This document provides rules for student behavior, instructing students to not wear colored belts, scratch walls or desks, throw trash on the floor, or use phones in the classroom. The document is signed by Andreina Delgado in the 3rd year.
The document defines gerunds as verbs ending in "-ing" that function as nouns. It lists prepositions and notes they are always followed by a noun or pronoun. Examples are given of sentences using gerunds after prepositions like "after", "before", and "of". Finally, incomplete sentences are provided to practice filling in gerunds after prepositions like "of", "with", and "in".
This document discusses the differences between countable and uncountable nouns and how they are used with quantifiers like some, any, a few, a little, many, and much. It explains that countable nouns take how many and plural quantifiers while uncountable nouns take how much and singular quantifiers. Examples are provided to illustrate the usage of quantifiers with both countable and uncountable nouns in positive and negative statements and questions.
The document provides a worksheet to practice rewriting sentences using modal verbs. It gives 13 sentences to rewrite using modal verbs like "have to", "should", and "must" in either their present or past form. The worksheet is meant for teachers to use after reviewing modal verbs, with options to either provide the modal choices for students or have students select the modal verb to use when rewriting each sentence.
The document discusses the use of helping verbs "is", "am", and "are" with nouns and pronouns. It provides rules for using each helping verb based on whether the subject is singular or plural. Examples are given for assertive, negative, and interrogative sentences. The key points are: "am" is used only with the pronoun "I", "is" is used with singular subjects like "he", "she", "it", and singular nouns, and "are" is used with plural subjects like "they", "we", "you" and plural nouns. Detailed rules and examples are provided to illustrate the use of each helping verb in different types of sentences.
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.
This document contains a basic family tree with names connected by dashes and lines of descent. It also includes a practice exercise that asks the reader to identify the relationships between individuals in the family tree by completing sentences with terms like "wife", "sister", "father", etc. The purpose is to teach the reader how to interpret a simple visual family tree and extract essential genealogical relationship information from it.
This document provides 5 reasons to learn English and discusses various skills and strategies for learning the language. The 5 reasons given are: 1) English is a global language used in many newspapers and information; 2) Most electronic information is in English; 3) Learning English opens opportunities for friends, jobs, and travel; 4) It allows learning about other cultures; 5) English language skills can be categorized into receptive (listening, reading) and productive (speaking, writing) skills, with different percentages of use. The document then discusses motivation, learning styles, immersing oneself in English environments, and practicing regularly as strategies for learning.
The document defines gerunds as verbs ending in "-ing" that function as nouns. It lists prepositions and notes they are always followed by a noun or pronoun. Examples are given of sentences using gerunds after prepositions like "after", "before", and "of". Finally, incomplete sentences are provided to practice filling in gerunds after prepositions like "of", "with", and "in".
This document discusses the differences between countable and uncountable nouns and how they are used with quantifiers like some, any, a few, a little, many, and much. It explains that countable nouns take how many and plural quantifiers while uncountable nouns take how much and singular quantifiers. Examples are provided to illustrate the usage of quantifiers with both countable and uncountable nouns in positive and negative statements and questions.
The document provides a worksheet to practice rewriting sentences using modal verbs. It gives 13 sentences to rewrite using modal verbs like "have to", "should", and "must" in either their present or past form. The worksheet is meant for teachers to use after reviewing modal verbs, with options to either provide the modal choices for students or have students select the modal verb to use when rewriting each sentence.
The document discusses the use of helping verbs "is", "am", and "are" with nouns and pronouns. It provides rules for using each helping verb based on whether the subject is singular or plural. Examples are given for assertive, negative, and interrogative sentences. The key points are: "am" is used only with the pronoun "I", "is" is used with singular subjects like "he", "she", "it", and singular nouns, and "are" is used with plural subjects like "they", "we", "you" and plural nouns. Detailed rules and examples are provided to illustrate the use of each helping verb in different types of sentences.
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.
This document contains a basic family tree with names connected by dashes and lines of descent. It also includes a practice exercise that asks the reader to identify the relationships between individuals in the family tree by completing sentences with terms like "wife", "sister", "father", etc. The purpose is to teach the reader how to interpret a simple visual family tree and extract essential genealogical relationship information from it.
This document provides 5 reasons to learn English and discusses various skills and strategies for learning the language. The 5 reasons given are: 1) English is a global language used in many newspapers and information; 2) Most electronic information is in English; 3) Learning English opens opportunities for friends, jobs, and travel; 4) It allows learning about other cultures; 5) English language skills can be categorized into receptive (listening, reading) and productive (speaking, writing) skills, with different percentages of use. The document then discusses motivation, learning styles, immersing oneself in English environments, and practicing regularly as strategies for learning.
This document discusses the differences between using will and going to when expressing future tenses in English. Will is used to express instant decisions, predictions without evidence, and promises or offers. Going to is used to express future plans or intentions as well as predictions that are based on evidence or proof. Other ways to express the future include using the simple present or present progressive tenses with time expressions like tomorrow. Examples are provided to illustrate the uses of will and going to.
This document discusses modal verbs used to show possibility in English, including may, might, could, and must. May and might show present or future possibility and are less definite than could. Could shows something is possible in the present or future. All three can be used in the past with "have" to show past possibility. Might not and could not express that something probably is not or will not happen. Examples are provided to illustrate the usage of each modal verb of possibility.
Level 5-02 Subordinating Conjunctions of TimeTodd Beuckens
This document summarizes the uses of several common subordinating conjunctions that indicate time relationships in sentences:
- Before indicates something happens prior to another event.
- By the time also refers to something happening prior, but emphasizes it occurs right before another event.
- After refers to something happening following or subsequent to another event.
- When can refer to a specific time or moment that something occurs. It is interchangeable with once or as soon as.
- Not until contrasts with once and as soon as by indicating something cannot happen until a specific time or event.
- While refers to something occurring simultaneously during another event or time period.
This document provides examples of sentences using time words and past tenses including: already, after, before, by the time, when, and until. It shows the time words being used to indicate the sequence of events described in sentences written in both the simple past and past perfect tenses.
The document provides information and examples about using the past continuous tense in English. It explains that the past continuous describes an action that was ongoing or in progress at a specific time in the past. It gives examples of using time expressions like "while" and "when" with the past continuous. It also contrasts the past continuous with the past simple tense. The end of the document includes a practice activity asking the reader to recall details from a picture they viewed for one minute without writing anything down.
The document is a short article by Elena Vazquez about the time just before 5pm. It discusses how the day is coming to an end and people are finishing up their work for the day and getting ready to go home after a long day.
This document discusses the use of present perfect tense in English. It is used to emphasize the result of a past action without specifying time, describe an action that began in the past and continues in the present, or refer to life experiences at some point in the past. Examples are provided for each use, including emphasizing a past result, describing an ongoing action, talking about life experiences, and forming questions and negative statements with "ever" and "never".
This document discusses countable and uncountable nouns. It provides examples of countable nouns that have both singular and plural forms, such as apple-apples, and uncountable nouns that only have a singular form like money or water. It also discusses using a/an with countable nouns and some/any with countable and uncountable nouns. The document explains how to use how many with countable nouns and how much with uncountable nouns. It includes exercises to practice these concepts.
This document discusses modal verbs and their use to show levels of certainty. It divides modal verbs into certain and uncertain categories. Certain modal verbs like must, have to, and have got to express strong certainty. Uncertain modal verbs like might, may and could express possibility. Modal verbs of certainty can be used to talk about the present progressive, perfect infinitive, and past to describe levels of certainty in different tenses.
The document discusses the zero conditional, which is used to talk about facts or things that are generally true. There are two types of facts: those true for everyone, like "if water reaches 100°C, it boils"; and those true for a specific group, like "if I eat peanuts, I get sick." Zero conditional sentences use the present simple tense in both the if-clause and main clause, such as "if you heat ice, it melts." The if-clause can come first or second. "If" can often be replaced by "when" without changing the meaning. Examples are provided to illustrate zero conditional grammar rules and usage.
This document discusses the different question words in English that begin with WH- and their uses. It explains that WH-questions are those that use question words like who, what, where, when, why, how, etc. Each question word is defined and examples of questions using that word are provided. Who is used to ask about people, what about things or actions, where about places, when about time, what time specifically about the time or hour, which about choices, why about reasons, whose about ownership, and how about the way something happens or other expressions like how old, how much/many, how often, how far, and how long.
The document provides information on English tenses including their forms, uses, and examples. It covers the present simple, present continuous, past simple, past continuous, present perfect, past perfect, future simple, future continuous, going to future, conditional, and perfect conditional tenses. For each tense, it lists the forms, uses, keywords that indicate the tense's use, and examples to illustrate the tense. It also provides spelling rules for adding suffixes like -s, -ing, and -ed to regular verbs in different tenses.
This document provides information about asking wh-questions in simple present tense. It discusses the different wh- words used to ask questions, including what, where, when, which, why and how. Examples are given for positive and negative yes/no questions and wh- questions using different verbs and subjects. Special questions looking at frequency and reasons are also covered with examples given. Finally, a list of vocabulary is provided to help form additional wh- questions.
This document introduces Unit 1 of a course on talking about people's behavior and personality. It covers using manner adverbs and adjectives like "carefully" and "impatient" to describe how people act. It also discusses making adjectives and adverbs stronger with prefixes and adverbs like "extremely," using "always" with continuous verbs to describe habits, and using "at least" to point out positives. Examples are provided throughout to illustrate the grammar points, which include regular and irregular adverb forms, adverbs before adjectives, adjective prefixes, and using expressions like "really" and "at least" in conversation.
Parque mision nuestra señora del carmen parte 1gidelmar
Este documento presenta un informe de un grupo de estudiantes de la Universidad Experimental Simón Rodríguez sobre el parque arqueológico El Jobo. El informe describe la localización del parque y su historia, incluyendo el descubrimiento de la primera cerámica en 1982 y los hallazgos de vasijas indígenas, objetos religiosos y restos de la antigua capilla colonial.
Parque mision nuestra señora del carmen parte 2gidelmar
El documento describe las características generales y condiciones ambientales de un parque botánico. El parque cubre 4.5 kilómetros y contiene plantas ornamentales, árboles centenarios, heliconias, bromelias y orquídeas. Las condiciones ambientales incluyen una temperatura entre 20 y 33 grados Celsius, buen drenaje, vapor de agua y niveles de humedad que sustentan una variedad de seres vivos como plantas de Asia, Sur América, Centro América, África y Madagascar.
This document discusses the differences between using will and going to when expressing future tenses in English. Will is used to express instant decisions, predictions without evidence, and promises or offers. Going to is used to express future plans or intentions as well as predictions that are based on evidence or proof. Other ways to express the future include using the simple present or present progressive tenses with time expressions like tomorrow. Examples are provided to illustrate the uses of will and going to.
This document discusses modal verbs used to show possibility in English, including may, might, could, and must. May and might show present or future possibility and are less definite than could. Could shows something is possible in the present or future. All three can be used in the past with "have" to show past possibility. Might not and could not express that something probably is not or will not happen. Examples are provided to illustrate the usage of each modal verb of possibility.
Level 5-02 Subordinating Conjunctions of TimeTodd Beuckens
This document summarizes the uses of several common subordinating conjunctions that indicate time relationships in sentences:
- Before indicates something happens prior to another event.
- By the time also refers to something happening prior, but emphasizes it occurs right before another event.
- After refers to something happening following or subsequent to another event.
- When can refer to a specific time or moment that something occurs. It is interchangeable with once or as soon as.
- Not until contrasts with once and as soon as by indicating something cannot happen until a specific time or event.
- While refers to something occurring simultaneously during another event or time period.
This document provides examples of sentences using time words and past tenses including: already, after, before, by the time, when, and until. It shows the time words being used to indicate the sequence of events described in sentences written in both the simple past and past perfect tenses.
The document provides information and examples about using the past continuous tense in English. It explains that the past continuous describes an action that was ongoing or in progress at a specific time in the past. It gives examples of using time expressions like "while" and "when" with the past continuous. It also contrasts the past continuous with the past simple tense. The end of the document includes a practice activity asking the reader to recall details from a picture they viewed for one minute without writing anything down.
The document is a short article by Elena Vazquez about the time just before 5pm. It discusses how the day is coming to an end and people are finishing up their work for the day and getting ready to go home after a long day.
This document discusses the use of present perfect tense in English. It is used to emphasize the result of a past action without specifying time, describe an action that began in the past and continues in the present, or refer to life experiences at some point in the past. Examples are provided for each use, including emphasizing a past result, describing an ongoing action, talking about life experiences, and forming questions and negative statements with "ever" and "never".
This document discusses countable and uncountable nouns. It provides examples of countable nouns that have both singular and plural forms, such as apple-apples, and uncountable nouns that only have a singular form like money or water. It also discusses using a/an with countable nouns and some/any with countable and uncountable nouns. The document explains how to use how many with countable nouns and how much with uncountable nouns. It includes exercises to practice these concepts.
This document discusses modal verbs and their use to show levels of certainty. It divides modal verbs into certain and uncertain categories. Certain modal verbs like must, have to, and have got to express strong certainty. Uncertain modal verbs like might, may and could express possibility. Modal verbs of certainty can be used to talk about the present progressive, perfect infinitive, and past to describe levels of certainty in different tenses.
The document discusses the zero conditional, which is used to talk about facts or things that are generally true. There are two types of facts: those true for everyone, like "if water reaches 100°C, it boils"; and those true for a specific group, like "if I eat peanuts, I get sick." Zero conditional sentences use the present simple tense in both the if-clause and main clause, such as "if you heat ice, it melts." The if-clause can come first or second. "If" can often be replaced by "when" without changing the meaning. Examples are provided to illustrate zero conditional grammar rules and usage.
This document discusses the different question words in English that begin with WH- and their uses. It explains that WH-questions are those that use question words like who, what, where, when, why, how, etc. Each question word is defined and examples of questions using that word are provided. Who is used to ask about people, what about things or actions, where about places, when about time, what time specifically about the time or hour, which about choices, why about reasons, whose about ownership, and how about the way something happens or other expressions like how old, how much/many, how often, how far, and how long.
The document provides information on English tenses including their forms, uses, and examples. It covers the present simple, present continuous, past simple, past continuous, present perfect, past perfect, future simple, future continuous, going to future, conditional, and perfect conditional tenses. For each tense, it lists the forms, uses, keywords that indicate the tense's use, and examples to illustrate the tense. It also provides spelling rules for adding suffixes like -s, -ing, and -ed to regular verbs in different tenses.
This document provides information about asking wh-questions in simple present tense. It discusses the different wh- words used to ask questions, including what, where, when, which, why and how. Examples are given for positive and negative yes/no questions and wh- questions using different verbs and subjects. Special questions looking at frequency and reasons are also covered with examples given. Finally, a list of vocabulary is provided to help form additional wh- questions.
This document introduces Unit 1 of a course on talking about people's behavior and personality. It covers using manner adverbs and adjectives like "carefully" and "impatient" to describe how people act. It also discusses making adjectives and adverbs stronger with prefixes and adverbs like "extremely," using "always" with continuous verbs to describe habits, and using "at least" to point out positives. Examples are provided throughout to illustrate the grammar points, which include regular and irregular adverb forms, adverbs before adjectives, adjective prefixes, and using expressions like "really" and "at least" in conversation.
Parque mision nuestra señora del carmen parte 1gidelmar
Este documento presenta un informe de un grupo de estudiantes de la Universidad Experimental Simón Rodríguez sobre el parque arqueológico El Jobo. El informe describe la localización del parque y su historia, incluyendo el descubrimiento de la primera cerámica en 1982 y los hallazgos de vasijas indígenas, objetos religiosos y restos de la antigua capilla colonial.
Parque mision nuestra señora del carmen parte 2gidelmar
El documento describe las características generales y condiciones ambientales de un parque botánico. El parque cubre 4.5 kilómetros y contiene plantas ornamentales, árboles centenarios, heliconias, bromelias y orquídeas. Las condiciones ambientales incluyen una temperatura entre 20 y 33 grados Celsius, buen drenaje, vapor de agua y niveles de humedad que sustentan una variedad de seres vivos como plantas de Asia, Sur América, Centro América, África y Madagascar.
Parque mision nuestra señora del carmen parte 3gidelmar
Este documento describe las características de varias plantas y árboles, incluyendo la ceiba, el árbol de los deseos, el sauce llorón, el ginger shampoo, la bromelia, el nenúfar, la palma de plata de Florida, la palma cocotrilo, la palma de viajero, la flor ave del paraíso y la bailarina amarilla. Proporciona los nombres comunes y científicos, origen, descripción y otros detalles relevantes de cada especie.
Parque mision nuestra señora del carmen parte 4gidelmar
El documento describe varias especies de animales y plantas encontradas en un parque, incluyendo guacamayas, pavos reales, ranas y tortugas. También discute la cadena alimentaria, problemas ecológicos y la importancia de los parques para conservar el medio ambiente natural. El parque ofrece programas educativos ambientales y oportunidades para que las personas aprendan y disfruten de la flora y fauna.
This warning sign alerts people to toxic materials that need to be kept away. It warns of potentially dangerous chemicals and advises keeping a safe distance to avoid harm. In short, the sign cautions individuals to stay clear of toxic substances.
Talking requires patience, empathy and understanding others' perspectives, not yelling. Raising one's voice may feel momentarily satisfying but will likely damage the relationship and prevent real communication. Effective discussions are built on actively listening to others, finding common ground and resolving conflicts respectfully.
Lamina de ingles. 3er año maria betania arraez (1)gidelmar
To enter the classroom, open the door, say good morning to the teacher, and ask permission to enter. Then sit down, take out necessary items from your bag, and pay attention in class.
The document contains three warnings about potential hazards: a wet floor which could cause slipping, a reminder that bullying is not allowed at the school, and a high voltage danger sign. It was authored by Isamaruth Corona, a third year student in section U.
The document contains warnings about potential hazards, including a wet floor that could cause slipping, a reminder that bullying is not allowed at the school, and a high voltage danger notice. It was authored by Isamaruth Corona, a third year student in section U.
Jorge Cordero is an alumnus. He graduated from the university and is now considered a former student. The document provides the name of an alumni, Jorge Cordero, in one sentence with no other details.
The document warns to be careful as the teacher is watching, there is a danger of high voltage so one needs to be careful, and not to walk in a certain area as the floor is damaged.
Students in the classroom should work silently, throw any trash in the wastebasket, and organize their work area when finished to keep the classroom orderly.
This very short document appears to discuss two contrasting concepts, "THIS" and "THAT THIS", however it does not provide enough context or information to determine what those concepts refer to or the relationship between them. It also mentions taking off headphones but again without additional context it is difficult to understand the significance or meaning of that statement. The document is too brief and lacks essential details to produce a clear and informative summary.
The document contains instructions for a student, telling them to do their homework, sit down and be quiet in the classroom, close the door, and study at their house. It is signed by the student Juan Rondon of the 3rd year at Colegio Simón Rodríguez.
This document recommends that to be healthy one should eat healthy foods, exercise regularly, and take care of oneself by being careful and thinking about one's health.
The document provides instructions to mix ingredients. It does not specify what ingredients to mix or what the purpose of mixing them is. The document also includes the name María Giménez 3rd Year but provides no other context about her.
Melecio Camacaro é o nome de uma pessoa. O documento provavelmente fornece detalhes biográficos sobre essa pessoa, como onde nasceu, o que fez na vida e quando morreu. Infelizmente o documento não fornece outras informações além desse nome, então não é possível fornecer um resumo mais detalhado.
Children should not play in the classroom. The sign was created by Enyerbeth Yepez to remind students that the classroom is a place for learning, not playing. Students are asked to follow this rule to ensure an orderly environment where learning can take place without disruption.
1. Don’t wear colors belts.
Don’t scratch the walls and desk.
Don’t throw trash on the floor.
Don’t use the phone in the
classroom.
Andreina Delgado.
3er AÑO