WH questions ask for specific information and use question words starting with WH like who, what, when, where, which, why and how. There are 8 main WH question words that ask about people, things, times, places, choices, ownership or reasons. WH questions differ from yes/no questions in that they require more detailed answers than just yes or no.
The document discusses wh-questions in English. It explains that wh-questions begin with interrogative words like who, what, when, where, why, how, which, whose and whom. These question words are used to seek information that the asker does not know. The purpose of wh-questions is to obtain specific information from the respondent rather than a simple yes or no answer. Examples of different wh-questions using these question words are provided.
This document discusses how wh- questions are used to obtain more information about topics. It explains that wh- questions can ask about objects, ideas, actions, places, reasons, times, persons, or manners. Examples of common wh- questions are provided like "what", "where", "why", "when", "who", and "how". The document also includes exercises to fill in wh- words and form wh- questions based on given statements.
This document discusses WH question words in English. It defines WH questions as questions that begin with interrogative words like who, what, when, where, why, and how. These words ask for specific information about people, things, times, places, reasons, or manners. The document provides examples of different WH question words and their functions, how to form WH questions depending on whether the topic is the subject or object, and how to respond to WH questions. It also briefly discusses the digraph "wh" and how it represents a single sound.
The document discusses wh-questions in English and Spanish. It provides examples of common wh-words like what, where, when, who, how, and their Spanish equivalents. These question words are used to seek information and are written at the beginning of questions. It also includes a table showing the meaning of each wh-word and sample questions using their formula of wh-word + am/is/are + subject + complement + ?.
This document summarizes different types of wh-questions in English and Spanish, including question words, basic question structures, and tenses like present simple, present continuous, simple past, and past continuous. It also covers questions using "who" and whether they ask about the subject or object of the sentence.
1) The document discusses the different WH questions in English including what, who, where, why, whose, when, whom, which, and how.
2) It provides the general formula for each WH question by giving the question word and examples of how it is used in sentences.
3) The document is intended to teach English learners about WH questions and how they are used to ask for specific information in a sentence.
WH questions ask for specific information and use question words starting with WH like who, what, when, where, which, why and how. There are 8 main WH question words that ask about people, things, times, places, choices, ownership or reasons. WH questions differ from yes/no questions in that they require more detailed answers than just yes or no.
The document discusses wh-questions in English. It explains that wh-questions begin with interrogative words like who, what, when, where, why, how, which, whose and whom. These question words are used to seek information that the asker does not know. The purpose of wh-questions is to obtain specific information from the respondent rather than a simple yes or no answer. Examples of different wh-questions using these question words are provided.
This document discusses how wh- questions are used to obtain more information about topics. It explains that wh- questions can ask about objects, ideas, actions, places, reasons, times, persons, or manners. Examples of common wh- questions are provided like "what", "where", "why", "when", "who", and "how". The document also includes exercises to fill in wh- words and form wh- questions based on given statements.
This document discusses WH question words in English. It defines WH questions as questions that begin with interrogative words like who, what, when, where, why, and how. These words ask for specific information about people, things, times, places, reasons, or manners. The document provides examples of different WH question words and their functions, how to form WH questions depending on whether the topic is the subject or object, and how to respond to WH questions. It also briefly discusses the digraph "wh" and how it represents a single sound.
The document discusses wh-questions in English and Spanish. It provides examples of common wh-words like what, where, when, who, how, and their Spanish equivalents. These question words are used to seek information and are written at the beginning of questions. It also includes a table showing the meaning of each wh-word and sample questions using their formula of wh-word + am/is/are + subject + complement + ?.
This document summarizes different types of wh-questions in English and Spanish, including question words, basic question structures, and tenses like present simple, present continuous, simple past, and past continuous. It also covers questions using "who" and whether they ask about the subject or object of the sentence.
1) The document discusses the different WH questions in English including what, who, where, why, whose, when, whom, which, and how.
2) It provides the general formula for each WH question by giving the question word and examples of how it is used in sentences.
3) The document is intended to teach English learners about WH questions and how they are used to ask for specific information in a sentence.
The document discusses question tags and echo questions. It provides examples of question tags used in statements to check understanding, as well as special cases. It notes that American English typically uses "right" instead of question tags. Echo questions are used to show interest or surprise and repeat part of what someone said. The document provides examples and prompts the reader to practice using question tags and echo questions in responses.
The document discusses different types of questions in English:
1) Wh- questions begin with interrogative words (who, what, when, where, why, how) and expect an answer with information. They typically use falling intonation.
2) Yes/no questions expect either a "yes" or "no" answer. They typically use rising intonation. Yes/no questions with verbs other than "be" use auxiliary verbs like "do" or "did".
3) Examples of questions are provided to illustrate question formation with different verbs and tenses. Crossword and interview questions are included as exercises.
The document discusses the use of the future tense structure "be going to" in English. It provides examples of how "be going to" indicates future actions that are planned or decided, signs that something will happen, or something that is about to occur. Questions are formed by changing the subject and verb order to "be" and "going to". The structure is sometimes shortened to "gonna" in informal speech. Exercises are provided to practice forming statements and questions using "be going to".
This document provides a lesson on WH- questions to teach English language learners. It begins with background on the lesson's alignment to WIDA standards and objective for students to use WH- questions to read, speak, listen, write sentences and answer questions to compose an original story. It then defines and provides examples of each WH- question (What, Who, Where, When, Why, Which, Whose) and has students practice using the questions to tell a story about a vacation.
The document discusses the future progressive and future perfect tenses. The future progressive uses "will be + verb-ing" to refer to actions that will be in progress at a specific time in the future. The future perfect uses "will have + past participle" to refer to actions that will be completed by a certain time in the future, often using "by" to indicate this. Examples are provided of affirmative, interrogative, and negative constructions in both tenses. The difference between referring to an action in progress versus completed in the future is explained.
This document discusses tag questions and how to form them. It explains that tag questions are questions added to the end of a statement to seek confirmation. There are two main purposes for tag questions - to clarify information or signal agreement. The document provides a step-by-step process for forming tag questions based on verb tense, person, affirmative/negative statements, and subjects like "I", "let's", or "nobody". It also notes special cases and examples of using tag questions.
The document provides information on how to use the present continuous tense in English, including its form, common time expressions, questions, and examples of activities to describe what people are doing now or plan to do in the future. Examples are given of affirmative and negative sentences as well as yes/no and information questions using the present continuous tense. Common activities are listed that can be used in sentences or questions about what someone is doing presently.
El verbo to be afirmativo, negativo e interrogativoRicardo Carmona
The document discusses the verb "to be" in Spanish and provides examples of its use in affirmative, negative, and interrogative sentences. It gives the formulas for constructing sentences with "to be" in each form, then provides example sentences demonstrating affirmative sentences with subjects and complements, negative sentences with "not", and interrogative sentences with a question mark. Examples are given of changing affirmative sentences into negative and interrogative equivalents.
Yes-no questions can be answered with a simple "yes" or "no" response. WH-questions ask about qualities, people, time, and place using question words like who, what, where, when, why, which, and how. These question words are used to ask specific types of questions - who is used to ask about people or things, what is used to ask about activities or objects, where and when ask about places and times, why asks for reasons, which asks about choices, and how asks about methods or characteristics.
The document provides information about using question tags and echo questions in English. It gives examples of common question tags like "isn't it?" and "doesn't he?" and notes some special cases. It also discusses how American English typically uses "right" instead of question tags. Echo questions are introduced as a way to show interest or surprise and examples are provided. Readers are prompted to practice using question tags and echo questions in responses.
This document provides instruction on forming yes/no and wh- questions in the simple past tense in English. It includes examples of forming questions using "did" with subjects and base verb forms for yes/no questions. For wh- questions, it explains using the wh- word at the beginning followed by the subject and base verb form. Short and long answer formats are also demonstrated for responding to yes/no and wh- questions in the past tense.
This document provides instructions for a teacher to conduct a role-playing activity with students to practice asking and answering questions about future plans using the grammar structure "going to". The teacher will divide students into pairs and distribute worksheets describing a scenario of plans for Student A and Student B for the upcoming weekend. The students take turns asking each other questions about their plans using prompts and then answer with short responses. The activity aims to reinforce using "going to" to discuss future intentions.
The document discusses the use of the "be going to" structure in English to indicate future events or plans. It provides examples of using "be going to" in the affirmative, negative, and question forms. Common uses include talking about plans or intentions for the future, predicting future events based on signs, or when something is about to occur imminently. The structure is often contracted to "gonna" in informal speech.
This document provides information and examples about forming yes/no questions and WH questions in English. For yes/no questions, the rules described include inverting the subject and verb when the verb is "to be" or adding an auxiliary verb when one is present. For verbs without an auxiliary, "do" or "does" is added. For WH questions, the document lists common question words like who, what, when, where and provides examples of how to form questions using those words by placing them at the start of questions about the subject or inverting verbs when asking about the predicate.
This document provides information about using the verb "to be" in Spanish. It discusses positive and negative sentences with "to be", including contractions. Short and long answer questions with "to be" are also covered. Key points include understanding the two meanings of "to be" in Spanish based on context, and rules around contracting "to be" in negative sentences with subjects or the word "not". Mastering these basics will help with better Spanish communication.
Tag questions are short questions added to the end of statements to check for confirmation or agreement. They usually use an auxiliary verb and pronoun like "didn't he?" or "won't she?". The question tag follows the same rules as the statement - positive statements use negative tags and vice versa. Common question tags are "aren't there?", "isn't it?", "won't it?", "didn't you?", and "don't they?". Examples are provided to demonstrate how to form question tags with different statements.
This document discusses the use of prepositions with adjectives after link verbs. Some key points:
- Some adjectives can be used alone or with prepositional phrases after link verbs, like "afraid" or "afraid of".
- Other adjectives require prepositional phrases and have set prepositions like "aware of" or "unaccustomed to".
- Common prepositions used with adjectives include "of" to specify cause of feeling or person with a quality, "to" referring to similarity, marriage, loyalty, or rank, and "with" or "at" referring to ability or strong reactions.
- "For" is used to specify person or
The document provides information about places in a local community. It discusses several locations including a supermarket on Jackson Street where one can buy milk, a newspaper stand in front of the supermarket, a store next to the supermarket where movies and games can be rented, an Italian restaurant across the street known for pizza, and a sports club where karate lessons are offered. It also includes vocabulary words and sample sentences using prepositions of place.
1) Albert Einstein was a famous German-born physicist. He published several groundbreaking papers on photoelectricity, Brownian motion, special relativity, and mass-energy equivalence.
2) His mass-energy equivalence equation (E = mc2) introduced the concept that mass and energy are equivalent and interchangeable. This equation influenced the modern world.
3) Einstein was awarded the Nobel Prize in Physics in 1921 for his services to theoretical physics, and his explanation of the photoelectric effect. He is regarded as one of the most influential scientists of the 20th century.
The document discusses question tags and echo questions. It provides examples of question tags used in statements to check understanding, as well as special cases. It notes that American English typically uses "right" instead of question tags. Echo questions are used to show interest or surprise and repeat part of what someone said. The document provides examples and prompts the reader to practice using question tags and echo questions in responses.
The document discusses different types of questions in English:
1) Wh- questions begin with interrogative words (who, what, when, where, why, how) and expect an answer with information. They typically use falling intonation.
2) Yes/no questions expect either a "yes" or "no" answer. They typically use rising intonation. Yes/no questions with verbs other than "be" use auxiliary verbs like "do" or "did".
3) Examples of questions are provided to illustrate question formation with different verbs and tenses. Crossword and interview questions are included as exercises.
The document discusses the use of the future tense structure "be going to" in English. It provides examples of how "be going to" indicates future actions that are planned or decided, signs that something will happen, or something that is about to occur. Questions are formed by changing the subject and verb order to "be" and "going to". The structure is sometimes shortened to "gonna" in informal speech. Exercises are provided to practice forming statements and questions using "be going to".
This document provides a lesson on WH- questions to teach English language learners. It begins with background on the lesson's alignment to WIDA standards and objective for students to use WH- questions to read, speak, listen, write sentences and answer questions to compose an original story. It then defines and provides examples of each WH- question (What, Who, Where, When, Why, Which, Whose) and has students practice using the questions to tell a story about a vacation.
The document discusses the future progressive and future perfect tenses. The future progressive uses "will be + verb-ing" to refer to actions that will be in progress at a specific time in the future. The future perfect uses "will have + past participle" to refer to actions that will be completed by a certain time in the future, often using "by" to indicate this. Examples are provided of affirmative, interrogative, and negative constructions in both tenses. The difference between referring to an action in progress versus completed in the future is explained.
This document discusses tag questions and how to form them. It explains that tag questions are questions added to the end of a statement to seek confirmation. There are two main purposes for tag questions - to clarify information or signal agreement. The document provides a step-by-step process for forming tag questions based on verb tense, person, affirmative/negative statements, and subjects like "I", "let's", or "nobody". It also notes special cases and examples of using tag questions.
The document provides information on how to use the present continuous tense in English, including its form, common time expressions, questions, and examples of activities to describe what people are doing now or plan to do in the future. Examples are given of affirmative and negative sentences as well as yes/no and information questions using the present continuous tense. Common activities are listed that can be used in sentences or questions about what someone is doing presently.
El verbo to be afirmativo, negativo e interrogativoRicardo Carmona
The document discusses the verb "to be" in Spanish and provides examples of its use in affirmative, negative, and interrogative sentences. It gives the formulas for constructing sentences with "to be" in each form, then provides example sentences demonstrating affirmative sentences with subjects and complements, negative sentences with "not", and interrogative sentences with a question mark. Examples are given of changing affirmative sentences into negative and interrogative equivalents.
Yes-no questions can be answered with a simple "yes" or "no" response. WH-questions ask about qualities, people, time, and place using question words like who, what, where, when, why, which, and how. These question words are used to ask specific types of questions - who is used to ask about people or things, what is used to ask about activities or objects, where and when ask about places and times, why asks for reasons, which asks about choices, and how asks about methods or characteristics.
The document provides information about using question tags and echo questions in English. It gives examples of common question tags like "isn't it?" and "doesn't he?" and notes some special cases. It also discusses how American English typically uses "right" instead of question tags. Echo questions are introduced as a way to show interest or surprise and examples are provided. Readers are prompted to practice using question tags and echo questions in responses.
This document provides instruction on forming yes/no and wh- questions in the simple past tense in English. It includes examples of forming questions using "did" with subjects and base verb forms for yes/no questions. For wh- questions, it explains using the wh- word at the beginning followed by the subject and base verb form. Short and long answer formats are also demonstrated for responding to yes/no and wh- questions in the past tense.
This document provides instructions for a teacher to conduct a role-playing activity with students to practice asking and answering questions about future plans using the grammar structure "going to". The teacher will divide students into pairs and distribute worksheets describing a scenario of plans for Student A and Student B for the upcoming weekend. The students take turns asking each other questions about their plans using prompts and then answer with short responses. The activity aims to reinforce using "going to" to discuss future intentions.
The document discusses the use of the "be going to" structure in English to indicate future events or plans. It provides examples of using "be going to" in the affirmative, negative, and question forms. Common uses include talking about plans or intentions for the future, predicting future events based on signs, or when something is about to occur imminently. The structure is often contracted to "gonna" in informal speech.
This document provides information and examples about forming yes/no questions and WH questions in English. For yes/no questions, the rules described include inverting the subject and verb when the verb is "to be" or adding an auxiliary verb when one is present. For verbs without an auxiliary, "do" or "does" is added. For WH questions, the document lists common question words like who, what, when, where and provides examples of how to form questions using those words by placing them at the start of questions about the subject or inverting verbs when asking about the predicate.
This document provides information about using the verb "to be" in Spanish. It discusses positive and negative sentences with "to be", including contractions. Short and long answer questions with "to be" are also covered. Key points include understanding the two meanings of "to be" in Spanish based on context, and rules around contracting "to be" in negative sentences with subjects or the word "not". Mastering these basics will help with better Spanish communication.
Tag questions are short questions added to the end of statements to check for confirmation or agreement. They usually use an auxiliary verb and pronoun like "didn't he?" or "won't she?". The question tag follows the same rules as the statement - positive statements use negative tags and vice versa. Common question tags are "aren't there?", "isn't it?", "won't it?", "didn't you?", and "don't they?". Examples are provided to demonstrate how to form question tags with different statements.
This document discusses the use of prepositions with adjectives after link verbs. Some key points:
- Some adjectives can be used alone or with prepositional phrases after link verbs, like "afraid" or "afraid of".
- Other adjectives require prepositional phrases and have set prepositions like "aware of" or "unaccustomed to".
- Common prepositions used with adjectives include "of" to specify cause of feeling or person with a quality, "to" referring to similarity, marriage, loyalty, or rank, and "with" or "at" referring to ability or strong reactions.
- "For" is used to specify person or
The document provides information about places in a local community. It discusses several locations including a supermarket on Jackson Street where one can buy milk, a newspaper stand in front of the supermarket, a store next to the supermarket where movies and games can be rented, an Italian restaurant across the street known for pizza, and a sports club where karate lessons are offered. It also includes vocabulary words and sample sentences using prepositions of place.
1) Albert Einstein was a famous German-born physicist. He published several groundbreaking papers on photoelectricity, Brownian motion, special relativity, and mass-energy equivalence.
2) His mass-energy equivalence equation (E = mc2) introduced the concept that mass and energy are equivalent and interchangeable. This equation influenced the modern world.
3) Einstein was awarded the Nobel Prize in Physics in 1921 for his services to theoretical physics, and his explanation of the photoelectric effect. He is regarded as one of the most influential scientists of the 20th century.
La lista incluye artículos de ropa comunes como gorras, chaquetas, camisas, pantalones cortos, pantalones, abrigos, zapatos, faldas, camisetas, sombreros, vestidos y bufandas.
This document compares surfing and jet skiing, discussing that surfing is generally considered cheaper and more popular among young people, while jet skiing is seen as more exciting. Rules for comparison using adjectives and adverbs are provided, along with an example conversation where one person prefers jet skiing but is convinced surfing may be a better topic after considering additional factors.
The human heart pumps blood throughout the body to supply cells with oxygen and nutrients. It beats over 100,000 times per day, pumping around 7,600 liters of blood total. The blood travels through tubes called blood vessels, of which there are around 96,000 in the human body. Maintaining a healthy heart requires eating well, exercising regularly, avoiding smoking, and managing stress levels.
The document provides information about the present simple tense in English, including its affirmative, negative, and interrogative forms. It explains that the present simple is used to describe facts, general truths, habitual actions or repeated events. An example dialogue is then provided demonstrating a conversation between Chris and Dave, in which Chris complains about doing all the housework and chores alone while Dave relaxes, highlighting the use of present simple verbs to describe their daily routines.
The document provides examples of questions asking about objects using "what is it" or "what are they" and the answers identifying various items. Sample questions ask about an umbrella, credit cards, glasses, books, an ID card, keys, photos, a pencil, umbrellas, a key, and pens.
This document provides vocabulary, grammar structures, and examples for the present simple tense. It discusses three main uses of the present simple tense: 1) for repeated actions, 2) for facts or generalizations, and 3) for future reference. Examples are given for affirmative and negative sentences as well as yes/no questions. The last section of the document discusses a passage about a child and their daily activities with friends, including cycling, swimming, skipping, drawing and going to the park.
This document lists common verbs in English. It includes regular verbs like "write", "eat", and "go" as well as irregular verbs such as "was" and "were". It also contains modal verbs like "shall", "will", "can", "may", and "must" and other verbs such as "play", "kill", and "receive".
We learned about the "If You're Happy and You Know It" song and dance. The lesson covered regular and irregular verbs in the simple past tense, such as "walked" and "ate". Students made New Year's resolutions and watched videos. Questions using "did" were practiced, such as asking about someone's vacation in Laos where they saw waterfalls and bridges. The class discussed the meaning of the song "Hotel California" by The Eagles.
The document provides instruction on English grammar lessons for primary school students, focusing on the future tense and past tense of verbs. It includes definitions and examples of using future tense verbs like "will" and "won't" as well as past tense verbs and "be" verbs. Interactive exercises are provided to reinforce the lessons using fill-in-the-blank, yes/no questions and answers.
1. The document provides information about leisure activities such as going to the movies, bowling, lifting weights at the fitness center, and playing basketball.
2. It discusses homework and using the present continuous tense to talk about activities happening now and in the near future.
3. Examples are given of using the present continuous tense with different subjects and activities.
This document is an English study guide about using "be going to" to talk about the future. It contains:
1) An explanation that "be going to" can be used to talk about forecasts and future plans.
2) Examples of forming questions using "be going to" with what, where, and why.
3) Exercises involving completing sentences and stories using "be going to" based on pictures and situations.
4) A quiz using "be going to" to talk about future plans during holidays.
The document contains examples of subject and object pronouns being used correctly and incorrectly in sentences. Some sentences demonstrate the use of direct and indirect object pronouns. The document also provides a practice section for readers to identify whether subject or object pronouns are being used accurately in provided sentences.
The document provides information about the uses of "will" and "going to" to express future actions in English. It discusses their affirmative, negative, and interrogative forms and provides examples of how they are used to talk about predictions based on present evidence, spontaneous decisions, planned actions, offers and promises. It then provides exercises for learners to practice using "will" versus "going to" in different contexts.
The document discusses the use of "going to" to express future actions in English. It provides examples of using "going to" in affirmative, negative, and interrogative sentences. Some key points covered include:
- "Going to" is used to express certain actions in the near future.
- The affirmative form is subject + to be + going to + base verb.
- The negative form is subject + to be + not going to + base verb.
- The interrogative form is to be + subject + going to + base verb.
- The continuous future tense can also be expressed as subject + to be + verb+ing + specific place.
The document summarizes different English verb tenses and their forms and uses, including:
1) The present simple tense is used to describe routines and habits.
2) The present continuous tense describes actions happening now or arrangements in the future.
3) The past simple tense expresses finished past actions, while the past continuous describes past actions happening at a specific time.
4) Future tenses like "will" and "going to" express predictions and intentions.
5) The first conditional is used to talk about possible results of present or future actions.
Yesterday Rosie went to the park with her friends after school. They played football for a while but then it started raining heavily. Rosie and her friends got soaked and decided to leave the park and go to the cinema instead to watch a movie. They enjoyed the movie and had popcorn.
The document discusses verbs and verb phrases. It defines verbs as words that tell what the subject does, is, or feels. It distinguishes between three types of verbs: physical action verbs, mental action verbs, and being verbs. It then defines verb phrases as consisting of a main verb along with any helping verbs. Some examples of helping verbs are be, have, do, can, and will. The document provides examples and exercises to help understand verbs and verb phrases.
This document provides information about using the simple present and present continuous tenses to talk about the future. It discusses how the simple present is used for events based on schedules, like "The train leaves at 11:30." It also notes the simple present is used for fixed dates and plans, like "Tomorrow is Tuesday." Meanwhile, the present continuous is used to talk about people's plans and arrangements, like "I'm meeting Bill next week." The document includes examples of these tenses and questions to distinguish their uses for talking about the future.
This document discusses making inferences when reading. It explains that inferences involve taking what is known and using clues to draw conclusions that are not directly stated. Readers use both picture and text clues as well as their own background knowledge to make inferences. The document provides examples of making inferences from images and short passages and emphasizes that good readers ask questions and use multiple clues to infer meanings beyond just the literal text or image.
This document provides homework assignments for the week of August 27, 2012. It includes daily assignments for Wordly Wise lessons and tests on Fridays, 20 minutes of daily reading and bringing reading books to class, reviewing science and math worksheets and links, and due dates for a summer reading project and Take a Walk in My Shoes project on Friday, August 31st. Parents are asked to sign Wordly Wise tests which students will bring back to school.
Subject-verb agreement rules dictate that:
1. Singular subjects require a singular verb form while plural subjects require a plural verb form.
2. When subjects are joined by "and", they take a plural verb form unless the subjects themselves are already plural.
3. Irregular plural nouns like "children" and "oxen" still follow subject-verb agreement rules.
Expressions of time, money, weight or volume take singular verb forms even though they are plural in form. Proper identification of the subject is needed when sentences begin with "there" or "here".
The document discusses simple past tense verbs and statements. It provides examples of regular and irregular past tense verbs such as watched/exercised and bought/saw. Examples are given for forming negative statements and yes/no questions in the simple past tense. The spelling rules for regular past tense verbs ending in e, y and consonants are explained. The simple past tense of the verb "to be" is also covered with examples of statements and questions.
Future tenses: Simple future vs. Future intentionSussan Roo
The document discusses three ways to express future actions in English: the simple future with will, future intention with be going to, and the present progressive. It provides examples of their affirmative, negative, and question forms. The simple future uses will + verb, future intention uses be going to + infinitive, and present progressive uses to be + -ing. Will is used for predictions and sudden decisions, while be going to is used for previous plans and intentions.
This document discusses the present continuous tense in English. It is used to describe actions that are happening now or ongoing actions happening these days. Examples are provided like "I am working" and "She is studying at MiraCosta College." Learners are asked to practice with a partner by describing what people are doing using sentences with the structure of "subject + to be + verb + ing." The spelling rules for -ing verbs and exceptions to non-continuous verbs like "have" are also briefly covered.
This document provides a summary and examples of different English verb tenses including:
1. Simple Present, Present Continuous, Present Perfect, Simple Past, Past Continuous, Past Perfect, Would Like To, Future with Will, and Future: Be Going To.
2. Each tense is defined and examples are provided to illustrate their structure and usage. Key points about when each tense is used are highlighted such as to describe habitual actions, ongoing actions, completed actions, plans/predictions for the future.
3. Over 20 verb tense examples are given for each one to demonstrate them in full sentences. The document serves as a helpful reference guide for the different English verb tenses.
The document provides information about coordinating conjunctions and activities related to seed identification. It defines the 7 coordinating conjunctions as short words whose initials spell FANBOYS. It then describes Mr. Handy finding his seed packets mixed up after taking them out to plant. The final sections outline 3 activities for students - separating mixed seeds, matching seed pictures and names, and drawing and describing different seed types.
Ebenezer Scrooge, a bitter moneylender who despises Christmas, is visited by three ghosts on Christmas Eve who show him his past, present, and future. The ghosts are trying to encourage him to change his miserly ways. Scrooge sees how unhappy he has become and how his behavior affects others like his nephew and the poor Cratchit family. He wakes up on Christmas Day transformed as a kinder man who has adopted the Christmas spirit of generosity and goodwill toward others.
Frogs and toads are amphibians in the order Anura. While they are commonly distinguished, the differences are mainly superficial. Both have moist skin, lay eggs in water which hatch into tadpoles, and go through metamorphosis from aquatic young to terrestrial adults. They live in a variety of habitats but most prefer moist areas, and can absorb oxygen through their skin while submerged for long periods.
The document discusses the human digestive system. It breaks down as follows:
1. The breakdown of some food starts in your mouth, where saliva begins to break it down.
2. As the food moves through the esophagus to the stomach, muscles and digestive juices further break it down.
3. In the small intestine, muscles continue mixing the food with digestive juices to fully break it down so nutrients can be absorbed into the bloodstream.
Instrumental music is a genre without vocals where one or some instruments are featured throughout the composition. Its most identifiable characteristic is its tempo between 125-150 beats per minute. Music has evolved to become an integral part of cultures worldwide and plays an instrumental role in healthcare.
The document provides information about coordinating conjunctions and activities related to seed identification. It defines the 7 coordinating conjunctions as short words whose initials spell FANBOYS. It then describes Mr. Handy finding his seed packets mixed up after taking them out to plant. The final sections outline 3 activities for students - separating mixed seeds, matching seed pictures and names, and drawing and describing different seed types.
1. The document presents research on improving English speaking skills in primary school students through the use of games.
2. It describes a study that used pre- and post-tests, games lesson plans, and observations to evaluate the impact of games and reinforcement on students' speaking abilities and behaviors.
3. The results showed that students' post-test speaking scores were significantly higher than pre-test scores, and that behaviors were more positive with reinforcement like rewards compared to without reinforcement. The research concluded that games can effectively help develop students' English speaking skills.
This document provides instruction for classroom activities related to the story of Jack and the Beanstalk. It includes:
1) A vocabulary list related to the story.
2) Directions for a group activity where students race to form sentences from scrambled words within a time limit.
3) Directions for a paired creative writing activity where students continue the story using vocabulary words and present their version to the class.
I choose cardboard to recycle because recycling cardboard can save trees from being cut down to make new paper products. This helps protect our environment and natural resources.
Here are some imaginative ideas that doctors could do to prevent hay fever:
1. Develop a pollen-proof bubble suit that creates an airtight barrier around the body to block all pollen particles from entering the nose and eyes.
2. Invent a pollen-zapping laser gun that can be aimed at trees/plants and instantly destroy any pollen before it is released into the air.
3. Create a pollen-repelling perfume or lotion that when applied to the skin and mucous membranes, creates a force field that causes any pollen to ricochet away from the body upon contact.
The document discusses different weather hazards including floods, avalanches, and high winds. It provides safety tips for each hazard. For floods, it advises taking food, water, and spare clothes and going to high ground. For avalanches, it recommends checking weather forecasts and avoiding going out if there are warnings. For high winds, it says to lie flat on the ground if the wind is very strong. The document also contains exercises matching hazards to safety tips and comparing/contrasting the different hazards.
The passage discusses energy sources from plants. It notes that scientists have long investigated plants that can be used for fuel production as the energy from plants is renewable. Specifically, it mentions that water hyacinth is a fast-growing weed that grows well in brackish water and could serve as a potential fuel source.
This document provides information about travel sites around the world and the use of passive voice in English. It discusses famous landmarks like Big Ben clock tower in London, which was designed by Edmund Beckett and named after Sir Benjamin Hall. The document also provides examples of sentences in the passive voice and how the passive is used to emphasize the object rather than the subject. It includes an activity where students make sentences using the passive voice and create short stories using those sentences.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
11. Subject + Verb to be + going to + Verb 1
subject v. to be
I am
He , She, It is going to Verb 1 Object
You , We, They are
12. Example
They are going to study on Sunday..
Subject Object
Verb to be going to Verb 1
I am going to read a book tonight.
.
Subject
Verb to be Verb 1 Object
13. Negative Sentence
Subject + V. to be + not going to + V.1+ object
or
Subject + isn’t/aren’t + going to + V.1 + object
Example
They aren’t going to study on Sunday..
Subject Object
Verb to be
Verb 1
going to
14. I am not going to read a book tonight.
Subject Object
Verb to be
Verb 1
going to
15. Interrogative Sentence
1. What + v.to be + Subject + going to do?
Example
What are you going to do on Sunday?
Question Object
word Verb to be
going to
Verb 1
16. 2. V.to be + subject + going to + V.1 ?
Example
Are you going to study tonight?
Verb to be Object
going to
Verb 1
19. Conversation
Billy: Do you want to come over this weekend?
Sally: I can’t. I am going to visit my uncle.
Billy: What are you going to do?
Sally: We are going to go skiing. Isn’t that cool!
What are you going to do?
Billy: I’m going to play basketball on Saturday.
Sally: Why don’t you do something with Sam
and Amy on Sunday?
Billy: Yeah, maybe.
20. Question
Is Sally going to visit her uncle?
Yes, she is.
Is Sally going to go skiing?
Yes, she is.
What is Billy going to do on Saturday?
He is going to play basketball.
22. Direction
1 . Make a group of 4.
2. The first group choose the number on the board.
3. Try to choose the correct answer “A” or “B” that
match with the picture.
4.If your group answer correctly, you will have a
chance to spin the score board to get points. The
group which has highest point will get rewards.
36. .
What are you going to do?
1 . Make a sentence by using form
“I am going to .....”
2.The teacher will ask the first student “What are
you going to do?” then the student answer the
teacher “I am going to …..”
3. The first student choose one of their friends
and ask the same question.
37. .
Example
What are you going to do, Pinky?
I am going to do homework.
play basketball watch TV
visit family see movie
do homework go fishing
go shopping play football