Can ability basic
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It explains the modal verb Can to express ability. The slide presentation includes some exercises and speaking activities.
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Can cant 1ero
This document provides a lesson on using can and can't to express ability and inability in English. It begins with examples of sentences using can and can't, then defines their affirmative, negative, and interrogative forms. More examples are given of using can and can't with different subjects. The uses of can for possibility, ability, and permission are explained. Exercises are provided for students to practice writing sentences about their own abilities and reordering sentences with can and can't.
Can can't general rules
The document discusses the usage of the modal verb "can" and its conjugations. It explains that "can" is used to talk about possibility, prohibition, ability, permission, and offers/requests. Examples are provided to illustrate how "can" is conjugated in the affirmative, negative, and interrogative forms for different subjects. It remains the same form across subjects unlike other verbs.
6 can can't
This document provides information and exercises about abilities and inabilities expressed using can and can't. It discusses when to use can and can't in affirmative and negative sentences. It also covers interrogative forms using can and short yes/no answers. There are two exercises - the first completes sentences with can and can't and the second writes questions using the modal can with subjects and verbs provided in brackets.
Can/Can't-Could/Couldn't
The document lists various abilities and disabilities of fictional characters Garfield, Snoopy, Pooh, Mickey, Minnie and Donald when they were children. It states that Garfield can cook, fish and paint, while Snoopy cannot read, draw or fly a plane. Pooh could build sandcastles, make snowmen and skate as a child, whereas Mickey, Minnie and Donald lacked the ability to turn on the TV, play computer games and ski respectively when they were young.
Can can't
This document discusses different ways to use the modal verb "can" in English. It explains that "can" is used to express ability, such as "My brother can play the piano." It also describes using "can" and "can't" to ask for and give permission, like "Can I go to the toilet, please?" And "can" is used to ask someone to do something, as in "Can you close the door, please?" The document provides examples for each use of "can" in short sentences.
Can can't / Abilities
The document discusses various things that different subjects can and cannot do. It provides examples of abilities like swimming, playing instruments, speaking languages, cooking, playing sports for people. It also gives examples of inability to fly, ride a bike or play piano for some. It asks questions about abilities and gets answers. There are also exercises asking about abilities of animals and people in fill in the blank questions.
Present continous
The document provides information about the present continuous tense in English. It gives examples of affirmative, negative, and interrogative forms of the present continuous using subjects like I, you, he, she, it, we, and they. Examples are given of actions happening now, such as "The boy is singing" and "He's singing." The purpose of the present continuous is described as being used to talk about actions that are occurring at the moment of speaking.
For and since
This document discusses the use of "for" and "since" with the present perfect tense to indicate actions or situations that began in the past and continue in the present. It provides examples of using "since" with a point in time (e.g. "since last June") and "for" with a length of time (e.g. "for 2 months"). It also includes exercises for readers to practice using "for" and "since" in sentences.
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Can cant 1ero
This document provides a lesson on using can and can't to express ability and inability in English. It begins with examples of sentences using can and can't, then defines their affirmative, negative, and interrogative forms. More examples are given of using can and can't with different subjects. The uses of can for possibility, ability, and permission are explained. Exercises are provided for students to practice writing sentences about their own abilities and reordering sentences with can and can't.
Can can't general rules
The document discusses the usage of the modal verb "can" and its conjugations. It explains that "can" is used to talk about possibility, prohibition, ability, permission, and offers/requests. Examples are provided to illustrate how "can" is conjugated in the affirmative, negative, and interrogative forms for different subjects. It remains the same form across subjects unlike other verbs.
6 can can't
This document provides information and exercises about abilities and inabilities expressed using can and can't. It discusses when to use can and can't in affirmative and negative sentences. It also covers interrogative forms using can and short yes/no answers. There are two exercises - the first completes sentences with can and can't and the second writes questions using the modal can with subjects and verbs provided in brackets.
Can/Can't-Could/Couldn't
The document lists various abilities and disabilities of fictional characters Garfield, Snoopy, Pooh, Mickey, Minnie and Donald when they were children. It states that Garfield can cook, fish and paint, while Snoopy cannot read, draw or fly a plane. Pooh could build sandcastles, make snowmen and skate as a child, whereas Mickey, Minnie and Donald lacked the ability to turn on the TV, play computer games and ski respectively when they were young.
Can can't
This document discusses different ways to use the modal verb "can" in English. It explains that "can" is used to express ability, such as "My brother can play the piano." It also describes using "can" and "can't" to ask for and give permission, like "Can I go to the toilet, please?" And "can" is used to ask someone to do something, as in "Can you close the door, please?" The document provides examples for each use of "can" in short sentences.
Can can't / Abilities
The document discusses various things that different subjects can and cannot do. It provides examples of abilities like swimming, playing instruments, speaking languages, cooking, playing sports for people. It also gives examples of inability to fly, ride a bike or play piano for some. It asks questions about abilities and gets answers. There are also exercises asking about abilities of animals and people in fill in the blank questions.
Present continous
The document provides information about the present continuous tense in English. It gives examples of affirmative, negative, and interrogative forms of the present continuous using subjects like I, you, he, she, it, we, and they. Examples are given of actions happening now, such as "The boy is singing" and "He's singing." The purpose of the present continuous is described as being used to talk about actions that are occurring at the moment of speaking.
For and since
This document discusses the use of "for" and "since" with the present perfect tense to indicate actions or situations that began in the past and continue in the present. It provides examples of using "since" with a point in time (e.g. "since last June") and "for" with a length of time (e.g. "for 2 months"). It also includes exercises for readers to practice using "for" and "since" in sentences.
Modals can could
This document discusses abilities and requests or permissions using the word "can". It provides examples of abilities such as playing an instrument, catching mice, climbing trees, running fast, and jumping. It also gives examples of requests like having cake, passing salt, helping with a bag, and going to the park. Finally, it lists prohibitions with actions that cannot be done like turning, parking, riding a bike, or entering.
Questions with present simple
We use two structures to form questions in the present simple tense: yes/no questions and wh- questions. Yes/no questions are formed using auxiliary verbs like "do" or "does" before the main verb. Wh- questions are formed using interrogative words like what, where, when before the main verb. Both question structures invert the subject and verb compared to statement forms.
Verb to have
The document discusses the verb "to have" in Portuguese, listing its conjugations and providing examples of its use in sentences. It demonstrates using "to have" with different subjects like "I", "you", "he", "she", etc. along with objects. The document also provides examples of questions using "to have" and answers with "yes/no" and "do/don't".
Subject & object questions explanation
This document discusses subject and object questions in grammar. It provides examples of who questions about different subjects and objects loving each other, such as "Who loves John?" and "Who does John love?". It notes that subject questions do not require an auxiliary verb, while object questions do and feature a different word order with the auxiliary verb preceding the subject.
Modal Can for ability
The document provides examples of abilities that can be expressed using the verb "can" in English. It lists 10 activities that people can do and matches them with pictures. It then gives examples of using "can" in the affirmative, negative, and interrogative forms. Finally, it prompts the reader to make sentences using "can" with different characters, such as Superman, Michael Jordan, and Sponge Bob.
Future simple be going to
This powerpoint shows the uses and rules for the future tense. In this case we are going to learn the be going to form.
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Going to for future plans and predictions
The document discusses the use of the phrase "going to" to express plans and intentions in the future, as well as predictions. It provides examples of using "going to" with different subjects and in affirmative, negative, and question forms. Key uses include expressing planned activities or intentions, such as "I'm going to go to bed early" as well as predictions where the speaker foresees something happening, like "It's going to rain." Pronunciation of "going to" and "gonna" is also covered.
Word order in questions - present simple
This document discusses how to form present simple questions in English. It explains that questions are formed using either "do" or "does" as an auxiliary verb followed by the subject and infinitive verb. There are two types of present simple questions: ones that use the word order ASI (Auxiliary, Subject, Infinitive) and ones that use the word order QASI (Question word, Auxiliary, Subject, Infinitive). Examples of each type of question are provided.
Present Perfect Simple Continuous
This document discusses the present perfect simple and present perfect continuous tenses in English. The present perfect simple is used to describe life experiences, events that have already happened or not happened yet, connections between past and present, durations of time, and amounts. The present perfect continuous emphasizes actions that started in the past and continue in the present, repeated actions, and recently finished actions. Both tenses can be used with phrases like "how long" but the continuous is preferred for shorter or temporary actions. The simple form focuses on the result of an action while the continuous form focuses on the duration.
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be going to
This document provides information on the use of "be going to" for expressing future plans and predictions in English. It defines the affirmative, negative, and question forms of "be going to" and provides examples of its use for decisions made before or at the moment of speaking versus predictions based on present evidence. The difference between "will" and "be going to" is also briefly explained. Tables of contents and examples about the solar system are also included.
CAN/CAN'T
The document discusses different abilities that various animals and humans can or cannot do. It covers abilities using affirmative, negative, and interrogative sentences. Some examples of abilities mentioned include parrots talking, kangaroos jumping, cheetahs running fast, dolphins swimming, and elephants not being able to jump. The document also provides examples of asking for permission to do different tasks like cleaning the blackboard or opening the window.
Can (ability)
This document provides examples of using the modal verb "can" and "could" in the affirmative and negative form for the first, second, and third person pronouns. It also gives examples of using "can" and "could" to express ability in the present and past tense as well as making informal and formal requests. Key uses of "can" and "could" are summarized along with examples sentences.
Simple Past Questions
This document provides instruction on forming questions in the simple past tense in English. It explains that questions are formed by using the helping verb "did" followed by the main verb in base form. It provides examples of yes/no questions using "did" and the corresponding short answers. The document also notes that questions using the verb "to be" have different rules that are not covered here.
Be able-to
The document discusses the differences between using "can", "could", and "be able to" when expressing ability or capability. It notes:
1) "Can" and "be able to" are often interchangeable, but "can" is more common for discussing a learned skill, especially in the present.
2) "Will be able to" should always be used for discussing ability in the future.
3) "Could" is more common than "was/were able to" for discussing general ability in the past.
4) For discussing ability to do something on a specific past occasion, "was/were able to" must be used rather than "could".
7395229 simple-present-tense-worksheet-
The document provides examples of sentences in the simple present tense and exercises to practice using verbs in the simple present tense correctly. Some of the exercises include: 1) Choosing the correct verb form to complete sentences, 2) Changing positive sentences to negative sentences, and 3) Circling the sentence that identifies a mistake in subject-verb agreement. The document helps learners practice and reinforce their understanding of verb conjugation and agreement in the simple present tense.
Do does
The document provides examples and exercises on using auxiliary verbs "do" and "does" for questions and negative sentences in English. It explains that "do" is used for first person plural and third person plural subjects, while "does" is used for third person singular subjects. Examples are given for forming yes/no questions and short answers using auxiliary verbs. Multiple choice and fill-in-the-blank exercises are included for practice identifying and using auxiliary verbs in questions and negative sentences.
Be going to
The document provides examples of how to use the future tense "be going to" to talk about future intentions and predictions. It lists several sentence structures using "be going to" followed by questions asking what the subject will do or what will happen. Some of the sentences include "They are going to go camping", "He is going to have an accident", and "I am going to take a picture of you".
Can ability
The document discusses the use of "can" and "can't" to express ability and lack of ability. It provides the structure for affirmative, negative, and interrogative sentences using "can" and examples of each. It then gives examples of questions to ask and answer about what different things can and can't do, and ends with additional ability questions posed as a game.
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Modals can could
This document discusses abilities and requests or permissions using the word "can". It provides examples of abilities such as playing an instrument, catching mice, climbing trees, running fast, and jumping. It also gives examples of requests like having cake, passing salt, helping with a bag, and going to the park. Finally, it lists prohibitions with actions that cannot be done like turning, parking, riding a bike, or entering.
Questions with present simple
We use two structures to form questions in the present simple tense: yes/no questions and wh- questions. Yes/no questions are formed using auxiliary verbs like "do" or "does" before the main verb. Wh- questions are formed using interrogative words like what, where, when before the main verb. Both question structures invert the subject and verb compared to statement forms.
Verb to have
The document discusses the verb "to have" in Portuguese, listing its conjugations and providing examples of its use in sentences. It demonstrates using "to have" with different subjects like "I", "you", "he", "she", etc. along with objects. The document also provides examples of questions using "to have" and answers with "yes/no" and "do/don't".
Subject & object questions explanation
This document discusses subject and object questions in grammar. It provides examples of who questions about different subjects and objects loving each other, such as "Who loves John?" and "Who does John love?". It notes that subject questions do not require an auxiliary verb, while object questions do and feature a different word order with the auxiliary verb preceding the subject.
Modal Can for ability
The document provides examples of abilities that can be expressed using the verb "can" in English. It lists 10 activities that people can do and matches them with pictures. It then gives examples of using "can" in the affirmative, negative, and interrogative forms. Finally, it prompts the reader to make sentences using "can" with different characters, such as Superman, Michael Jordan, and Sponge Bob.
Future simple be going to
This powerpoint shows the uses and rules for the future tense. In this case we are going to learn the be going to form.
Food countable-and-uncountable-nouns-quantifiers
This document discusses countable and uncountable nouns as they relate to food. It provides examples of countable nouns that can take indefinite articles (a/an) and examples of uncountable nouns that cannot. It also discusses how to make uncountable nouns countable by adding a unit or quantity. The document also covers quantifiers that can be used with countable and uncountable nouns to express amounts, containers for food items, and examples of questions to ask about quantities of different foods.
Going to for future plans and predictions
The document discusses the use of the phrase "going to" to express plans and intentions in the future, as well as predictions. It provides examples of using "going to" with different subjects and in affirmative, negative, and question forms. Key uses include expressing planned activities or intentions, such as "I'm going to go to bed early" as well as predictions where the speaker foresees something happening, like "It's going to rain." Pronunciation of "going to" and "gonna" is also covered.
Word order in questions - present simple
This document discusses how to form present simple questions in English. It explains that questions are formed using either "do" or "does" as an auxiliary verb followed by the subject and infinitive verb. There are two types of present simple questions: ones that use the word order ASI (Auxiliary, Subject, Infinitive) and ones that use the word order QASI (Question word, Auxiliary, Subject, Infinitive). Examples of each type of question are provided.
Present Perfect Simple Continuous
This document discusses the present perfect simple and present perfect continuous tenses in English. The present perfect simple is used to describe life experiences, events that have already happened or not happened yet, connections between past and present, durations of time, and amounts. The present perfect continuous emphasizes actions that started in the past and continue in the present, repeated actions, and recently finished actions. Both tenses can be used with phrases like "how long" but the continuous is preferred for shorter or temporary actions. The simple form focuses on the result of an action while the continuous form focuses on the duration.
Countable & uncountable. some, any, much, many, a lot of, lots of
The document discusses the differences between countable and uncountable nouns. Countable nouns have singular and plural forms and use articles like "a" and "an", while uncountable nouns do not have plural forms and use quantifiers like "some" or "any" instead of articles. It also explains the uses of quantifiers like "some", "any", "much", "many", and "a lot of/lots of" with countable and uncountable nouns in different types of sentences.
Must/mustn't
The document discusses the meanings of the terms "must" and "mustn't". It asks the reader to identify what actions someone must or mustn't do based on the signs. It then provides examples of sentences using must, mustn't, and don't have to, asking the reader to fill in the blanks with the appropriate term. The purpose is to understand the uses and meanings of must and mustn't.
be going to
This document provides information on the use of "be going to" for expressing future plans and predictions in English. It defines the affirmative, negative, and question forms of "be going to" and provides examples of its use for decisions made before or at the moment of speaking versus predictions based on present evidence. The difference between "will" and "be going to" is also briefly explained. Tables of contents and examples about the solar system are also included.
CAN/CAN'T
The document discusses different abilities that various animals and humans can or cannot do. It covers abilities using affirmative, negative, and interrogative sentences. Some examples of abilities mentioned include parrots talking, kangaroos jumping, cheetahs running fast, dolphins swimming, and elephants not being able to jump. The document also provides examples of asking for permission to do different tasks like cleaning the blackboard or opening the window.
Can (ability)
This document provides examples of using the modal verb "can" and "could" in the affirmative and negative form for the first, second, and third person pronouns. It also gives examples of using "can" and "could" to express ability in the present and past tense as well as making informal and formal requests. Key uses of "can" and "could" are summarized along with examples sentences.
Simple Past Questions
This document provides instruction on forming questions in the simple past tense in English. It explains that questions are formed by using the helping verb "did" followed by the main verb in base form. It provides examples of yes/no questions using "did" and the corresponding short answers. The document also notes that questions using the verb "to be" have different rules that are not covered here.
Be able-to
The document discusses the differences between using "can", "could", and "be able to" when expressing ability or capability. It notes:
1) "Can" and "be able to" are often interchangeable, but "can" is more common for discussing a learned skill, especially in the present.
2) "Will be able to" should always be used for discussing ability in the future.
3) "Could" is more common than "was/were able to" for discussing general ability in the past.
4) For discussing ability to do something on a specific past occasion, "was/were able to" must be used rather than "could".
7395229 simple-present-tense-worksheet-
The document provides examples of sentences in the simple present tense and exercises to practice using verbs in the simple present tense correctly. Some of the exercises include: 1) Choosing the correct verb form to complete sentences, 2) Changing positive sentences to negative sentences, and 3) Circling the sentence that identifies a mistake in subject-verb agreement. The document helps learners practice and reinforce their understanding of verb conjugation and agreement in the simple present tense.
Do does
The document provides examples and exercises on using auxiliary verbs "do" and "does" for questions and negative sentences in English. It explains that "do" is used for first person plural and third person plural subjects, while "does" is used for third person singular subjects. Examples are given for forming yes/no questions and short answers using auxiliary verbs. Multiple choice and fill-in-the-blank exercises are included for practice identifying and using auxiliary verbs in questions and negative sentences.
Be going to
The document provides examples of how to use the future tense "be going to" to talk about future intentions and predictions. It lists several sentence structures using "be going to" followed by questions asking what the subject will do or what will happen. Some of the sentences include "They are going to go camping", "He is going to have an accident", and "I am going to take a picture of you".
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Countable & uncountable. some, any, much, many, a lot of, lots of
Countable & uncountable. some, any, much, many, a lot of, lots of
Similar to Can ability basic
Can ability
The document discusses the use of "can" and "can't" to express ability and lack of ability. It provides the structure for affirmative, negative, and interrogative sentences using "can" and examples of each. It then gives examples of questions to ask and answer about what different things can and can't do, and ends with additional ability questions posed as a game.
Can Cant
This document discusses the use of can and can't to express ability, possibility, permission, and offers/requests in English. It provides examples of affirmative, negative, and interrogative sentences using can/can't with different subjects. Key points covered include:
- Can is an auxiliary verb that does not change form for different subjects
- Affirmative sentences use "subject + can + verb + complement"
- Negative sentences use "subject + can't + verb + complement"
- Interrogative sentences use "Can + subject + verb + complement"
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This document discusses the use of can and can't to express ability, possibility, permission, and offers/requests in English. It provides examples of affirmative, negative, and interrogative sentences using can/can't with different subjects. Key points covered include:
- Can is an auxiliary verb that does not change form for different subjects
- Affirmative sentences use "subject + can + verb + complement"
- Negative sentences use "subject + can't + verb + complement"
- Interrogative sentences use "Can + subject + verb + complement"
- Can expresses ability, possibility, permission, and offers/requests
- Examples are provided to illustrate usage
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The document provides a lesson plan for teaching 7th grade students about expressing abilities using the modal verb "can" or "can't". The lesson objectives are to communicate on the phone, listen to and replicate conversations, and learn a new song related to expressing abilities. The lesson covers the uses of "can" and "can't", including forming questions and negatives, and includes exercises practicing conversational exchanges and listening to example dialogues.
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This document discusses the use of can and can't to express abilities and inabilities. It provides examples of sentences using can to describe things someone or something is able to do, such as "He can sing" and "It can fly." Examples of sentences using can't to describe things someone or something cannot do are also given, like "He can't dance salsa." The document then presents exercises for learners to practice using can and can't in sentences, as well as questions forms using can to ask about abilities. It concludes by noting that can is also used to make offers and requests, such as "Can I help you?" and "Can you please tell me the time?"
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The document discusses the use of the modal verb "can" to express ability and possibility. It provides examples of affirmative and negative sentences using "can" and "can't" and questions practice using "can." Key points covered include:
- "Can" expresses ability and possibility, such as "I can sing" or "We can go to the store."
- The simple form of the main verb follows "can," such as "I can speak English."
- The negative forms are "cannot" and "can't," such as "She cannot come" or "He can't swim."
- Questions are formed by reversing the subject and verb, such as "Can you speak Spanish?"
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1. The document discusses the use of the modal verb "can" to express ability, possibility, requests, and permission. It provides examples of can in the affirmative, negative, and question forms.
2. Key uses of can include talking about ability or possibility, making requests, and asking or giving permission. Examples are given for ability ("I can swim"), requests ("Can you help me?"), and permission ("Can I open the window?").
3. The document also provides grammar exercises to practice using can in different contexts through fill-in-the-blank, multiple choice, and true/false questions.
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The document contains examples of conjugating the verbs "can", "could", and "be able to" in affirmative, negative, and question forms. Tables are included that ask the reader to fill in the blanks to complete conjugations of these verbs for different subjects, including "I/you", "he/she/it", and "we/you/they". The purpose is to practice conjugating these verbs to express ability in the present, past, and future tenses.
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The document contains questions about ability using the modal verbs "can" and "could". It asks what languages one can speak, what skills or activities one can or cannot do, what one can remember or see. It then provides examples of yes/no questions using "can" and "could" and answers using pronouns. Finally, it includes exercises to fill in blanks with "can" or "could" to complete sentences about ability.
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This document discusses expressing and asking about ability using the verb "can". It provides examples of sentences using "can" to talk about abilities like driving, singing, dancing and speaking multiple languages. Students are asked to make sentences about their own abilities using "can" or "cannot" and to discuss statements about various abilities in small groups. The document encourages students to make lists of what they can and cannot do and to share what they learned.
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- The difference between "like + verb+ing" and "would like to + infinitive"
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- Using the present continuous and present simple tenses correctly
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This document is an English lesson about using "can" and "can't" to express ability. It provides examples of affirmative, negative, and interrogative sentences. Students are asked to write sentences using can/can't with given verbs. They are also asked to answer questions using can/can't and look at a picture to write sentences about what figures in it can and can't do. The lesson concludes with ordering sentences and answering questions using can/can't to express ability.
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The document discusses Tom, a 6-month-old baby, and his abilities and inability to walk or think. It then provides examples of abilities and inability for different subjects using can/can't and includes examples asking about various abilities for speaking English, cooking, driving, playing guitar, and swimming. Finally, it discusses examples of abilities for different animals.
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The document provides instructions for an English class assignment on verbs and actions. It includes a list of verbs for students to copy, prompts for students to draw verbs and write sentences using "can" and "can't", and questions for students to answer about what actions they and others can and cannot do. Students are asked to order words to form sentences and questions about various actions. The document reminds students to copy their homework into their folders and send it to the teacher.
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The document provides instructions for an English class assignment on verbs and actions. It includes a list of verbs for students to copy, prompts for students to draw verbs and write sentences using "can" and "can't", and questions for students to answer about what actions they and others can and cannot do. Students are asked to order words to form sentences and questions about various actions. The document reminds students to copy their homework into their folders and send it to the teacher.
EXERCISES BE ABLE TO
This document discusses the use of "be able to" to express ability in English. It notes that "be able to" can be used instead of "can" and "could" and provides examples of its structure and use in different tenses. Key points include:
- "Be able to" has the structure of subject + be + able + infinitive
- It can be used in all tenses like the present ("I am able to drive") and past ("I was able to drive")
- It also has an infinitive form ("I would like to be able to speak Chinese")
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The document discusses the simple past tense in English grammar. It explains that the simple past is used to describe actions that were completed in the past. It provides rules for forming the past tense of regular verbs by adding "-ed" as well as irregular verb forms. It also covers pronunciation rules for the "-ed" ending and how to form affirmative, negative, and interrogative sentences in the past tense.
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A memorable story: Marco SCANS de habilidades siglo XXI
1) La unidad de aprendizaje "A memorable story" se desarrollará en un centro de idiomas virtual y estará dirigida a estudiantes de inglés nivel B1.
2) Los estudiantes crearán de forma colaborativa una historia memorable utilizando pasado simple, continuo y perfecto y publicarán su historia a través de una herramienta TIC.
3) La unidad contribuye al desarrollo de habilidades del siglo XXI como pensamiento crítico, comunicación, colaboración, liderazgo y responsabil
A memorable story
Integración de las TIC y análisis de estándares ISTE en una unidad de aprendizaje en la enseñanza del inglés como lengua extranjera.
Diseño de una experiencia educativa en la enseñanza del inglés mediada por la...
El documento describe el diseño de una experiencia educativa en la enseñanza del inglés como lengua extranjera mediada por herramientas TIC. Esta diseñada para estudiantes con un nivel de inglés B1, y en modalidad virtual de aprendizaje.
Adjectives plus exercises
The document provides a list of 17 common adjectives and their definitions: big, small, old, new, fast, slow, good, bad, cheap, expensive, long, short, tall, young, poor, rich. It then provides rules for using adjectives correctly in sentences, such as placing adjectives before nouns and using the same form for singular and plural nouns. Examples are given to demonstrate these rules.
Possessive adjectives and exercises
The document discusses possessive adjectives and provides examples of how to use possessive adjectives to indicate something belongs to someone or is in a relationship to someone. It lists the possessive adjectives my, your, his, her, its, our, their and provides examples of how to use each one correctly. The document includes an exercise for readers to practice using possessive adjectives in sentences.
Possessive apostrophe s and exercises to practice
This document discusses the use of the possessive 's in English. It explains that 's is used to indicate relationships and possessions. Specifically, it is used with singular nouns to show possession, and with both regular and irregular plural nouns. However, 's is not usually used with non-possessive things. Some examples are provided to illustrate proper usage. Exercises are included for the reader to practice forming sentences using possessive 's.
Plural nouns
The document is a lesson on plural nouns created by Brenda Garcia. It contains rules for plural nouns, examples of singular and plural forms of nouns with fill-in-the-blank exercises, and answers to check the exercises. The exercises and answers practice changing nouns from singular to plural forms.
Simple past be
This document provides instruction on using the simple past form of the verb "to be" in English. It explains that the simple past of "am/is/are" is "was/were" and gives examples of how to use these forms affirmatively, negatively, and interrogatively. Examples are provided to demonstrate using was/were with time expressions in the past. An exercise is included for the learner to practice forming sentences in the simple past with was and were. Answers to the exercise are also provided.
Present continuous (spelling rules)
You can learn the use and structure with a video, then you can see the spelling rules "verb+ing", and practice with some exercises.
Past simple regular and irregular verbs
Learn about the past simple tenses: affirmative, negative and interrogative forms. Practice useful exercises.
Simple past: Be
This document provides instruction on using the simple past form of the verb "to be" in English. It explains that the simple past of "am/is/are" is "was/were" and gives examples of how to use these forms affirmatively, negatively, and interrogatively. Examples are provided to demonstrate using was/were with time expressions like "last weekend" as well as in yes/no and wh- questions. Exercises are included for students to practice forming sentences in the simple past with was and were. Answers to the exercises are also provided.
Imperative forms
It shows the imperative form in affirmative and negative sentences and explains the different uses. It has exercises to practice. It's made for beginner learners.
Places to stay when you travel
There are several options for places to stay when traveling including hotels, motels, youth hostels, campsites, inns, and holiday homes.
There is_There are
Explain there is & there are: affirmative, negative & interrogative sentences. This presentation was made for beginner learners.
There is there are
Explain when to use there is & there are in affirmative, negative e interrogative sentences. In the end, you can practice some exercises and check the answers.
Adverbs of indefinite frequency
It explains what adverbs of indefinite frequency are, the different adverbs, how to use them with the verb Be and other verbs.
Simple present he_ she_it
This document provides information about using the simple present tense in English. It discusses using the simple present to describe general truths, habits, and routines. It provides examples of forming affirmative and negative sentences using he, she, it as subjects, as well as forming questions using pronouns like I, you, we, they. The document concludes with exercises asking the reader to put verbs in the correct simple present form.
Like and like to
The document discusses the differences between using "like" and "like to" in sentences. "Like" is used to express enjoyment or approval of nouns, while "like to" is used to express enjoyment or approval of verbs and actions. Some examples are provided to illustrate the proper usage of each, and an exercise is included for the reader to practice distinguishing between "like" and "like to" in sentences.
Simple present i you_we_they
This document provides information about using the simple present tense in English. It discusses using the simple present for things that are generally true or habitual actions. It then gives examples of affirmative, negative, and question forms for the simple present using the first person pronouns I, you, we, they. Finally, it provides some exercises for the learner to practice simple present verb forms and pronouns.
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A memorable story: Marco SCANS de habilidades siglo XXI
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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environment for investigating the changes in vegetation cover dynamics. Our study utilizes
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cover support policymakers and scientists in making well-informed decisions, as alterations in
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Can ability basic
- 1. CAN: ABILITY MADE BY BRENDA GARCIA.
- 2. CAN: ABILITY We use “can” to express a general ability and “can´t” to express a lack of ability.
- 3. CAN: STRUCTURE AFFIRMATIVE: CAN S.P. + can + verb + complement. I You can run fast. He She can speak English. It We They can dance salsa. NEGATIVE: CAN´T S.P. + can´t + verb + complement. I You Sam can´t swim. She It can´t be true. We They can´t sing in Japanese.
- 4. CAN: STRUCTURE INTERROGATIVE: Can + subject pronoun + verb + compl. ? Can you play the guitar ? Can Alejandra speak Russian ? SHORT ANSWERS: I Yes, you can. he/she/ it we No, you can´t. they
- 5. EXERCISES Organize the words to make sentences or questions: 1. Can / French/ she/ speak. _______________________________ 2. We/ swim/ can’t _______________________________ 3. You/bike/ can/ ?/ ride. _______________________________ 4. Hear/ sorry?/ can’t/ I /you _______________________________ 5. Play/ they/ tennis/ very well/can_____________________________ 6. He/ sing/?/ well/ can _______________________________ Check the answers.
- 6. ANSWERS Organize the words to make sentences or questions: 1. Can / French/ she/ speak. Can she speak French? 2. We/ swim/ can’t We can’t swim. 3. You/bike/ can/ ?/ ride. Can you ride a bike? 4. Hear/ sorry?/ can’t/ I/you Sorry? I can’t hear you 5. Play/ they/ tennis/ very well They can play tennis very well. 6. He/ sing/?/ well/ can Can he sing well?
- 7. ASK AND ANSWER SOME QUESTIONS, LOOK AT THE EXAMPLE: A: WHAT CAN BIRDS DO THAT CATS CAN´T DO? B: BIRDS CAN FLY BUT CATS CAN´T.
- 8. ASK AND ANSWER THESE QUESTIONS: What can computers do that cell phones can´t do? What can cats do that dogs can´t do? What can cars do that bicycles can´t do? What can elephants do that fish can´t do? What can adults do that children can´t do? What can you do that your best friend can´t do?
- 9. GAME CAN YOU… … say the alphabet backwards? … make a paper airplane? … draw a straight line without a ruler? … sing a song in English? … spell your teacher´s last name? … introduce yourself in English? … drive a car? … count backwards from 30? … snap your fingers? ? ? ?