tag questions are used to confirm or deny information and use the opposite auxiliary verb. "Do" and "does" can be used in affirmative sentences to add emphasis. Examples are provided for each topic.
Similar to Activity 8 blog juan carlos calderón trujillo (20)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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1. Activity 8: Creating a Blog
Group: 900004_53
Presented by:
Juan Carlos Calderón Trujillo
Code: 1117495875
Presented to:
Holmes Augusto García
Tutor
Universidad Nacional Abierta y a Distancia – UNAD
Escuela INVIL - Instituto Virtual de Lenguas
Psychology program
English Course
Florencia, Caquetá
2017
2. PHRASAL VERBS
Verbs with particle are those formed with the verb base (verb in infinitive without To) followed by an
adverbial particle (up - down - off - etc) that forms an integral part of the verb and changes its original
meaning.
It should be noted that if the phrasal verbs are followed by another verb, it is automatically converted to
gerund, ie it is added (ing).
Examples:
1. My friends called the lunch off
Mis amigos cancelaron el almuerzo
2. She does not like to get up early
A ella no le gusta levantarse temprano
3. 3. The police closed the business down
La policia cerro el negocio
4. The teacher crossed a lot of answers out
El profesor anulo muchas respuestas
5. He does not want to hand over his house
El no quiero entregar su casa
4. MODALS VERBS OF OBLIGATION AND ADVICE
These verbs are those that indicate an obligation or advice These should always be accompanied by a
verb in infinitive and have the same form in all people.
Of the obligation: Must – Have to
Of the advice: Shoul - Had better – ougth to
Examples modals verbs of obligation :
1. They must help their mother
Ellos deben ayudar a su mamá.
2. I have to go earlier tonight
Yo tengo que irme más temprano esta noche
5. Examples modals verbs of advice:
3. You should not eat salty food
Usted no debería comer comida salada
4. Juan had better go to the doctor
Juan debería ir al médico
5. Joseph outht to know how to drive
José debería saber como manejar
6. FUTURE TENSES
In English there is no future as grammatical time, but the auxiliary WILL is used to express
what will happen in the future.
Examples:
1. I will love
Yo amaré
2. She will write a book
Ella escribirá un libro
7. 3. He will teach English in the university
El enseñará ingles en la universidad
4. They will leave on the first flight
Ellos se iran en el primer vuelo
5. You will dance in the presentation on Saturday
Tu bailaras en la presentación del sabado
8. TAG QUESTIONS
They are short questions attached, ie short questions that are placed at the end of a
sentence to confirm or verify what is said. Its equivalent in Spanish is Is not it true? - Is
that so? - Or is not it?
Examples:
1. She is a student, isn´t she?
Ella es estudiante, ¿no es verdad?
2. You don´t take the bus here, do you?
Usted no toma el autobus aquí, ¿verdad?
9. 3. You have not thrown away the garbage, have you?
Tu no has tirado la basura, ¿verdad?
4. You didn´t see your wife, did you?
Usted no vio a su esposa, ¿ verdad?
5. There isn´t any coffee in the cup, is there?
No hay café en la taza, ¿Cierto?
10. Do you remember the map of the 3 units in the course? You
are going to paste it here too.
11. The screen shot of your profile in this course, with all
the information actualized.
12. Write a short presentation of yourself.
My Family My name is Juan Carlos Calderón, I am twenty
nine years old, my ocupation is studen, I live in
Florencia, Caquetá, My favorite hobbies are
cooking, watching movies and traveling, my
cellphone is 3183780003, my e-mail is
jotacar22@hotmail.com,.