This document lists 31 items of clothing and accessories. It then provides a short quiz asking the reader to identify what item is typically worn in different situations and seasons. The quiz focuses on matching common clothing items to appropriate contexts and times of year.
The document discusses the use of the present continuous tense to talk about future plans and arrangements. It provides examples of affirmative and negative sentences using the present continuous for planned activities happening tonight, this weekend, or at other specific times. Common verbs used with the present continuous for future plans include go, come, meet, see, leave, and arrive.
This document discusses -ing and -ed adjectives in English. -Ing adjectives describe a person or thing and the effect they produce on people, while -ed adjectives describe people's feelings. Common verbs that can be made into -ing and -ed adjectives are provided, along with examples of their use. A quiz with matching -ing and -ed adjectives to sentences is also included. The document encourages further practice forming and using these types of adjectives.
The document provides teaching slides about the simple present tense in English. It covers topics such as form, meaning, frequency adverbs, questions, and negatives. Examples are provided to illustrate spelling, pronunciation and usage of the simple present tense.
The document discusses the verb "to be" in the present simple tense. It notes that "to be" is the most important and complicated verb to learn in English. In the present tense, it has three forms: am, is, are which change based on the subject. The subjects are: I, you, he, she, it, we, and they. Examples are provided to demonstrate how to use the different forms of "to be" with different subjects in sentences. Exercises are also included to practice forming sentences using the present tense of "to be" correctly.
The document discusses different types of sports and recreational activities. It separates activities into those that involve playing with a ball in teams or individually against other teams/people like tennis, football, and badminton. It also mentions going sports like scuba diving and snowboarding that are non-team activities. Finally, it discusses recreational activities without a ball, referred to as "do" sports, such as gymnastics and judo.
The document is a lesson plan on using verbs in the past tense in English. It covers using forms of "to be" like "was" and "were" to talk about the past, regular verbs that take "-ed" in the past like "walked", and irregular verbs that change form in the past like "came", "wrote", and "sang". Examples are provided and exercises have students fill in blanks with the correct past tense verbs.
The document discusses rules and provides examples of rules using "must" and "mustn't". It defines a rule as something written that is respected. Examples of rules include instructions that Sara must turn off her cellphone, that people mustn't smoke, and that one must wear a seatbelt. The document also lists sample school rules and homework activities involving writing rules for the home and completing sentences with "must" and "mustn't".
The document discusses the use of the present continuous tense to talk about future plans and arrangements. It provides examples of affirmative and negative sentences using the present continuous for planned activities happening tonight, this weekend, or at other specific times. Common verbs used with the present continuous for future plans include go, come, meet, see, leave, and arrive.
This document discusses -ing and -ed adjectives in English. -Ing adjectives describe a person or thing and the effect they produce on people, while -ed adjectives describe people's feelings. Common verbs that can be made into -ing and -ed adjectives are provided, along with examples of their use. A quiz with matching -ing and -ed adjectives to sentences is also included. The document encourages further practice forming and using these types of adjectives.
The document provides teaching slides about the simple present tense in English. It covers topics such as form, meaning, frequency adverbs, questions, and negatives. Examples are provided to illustrate spelling, pronunciation and usage of the simple present tense.
The document discusses the verb "to be" in the present simple tense. It notes that "to be" is the most important and complicated verb to learn in English. In the present tense, it has three forms: am, is, are which change based on the subject. The subjects are: I, you, he, she, it, we, and they. Examples are provided to demonstrate how to use the different forms of "to be" with different subjects in sentences. Exercises are also included to practice forming sentences using the present tense of "to be" correctly.
The document discusses different types of sports and recreational activities. It separates activities into those that involve playing with a ball in teams or individually against other teams/people like tennis, football, and badminton. It also mentions going sports like scuba diving and snowboarding that are non-team activities. Finally, it discusses recreational activities without a ball, referred to as "do" sports, such as gymnastics and judo.
The document is a lesson plan on using verbs in the past tense in English. It covers using forms of "to be" like "was" and "were" to talk about the past, regular verbs that take "-ed" in the past like "walked", and irregular verbs that change form in the past like "came", "wrote", and "sang". Examples are provided and exercises have students fill in blanks with the correct past tense verbs.
The document discusses rules and provides examples of rules using "must" and "mustn't". It defines a rule as something written that is respected. Examples of rules include instructions that Sara must turn off her cellphone, that people mustn't smoke, and that one must wear a seatbelt. The document also lists sample school rules and homework activities involving writing rules for the home and completing sentences with "must" and "mustn't".
Several people are planning activities for the weekend such as paragliding, playing soccer, riding bikes in the park, surfing, dancing at a party, eating ice cream together, going to the park, and singing in a talent show. Some things people do not plan to do are talk anymore, do homework, swim in cold water, or climb Mount Everest. Additionally, the dog will not go to the beach with its family. The document lists both positive and negative plans for various individuals' weekends.
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.
The document provides information on forming the third person singular form of verbs in English. It lists common verb endings and how to add "-s" or "-es" to conjugate verbs into the third person singular form. It then provides examples of verbs conjugated in the third person and exercises for the reader to practice conjugating verbs and forming sentences using the third person.
This document lists different family relationships including father, mother, grandfather, grandmother, brother, sister, cousin, uncle, and aunt. It also mentions friends as relationships outside of family.
This document provides examples of using the words "this/these" and "that/those" with singular and plural nouns. It shows "this" and "that" being used for singular nouns like dog and baby, while "these" and "those" are used for plural versions of the same nouns.
The document discusses auxiliary verbs be, have, and do and their uses in forming verb tenses, negatives, questions, and passive voice. It explains that be is used to form continuous and passive tenses, have is used to form perfect tenses, and do is used to form negatives and questions from sentences with verbs in the present simple or past simple. It also notes some exceptions and warnings regarding uses of the auxiliary verbs.
This document provides examples of how to use adjectives to describe people's emotions, behaviors, and reactions. It gives lists of adjectives like nice, kind, stupid, angry, surprised, and sorry. For each adjective, it gives examples of how to use it in a sentence, such as "It was very nice of you to help me" or "Everyone was surprised by the news." It then prompts the user to complete sentences using those adjectives. The purpose is to help learn how to correctly use adjectives to describe emotions, behaviors, and reactions.
The document discusses defining and non-defining relative clauses. It provides examples of defining relative clauses used with subjects, objects, prepositions, time, place, and possession. It also discusses the characteristics of non-defining relative clauses and provides examples of joining sentences using defining and non-defining relative clauses.
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 provides information about using the past simple verb "to be" in English (was/were) and examples of its use with singular and plural subjects. It explains how to form affirmative, interrogative, and negative sentences with was/were in the past tense and provides example sentences for each.
1) The document discusses the past continuous tense in English grammar and provides examples of its use.
2) It describes a gossiping woman who was spying on her neighbors with binoculars at 9:15am the previous day and lists some of the activities people were doing.
3) The past continuous is used to describe actions that were in progress at a specific time in the past. It provides more examples and discusses time expressions that can be used with the past continuous tense.
The document explains the past continuous tense and how it is used to describe actions that were happening at a specific time in the past. It provides examples of using the past continuous tense in sentences, such as "I was playing badminton at this time yesterday." It also discusses using the past continuous tense along with the past simple tense to describe two simultaneous past actions, like "Sam hurt himself when he was jumping over the vaulting horse." The document then presents an exercise in the form of a mystery about a murder where the past continuous tense is used to determine alibis and identify the murderer.
Las expresiones there is y there are se usan en inglés para indicar que un objeto o una persona se encuentran en un lugar determinado. La primera característica de estas estructuras consiste en que there no es el sujeto real del verbo to be, aunque lo preceda, sino que el verdadero sujeto del verbo se encuentra en la posición inmediatamente posterior, por lo cual there no es más que un antecedente del sujeto
This document lists various articles of clothing and asks the reader "What are you wearing?". It then provides an example response describing the hat, shirt, jeans, belt and boots of the speaker. The document encourages responses for other pronouns like "she/he", "we/you/they" and includes a link to a song about types of clothing.
The document discusses the present simple tense and its uses in English. It is used to talk about general truths, habitual actions, and things that happen repeatedly. The present simple tense can be affirmative (e.g. I drive), interrogative (e.g. Do you work?), and negative (e.g. I don't work). It also discusses using do/does for questions and negatives and reminds the reader to include the -s ending for third person singular subjects.
This document discusses whether different subjects take certain actions using "do" or "does". It asks questions like "Does Peter play football?", "Do they go to school on foot?", and "Do you walk the dog?".
This document lists and describes various articles of clothing and accessories, including their colors, materials, and characteristics. It provides adjectives to compare different items, such as stating that a red dress is more elegant than a blue one, while the blue dress is cheaper. The items span from belts and blouses to jeans, dresses, hats, and shoes.
Presentación powerpoint para alumnos de 3º y/ o 4º de primaria para aprender el nombre de ciertas prendas en inglés y a describir lo que lleva puesto una persona.
Several people are planning activities for the weekend such as paragliding, playing soccer, riding bikes in the park, surfing, dancing at a party, eating ice cream together, going to the park, and singing in a talent show. Some things people do not plan to do are talk anymore, do homework, swim in cold water, or climb Mount Everest. Additionally, the dog will not go to the beach with its family. The document lists both positive and negative plans for various individuals' weekends.
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.
The document provides information on forming the third person singular form of verbs in English. It lists common verb endings and how to add "-s" or "-es" to conjugate verbs into the third person singular form. It then provides examples of verbs conjugated in the third person and exercises for the reader to practice conjugating verbs and forming sentences using the third person.
This document lists different family relationships including father, mother, grandfather, grandmother, brother, sister, cousin, uncle, and aunt. It also mentions friends as relationships outside of family.
This document provides examples of using the words "this/these" and "that/those" with singular and plural nouns. It shows "this" and "that" being used for singular nouns like dog and baby, while "these" and "those" are used for plural versions of the same nouns.
The document discusses auxiliary verbs be, have, and do and their uses in forming verb tenses, negatives, questions, and passive voice. It explains that be is used to form continuous and passive tenses, have is used to form perfect tenses, and do is used to form negatives and questions from sentences with verbs in the present simple or past simple. It also notes some exceptions and warnings regarding uses of the auxiliary verbs.
This document provides examples of how to use adjectives to describe people's emotions, behaviors, and reactions. It gives lists of adjectives like nice, kind, stupid, angry, surprised, and sorry. For each adjective, it gives examples of how to use it in a sentence, such as "It was very nice of you to help me" or "Everyone was surprised by the news." It then prompts the user to complete sentences using those adjectives. The purpose is to help learn how to correctly use adjectives to describe emotions, behaviors, and reactions.
The document discusses defining and non-defining relative clauses. It provides examples of defining relative clauses used with subjects, objects, prepositions, time, place, and possession. It also discusses the characteristics of non-defining relative clauses and provides examples of joining sentences using defining and non-defining relative clauses.
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 provides information about using the past simple verb "to be" in English (was/were) and examples of its use with singular and plural subjects. It explains how to form affirmative, interrogative, and negative sentences with was/were in the past tense and provides example sentences for each.
1) The document discusses the past continuous tense in English grammar and provides examples of its use.
2) It describes a gossiping woman who was spying on her neighbors with binoculars at 9:15am the previous day and lists some of the activities people were doing.
3) The past continuous is used to describe actions that were in progress at a specific time in the past. It provides more examples and discusses time expressions that can be used with the past continuous tense.
The document explains the past continuous tense and how it is used to describe actions that were happening at a specific time in the past. It provides examples of using the past continuous tense in sentences, such as "I was playing badminton at this time yesterday." It also discusses using the past continuous tense along with the past simple tense to describe two simultaneous past actions, like "Sam hurt himself when he was jumping over the vaulting horse." The document then presents an exercise in the form of a mystery about a murder where the past continuous tense is used to determine alibis and identify the murderer.
Las expresiones there is y there are se usan en inglés para indicar que un objeto o una persona se encuentran en un lugar determinado. La primera característica de estas estructuras consiste en que there no es el sujeto real del verbo to be, aunque lo preceda, sino que el verdadero sujeto del verbo se encuentra en la posición inmediatamente posterior, por lo cual there no es más que un antecedente del sujeto
This document lists various articles of clothing and asks the reader "What are you wearing?". It then provides an example response describing the hat, shirt, jeans, belt and boots of the speaker. The document encourages responses for other pronouns like "she/he", "we/you/they" and includes a link to a song about types of clothing.
The document discusses the present simple tense and its uses in English. It is used to talk about general truths, habitual actions, and things that happen repeatedly. The present simple tense can be affirmative (e.g. I drive), interrogative (e.g. Do you work?), and negative (e.g. I don't work). It also discusses using do/does for questions and negatives and reminds the reader to include the -s ending for third person singular subjects.
This document discusses whether different subjects take certain actions using "do" or "does". It asks questions like "Does Peter play football?", "Do they go to school on foot?", and "Do you walk the dog?".
This document lists and describes various articles of clothing and accessories, including their colors, materials, and characteristics. It provides adjectives to compare different items, such as stating that a red dress is more elegant than a blue one, while the blue dress is cheaper. The items span from belts and blouses to jeans, dresses, hats, and shoes.
Presentación powerpoint para alumnos de 3º y/ o 4º de primaria para aprender el nombre de ciertas prendas en inglés y a describir lo que lleva puesto una persona.
The document discusses the present continuous tense in English and provides examples of it using the verb "to be" plus a verb ending in "-ing". It lists out the present continuous forms for "I", "you", "he/she", "we", "you plural", and "they" followed by the verb "learning" as an example. The purpose is to illustrate how to form the present continuous tense in English using common subjects.
This document provides a list of categories related to clothing including clothes, accessories, colors, adjectives to describe clothes, and size. It touches on key aspects of clothing like the items themselves, additional items worn with clothes, ways to describe clothes visually and through adjectives, and sizing.
This document provides vocabulary related to clothes and accessories. It includes lists of items for accessories and jewelry, men's and women's underwear, different types of clothes, neck styles, patterns, materials, synonyms for fashionable, and information on the order of adjectives when describing clothes. Practice examples are also provided to describe items of clothing using adjectives in the correct order.
The document describes what various characters are wearing. It introduces Pete the pirate wearing a grey hat, purple shirt, green trousers, and one boot. Princess Tess is wearing a gold crown and pink dress. It then asks true/false questions about the outfits of Boo the Clown and footballer Lucy. Cowboy Tex is described as wearing a red hat and blue trousers but not a tracksuit or grey boots. Finally, it asks yes/no questions about witch Wendy's outfit.
The document lists various types of clothing and asks the reader to classify each item as either women's clothing, men's clothing, or unisex clothing. It provides a list of clothing terms that need to be sorted into the three categories including dresses, shorts, hats, t-shirts, pants, jackets, scarves, jeans, coats, boots, suits, sweaters, shoes, ties, gloves, sandals, uniforms, and socks.
These cards feature images of clothes that can be used for the memory game or as bingo balls for a clothes bingo game. It is recommended that the cards are printed, attached to poster board, and cut out for use in these games. The cards and instructions are copyrighted by www.bogglesworldesl.com.
This document lists different types of clothing organized into units, with Unit 3 focusing on clothes. It includes winter items like scarves, hats, coats and gloves; everyday clothes such as shirts, trousers, skirts; and swimwear like swimsuits and flip-flops. The document categorizes common articles of clothing.
Relative clauses are used to join information that is repeated. They contain a relative pronoun like who, which, that, where, when or whose to refer back to the antecedent. Relative pronouns depend on whether the antecedent is a person, animal, thing, time or place. Other relative pronouns include whose for possession, when for time, where for place, why for reason, and whom for people after prepositions. The document also provides examples of defining different occupations using relative clauses.
The document provides a summary of the top 5 holiday destinations for British holidaymakers according to travel writers:
1) Spain, which remains the number one destination, offering beaches as well as activities like walking and cycling. Low-cost airlines have increased city breaks.
2) France, with popular regions like the Atlantic coast, Corsica and Ile de Ré. Cultural activities include visiting gardens and cycling.
3) Great Britain, where interesting experiences include renting unusual accommodations like lighthouses and sleeping on yachts.
4) Greece, where holidays focus on simplicity, with whitewashed villas and nutritious meals. The islands attract most visitors.
5
Women have made gradual progress towards equality over the past century. Historically, women lacked many legal rights and protections from abuse. Thanks to activists like Clara Campoamor, Spanish women gained the right to vote in 1931. While laws now establish equal rights for men and women, issues remain such as domestic violence, barriers to women's education, and discrimination against women in the workplace and immigrant women. Continued effort is still needed for women to fully achieve their goals and create a better future.
Jina and her father decided to leave their country to seek a better life abroad. Jina was worried as they waited for their van, but also hopeful about the future. Her father worked long hours in difficult conditions and dreamed of traveling to give them better opportunities. After Jina's mother passed away, her aunt took her and her cousin in. Years later, when an opportunity to join relatives in another country arose, Jina was sad to leave her cousin but excited to start their new life with her father overseas.
The document summarizes changes in the role of women in Spanish society over time. In the past, women woke up early to take care of household responsibilities and children until the afternoon. Now, women still wake up early but also have jobs as professionals like doctors, teachers, or lawyers. After work, they continue household responsibilities and often study additional courses. Women today are busier and more stressed than in the past as they try to balance many responsibilities without help. The document suggests women should find hobbies to reduce stress and bring more balance to their lives.
Nati is a hardworking and responsible Romany student who seems determined to achieve great things. However, as a Romany girl, she will likely face significant obstacles and barriers that will prevent her from achieving her ambitions and expectations, such as attending university, due to the traditions and limitations experienced by Romany women in her community and family. Unless society undergoes a deep social revolution that provides equal opportunities for girls like Nati regardless of their ethnicity, their potential will remain unfulfilled as they will be unable to write their own stories and lives.
Carol dreams of being in a room with her lover, embracing and talking in hushed voices as night falls. She feels afraid of returning to her former life with her controlling husband. In her dream, Carol's lover tenderly puts a lock of hair back in place, and she realizes he makes her feel worthy, important, and able to choose. Carol is startled awake by her husband slamming the door home from his poker game. Reality sets in, making her dream of freedom with her lover vanish.
Alice studied biology but could not find a job in a lab. She became a housewife and had twins. Later, she took a job as a policewoman to have some work outside the home. As a working mother with a husband who did not help around the house, Alice was exhausted every day from her double duties. During an incident transporting a criminal to court, the criminal overpowered Alice but she was able to escape by feigning a seizure and overtaking the criminal with her own gun. After this dangerous experience, Alice's husband decided to help more around the house, and she eventually found work in a lab as she had originally wanted.
Jurgita is a woman working her third night at a bar called Ipanema to support her son. A rude customer calls her derogatory names and makes lewd gestures. Though angry, Jurgita remains professional to avoid problems. An old regular advises her to ignore the unhappy customer, as he is a regular but bitter man. Later, when the rude customer howls at her, Jurgita sternly tells him that in her country, pigs do not sing like wolves.
The document discusses the heavy burden that women carry through their daily contributions to social, cultural, and economic development, which often go unrecognized. The author inherited this "backpack" at birth and has carried it for 50 years, but now wants to take it off and inspire other women to do the same at an earlier age. She wants freedom from the stress of having to prove herself as a good worker and mother, and for her daughters not to have to shoulder this weight. The small, daily jobs done by women have propelled human progress, and the author wonders what would happen if women set down this burden and who would take it up instead.
In her dream, Ofelia Grant was a 23-year-old suffragette living in London in 1917 who fought for women's right to vote. At that time, women could not vote or work, but Ofelia believed women deserved more. A year later, Parliament granted some women the right to vote due to many men fighting in World War I. Upon waking, she reflected on how far women's rights have come since then but also how much further they still need to go to achieve true equality.
This document provides recipes for Quick Corned Beef and Cabbage, Colcannon (a traditional Irish side dish of mashed potatoes and cabbage), Irish Mint Cupcakes, Banana Cupcakes, and Vanilla Cupcakes With Chocolate Frosting. The Quick Corned Beef and Cabbage recipe calls for ingredients like corned beef, potatoes, cabbage and bacon and instructions to simmer all ingredients together until tender. The Colcannon recipe includes mashed potatoes flavored with leeks, bacon and cabbage. The Irish Mint Cupcakes recipe mixes chocolate cake batter with mint extract and chips for a St. Patrick's Day treat.
This document provides recipes for Quick Corned Beef and Cabbage, Colcannon (a traditional Irish side dish of mashed potatoes and cabbage), Irish Mint Cupcakes, Banana Cupcakes, and Vanilla Cupcakes With Chocolate Frosting. The Quick Corned Beef and Cabbage recipe calls for cooking corned beef, potatoes, and cabbage together in a stockpot with onion, garlic, broth, and seasonings. The Colcannon recipe mixes mashed potatoes with sautéed cabbage, leeks, onion and bacon. The Irish Mint Cupcakes recipe makes chocolate cupcakes with a mint frosting and crushed thin mint cookies.
This document provides recipes for Quick Corned Beef and Cabbage, Colcannon (a traditional Irish side dish of mashed potatoes and cabbage), Irish Mint Cupcakes, Banana Cupcakes, and Vanilla Cupcakes With Chocolate Frosting. The Quick Corned Beef and Cabbage recipe calls for ingredients like corned beef, potatoes, cabbage and bacon and instructions to simmer all ingredients together until tender. The Colcannon recipe includes mashed potatoes flavored with leeks, bacon and cabbage. The Irish Mint Cupcakes recipe mixes chocolate cake batter with mint extract and chips for a St. Patrick's Day treat.
St. Patrick's Day is celebrated on March 17th and this document invites people to a party at the School of Languages to experience Irish culture through food, music, and learning about Irish traditions like wearing green for luck, while having fun.
Gabriel's class schedule is shown for two weeks. In the first week from March 21-24, his classes are assigned to different classrooms from 16:00-21:00 on Mondays through Thursdays. In the second week from March 28-31, his schedule is noted as "as usual" for some time slots, while other classes are assigned to specific classrooms from 16:00-21:00 on Mondays through Thursdays.
1. 1. Belt
2. Socks
3. Cap
4. Hat
5. T shirt
6. Shirt
7. Underpants
8. Pajamas
9. Slippers
10. Sandals
11. Shoes
12. Trainers
13. Jeans
14. Pants
15. Shorts
16. Tie
17. Boots
18. High heels
19. Jacket
20. Sweater
21. Swimsuit
22. Skirt
23. Scarf
24. Gloves
24. Cover up
25. Vest
26. Coat
27. Overalls
28. Dress
29. Cardigan
30. Blouse
31. Raincoat
32. Socks
“What do you wear?”
Fill in the blanks with true (T) or false
1. You wear _____________________
(F) in the following sentences. Ask your friends the following (swimsuit, cap) on your head.
question. “What season do you 2. Sarah wears ___________________
1. ( ) Susan wears a skirt to school. wear these clothes?” (boots, shoes) during winter.
2. ( ) Mrs. Bella wears pajamas to 3. Jimmy wears __________________
CLOTHES SEASON (shirt, pajamas) to the office.
sleep.
Coat Winter 4. Bill likes wearing _______________
3. ( ) Kate wears boots to the (jeans, pants) to the mall.
Gloves
5. My little sister__________________
beach.
Shorts (pajamas, cover up) to sleep.
4. ( ) Sam likes wearing jeans and Jacket 6. Tommy wears a _______________
(raincoat, jacket) when it rained.
T-shirt to go to the mall. Boots 7. Don’t go out of the house during
5. ( ) Daddy wears shirt and tie to Overalls the _______________ (thunderstorm,
Skirt sunny day).
his office.
8. Katy wears ___________(swimsuit,
Hat raincoat) to go swimming.
Raincoat 9. It is a bit ______________________
There are four seasons in subtropical (cloudy, mild) during the rainy
Swimsuit
season.
countries: Spring
Vest 10. Don’t forget to bring your
(March, April, May), Summer (June, Sweater umbrella, during ___________(the
rainy day, sunny day).
July, August), Autumn/ fall Scarf
(September, October, November), Cardigan
Winter (December, January, NOTE:
In the season above you can
February). Indonesia is a tropical
answer more than one season.
country. Indonesia has only two What season do you wear these
clothes?
seasons: dry season and wet season.