Do I speak english
•
0 likes•2,218 views
This document provides examples of asking and answering questions about whether different subjects speak English using both long and short forms. It also demonstrates the basic word order of positive sentences in English and provides an example of a more complex sentence structure.
Report
Share
Report
Share
Download to read offline
Recommended
Pi'el present tense
This document introduces the pi'el verb form in Hebrew. It explains that pi'el verbs use the same root letters as pa'al verbs but convey a more intensive meaning. The prefix "mem" is added to the root to form the pi'el. For example, the root LMD becomes "melamed" in pi'el, meaning "to teach," compared to "lilmod" in pa'al, meaning "to learn." Pi'el verbs follow the same conjugation patterns as pa'al verbs, with some variations for weak verbs. The infinitive is formed by replacing the "mem" prefix with "lamed."
Verb simularities
This document discusses similarities and differences between several Hebrew verbs that have related meanings in English. It explains that while מדבר and אומר both mean "to say", מדבר means "to talk" and can be followed by a preposition, while אומר specifically introduces quoted phrases. It also notes the irregular infinitive form of אומר as לומר and discusses the verbs יודע and מכיר which both mean "to know" but are used differently based on whether referring to languages, questions or people/places/things.
Contrastive phonology(english vs
This document discusses the differences between English and Arabic phonology and grammar. It outlines that English follows a subject-verb-object (S+V+O) sentence structure, while Arabic follows a subject-object-verb (S+O+V) pattern. Additionally, it notes that Arabic does not use verbs like "to be" or "do" in the same way as English and makes no distinction between past actions. The document also compares differences in sound combinations, word stress, and elision between the two languages.
Intro
This document introduces a modern Hebrew language course, outlining its structure and key aspects about Hebrew. The course will teach Hebrew from basic to advanced concepts through concise lessons containing grammar, vocabulary and practice sentences. It notes that Hebrew is read right-to-left and introduces the Hebrew alphabet (aleph-bet), explaining that some letters represent both consonants and vowels or change pronunciation depending on word position.
English and arabic basic sentence structure
This document provides an overview of English and Arabic sentence structure. It defines key elements for both languages, including subject, predicate, and object. For English, it outlines five basic sentence structures. For Arabic, it distinguishes between nominal sentences, which begin with a noun, and verbal sentences, which begin with a verb. Nominal sentences have a mubtada (topic) and khabar (comment), while verbal sentences have a verb, subject, and optionally an object. Some differences between English and Arabic structures are noted, such as Arabic sentences not requiring a verb. References are provided for additional information.
Verbal and Nominal Sentences in Arabic
This presentation introduces the nominal and the verbal sentences and explains the differences and the word ordering options.
Japanese verb basics
This document discusses some key aspects of Japanese grammar and verbs. It notes that context is important in Japanese as a grammatically complete sentence only requires a verb. It also explains that Japanese verbs always come at the end of sentences in the subject-object-verb order. The document classifies Japanese verbs into ru-verbs, which end in -ru, and u-verbs. While most u-verbs do not end in -ru, some ru-verbs are actually u-verbs depending on the vowel sound before the -ru ending. Examples are provided to illustrate these points about Japanese verb classification and word order.
Sentence structure arabic and english
This document presents a comparison of English and Arabic sentence structures. It discusses the basic elements of sentences in both languages, including subjects, predicates, and objects. For English, it outlines five basic sentence structures: subject + verb; subject + verb + adverb; subject + verb + noun; subject + verb + adjective; and subject + verb + object. For Arabic, it describes two types of sentences: equational/verb-less sentences and verbal sentences. It details the elements of each Arabic sentence type, including possible word orders. The conclusion notes some differences between English and Arabic sentences that can cause problems in translation.
Recommended
Pi'el present tense
This document introduces the pi'el verb form in Hebrew. It explains that pi'el verbs use the same root letters as pa'al verbs but convey a more intensive meaning. The prefix "mem" is added to the root to form the pi'el. For example, the root LMD becomes "melamed" in pi'el, meaning "to teach," compared to "lilmod" in pa'al, meaning "to learn." Pi'el verbs follow the same conjugation patterns as pa'al verbs, with some variations for weak verbs. The infinitive is formed by replacing the "mem" prefix with "lamed."
Verb simularities
This document discusses similarities and differences between several Hebrew verbs that have related meanings in English. It explains that while מדבר and אומר both mean "to say", מדבר means "to talk" and can be followed by a preposition, while אומר specifically introduces quoted phrases. It also notes the irregular infinitive form of אומר as לומר and discusses the verbs יודע and מכיר which both mean "to know" but are used differently based on whether referring to languages, questions or people/places/things.
Contrastive phonology(english vs
This document discusses the differences between English and Arabic phonology and grammar. It outlines that English follows a subject-verb-object (S+V+O) sentence structure, while Arabic follows a subject-object-verb (S+O+V) pattern. Additionally, it notes that Arabic does not use verbs like "to be" or "do" in the same way as English and makes no distinction between past actions. The document also compares differences in sound combinations, word stress, and elision between the two languages.
Intro
This document introduces a modern Hebrew language course, outlining its structure and key aspects about Hebrew. The course will teach Hebrew from basic to advanced concepts through concise lessons containing grammar, vocabulary and practice sentences. It notes that Hebrew is read right-to-left and introduces the Hebrew alphabet (aleph-bet), explaining that some letters represent both consonants and vowels or change pronunciation depending on word position.
English and arabic basic sentence structure
This document provides an overview of English and Arabic sentence structure. It defines key elements for both languages, including subject, predicate, and object. For English, it outlines five basic sentence structures. For Arabic, it distinguishes between nominal sentences, which begin with a noun, and verbal sentences, which begin with a verb. Nominal sentences have a mubtada (topic) and khabar (comment), while verbal sentences have a verb, subject, and optionally an object. Some differences between English and Arabic structures are noted, such as Arabic sentences not requiring a verb. References are provided for additional information.
Verbal and Nominal Sentences in Arabic
This presentation introduces the nominal and the verbal sentences and explains the differences and the word ordering options.
Japanese verb basics
This document discusses some key aspects of Japanese grammar and verbs. It notes that context is important in Japanese as a grammatically complete sentence only requires a verb. It also explains that Japanese verbs always come at the end of sentences in the subject-object-verb order. The document classifies Japanese verbs into ru-verbs, which end in -ru, and u-verbs. While most u-verbs do not end in -ru, some ru-verbs are actually u-verbs depending on the vowel sound before the -ru ending. Examples are provided to illustrate these points about Japanese verb classification and word order.
Sentence structure arabic and english
This document presents a comparison of English and Arabic sentence structures. It discusses the basic elements of sentences in both languages, including subjects, predicates, and objects. For English, it outlines five basic sentence structures: subject + verb; subject + verb + adverb; subject + verb + noun; subject + verb + adjective; and subject + verb + object. For Arabic, it describes two types of sentences: equational/verb-less sentences and verbal sentences. It details the elements of each Arabic sentence type, including possible word orders. The conclusion notes some differences between English and Arabic sentences that can cause problems in translation.
466 unit 4 assignment (2)
This document discusses the influence of a learner's native language, Arabic, on acquiring English grammar. It outlines six major differences between Arabic and English grammar: word order, article use, verb agreement, the verb "be", object repetition, and question formation. These differences lead Arabic learners of English to commonly make errors like placing verbs before subjects, overusing definite articles, and omitting forms of "be". Understanding patterns in learner errors can help teachers adopt effective teaching strategies to improve language acquisition.
Lesson2
Verbs in Hebrew change form depending on the subject - whether singular or plural, masculine or feminine. Hebrew does not have a verb 'to be' like in English. Instead of saying 'I am a man', in Hebrew you would say 'I man'. Nouns can also be definite or indefinite in Hebrew, but unlike English there are no words for 'a' or 'an' with indefinite nouns. Most Hebrew words are built off a three letter root that is present in every form of the word, even if additional letters are added to the beginning, middle or end.
Nouns
The document discusses nouns in Hebrew. It states that Hebrew nouns can be either masculine or feminine, unlike in English. Most nouns ending in -t or -h are feminine, while nouns ending in -im are usually masculine plural and nouns ending in -ot are usually feminine plural. However, there are exceptions. The gender must be learned for each individual noun. Examples of singular and plural forms of nouns already learned are given to illustrate changing the ending to make a noun plural.
Contrastive analysis on structure of passive sentence
This document contrasts the structures of passive sentences in English and Arabic. In Arabic, there is one passive structure (verb + object), while in English there are many, including present simple, present continuous, present perfect, past simple, past continuous, past perfect, future, and modals. The document provides examples of how to translate English passive sentences into the Arabic structure. It stresses the importance for translation students to understand the different rules for passive sentences between the two languages to avoid common mistakes.
Informe 5ta practica grupo 2
The document discusses different types of pronouns in English including:
- Reflexive pronouns which refer back to the subject like myself, yourself, etc.
- Personal pronouns which represent people or things based on number, person, gender and case like I, you, he, she, we, etc.
- Indefinite pronouns which do not refer to a specific person or thing like someone, anybody, each, etc. and can be singular or plural depending on the context.
Adjectives in-english-and-arabic
This document discusses and compares adjectives in English and Arabic. It begins by defining adjectives in English and noting that they typically precede the nouns they modify and have three forms: positive, comparative, and superlative. It then discusses adjective structure in English, noting they can be before or after nouns. Next, it explains how Arabic adjectives follow nouns and must agree with them in gender, number, definiteness and case. It provides examples of translating adjectives from English to Arabic. The document concludes by noting this study aimed to highlight similarities and differences between adjective substitutes in both languages.
Definite article
This document discusses definite nouns in Hebrew. It explains that to make a noun definite, the prefix "ha-" is added before the noun. Examples are given of making "apple" and "orange" definite by adding this prefix. The document also discusses how direct objects work in Hebrew sentences, noting that when the direct object is made definite, the word "et" must be added before the definite direct object noun. Examples are provided to illustrate indefinite vs. definite subjects and direct objects.
Ingles
This document discusses the gerund and infinitive in English grammar. It defines the gerund as a verb form ending in "-ing" that can serve as a present participle, verbal noun, or take an object as in the sentence "Eating this cake is easy." The document provides examples of gerund clauses serving as subjects, direct objects, and complements. It then defines the infinitive as a verb form that can take objects/complements and form an infinitive phrase. Examples are given of infinitive clauses serving as subjects.
Adverb phrase in english and arabic language
This document presents a comparison between English adverb phrases and Arabic adverb phrases. In 3 sentences:
An adverb phrase in both English and Arabic consists of one or more words with the adverb as the head, and can be used to modify verbs, adjectives, other adverbs, or appear in equational sentences. English adverb phrases more commonly modify verbs and be verbs, while Arabic adverb phrases are usually adverbs of place or time and strongly bound to the main verb. Both function as a single unit within a clause or sentence.
To have
This document discusses how to express the concept of "having" or "possessing" something in Hebrew. It explains that Hebrew uses the construction "There is to me/you/him/etc. something" rather than "I/you/he has something". It introduces the ...ל pronouns, which are formed by combining a preposition ל meaning "to" with subject pronouns like אני (I), and their translations like לי meaning "to me". It provides examples of how to say "There is/There is not" something using יש and אין, and how to express "having
Uso del diccionario bilingüe
1. The document provides guidance on using an English-Spanish dictionary, explaining the information found in dictionary entries and common grammatical categories.
2. Examples are given of navigating dictionary entries, including contextualizations in brackets, parts of speech labels, and regional usage abbreviations.
3. Common idioms are defined as phrases whose meanings have changed from the literal definition, and an example idiom is provided.
Construct chains
This document discusses construct chains in Hebrew. Construct chains involve two nouns, where the first noun is modified by the second. The first noun undergoes changes to its spelling or pronunciation depending on its gender and number. Only the second noun in the chain can take a definite article. The meaning of the two nouns together may also change from their individual meanings. Examples of construct chains include "bet sefer" meaning school and "ugat gvinah" meaning cheesecake. The document also discusses borrowed words in Hebrew and new letter sounds introduced to represent sounds from foreign languages.
Time
This document provides information about telling time in Hebrew. It discusses how to ask questions about time using "when" and "what", and answers like "at 3" or "10". Written Hebrew uses 24-hour time without AM/PM, while spoken Hebrew uses 12-hour time with descriptors like "in the morning". It also covers minutes, quarters/halves of an hour, plural time units, and asking/stating someone's age. The overall purpose is to teach the reader the basic vocabulary and structures for discussing time in Hebrew.
The word כל
This document discusses the Hebrew word "כל" and how its meaning changes based on the context. It can mean "every" when preceding an indefinite singular noun, "the whole" when preceding a definite singular noun, and "all" when preceding a plural definite noun. Examples are provided to illustrate each use case. The word "כל" is an adjective that modifies nouns and expresses quantity.
Dual form
This document discusses the dual form in Hebrew, which is used to express a pair of something and is formed by adding a yod to the end of a noun. The dual form is rare and mainly used for body parts that come in pairs, like eyes, hands, and legs. Adjectives describing nouns in the dual form take the regular masculine plural ending rather than following the dual form rules. The dual form exists for only a limited number of nouns and most body parts that have a dual are feminine gender.
A presentation on english sentence making
This document presents an overview of 11 lessons on correct English sentence making and tense. It covers the concepts of present, past, and future tense, as well as their indefinite, continuous, perfect, and perfect continuous forms. Other topics include the passive form of sentences, differences between can/could and may/might, common mistakes, and elaborations on how to structure sentences in the present, past and future tenses. The next day's lessons are outlined which will cover sentence classification, transformations, more common mistakes, passive structures, and a test on the prior 11 lessons.
English-1(Grammar) Class nine Non Finite Participle
This document provides information about non-finite verbs and participles. It defines non-finite verbs as verbs that are not changed by number, person, or tense. It then lists and describes the three types of participles: present participle, past participle, and perfect participle. Examples of each participle type are given. Finally, students are assigned a pair work activity of filling in gaps in sentences with the appropriate participle.
Adverbs
This document discusses adverbs in Hebrew grammar. It states that adverbs modify verbs, adjectives, and other adverbs in a sentence, rather than nouns. While many English adverbs end in "-ly", Hebrew adverbs do not conjugate. The document also notes that some words can be either adjectives or adverbs depending on context, and should follow the rules for the part of speech. Finally, it mentions that adverbs usually follow the word they modify in a sentence.
Basic arabic grammar
This document provides an introduction to and overview of the first chapter of the textbook "Basic Arabic Grammar: Part A". The chapter focuses on forming basic nominal sentences in Arabic. It discusses definite and indefinite nouns and adjectives, and how they are used in nominal sentences of the form "subject is/are predicate". It also introduces the singular detached pronouns that can replace nouns as subjects, and the conjunction "and" which can join multiple predicates or nominal sentences. Several example sentences are provided to illustrate these concepts.
Understanding the errors of arabic speaking ell’s
This document discusses common errors made by Arabic speaking English language learners and strategies to address them. Key differences between Arabic and English include direction of writing, vowels, capitalization, and punctuation. Common errors include lack of capitalization and punctuation, vowel confusion, incorrect sentence structure and verb placement, improper use of articles, and issues with spelling, plurals, prepositions and verb tense agreement. Suggested strategies include explicitly teaching vowels, increasing reading exposure and practice with sentence structure rules, comparing translations, looking at spelling patterns, and using intonation to demonstrate punctuation.
JUNK GAME 2
The document describes a memory game that gives the player 20 seconds to memorize a list of objects that may be found in a classroom, such as alphabet, apple, ball, blackboard, and books. It then gives the player 2 minutes to write down as many of the objects as they can remember from the list.
Do you speak English?
Este documento lista varios recursos para aprender inglés, incluyendo blogs, videos con subtítulos bilingües, clases en video, intercambios de idiomas y juegos de vocabulario. También recomienda sitios web sobre salud para profesionales de la salud, que incluyen información médica general, noticias de enfermería y enlaces a revistas médicas.
More Related Content
What's hot
466 unit 4 assignment (2)
This document discusses the influence of a learner's native language, Arabic, on acquiring English grammar. It outlines six major differences between Arabic and English grammar: word order, article use, verb agreement, the verb "be", object repetition, and question formation. These differences lead Arabic learners of English to commonly make errors like placing verbs before subjects, overusing definite articles, and omitting forms of "be". Understanding patterns in learner errors can help teachers adopt effective teaching strategies to improve language acquisition.
Lesson2
Verbs in Hebrew change form depending on the subject - whether singular or plural, masculine or feminine. Hebrew does not have a verb 'to be' like in English. Instead of saying 'I am a man', in Hebrew you would say 'I man'. Nouns can also be definite or indefinite in Hebrew, but unlike English there are no words for 'a' or 'an' with indefinite nouns. Most Hebrew words are built off a three letter root that is present in every form of the word, even if additional letters are added to the beginning, middle or end.
Nouns
The document discusses nouns in Hebrew. It states that Hebrew nouns can be either masculine or feminine, unlike in English. Most nouns ending in -t or -h are feminine, while nouns ending in -im are usually masculine plural and nouns ending in -ot are usually feminine plural. However, there are exceptions. The gender must be learned for each individual noun. Examples of singular and plural forms of nouns already learned are given to illustrate changing the ending to make a noun plural.
Contrastive analysis on structure of passive sentence
This document contrasts the structures of passive sentences in English and Arabic. In Arabic, there is one passive structure (verb + object), while in English there are many, including present simple, present continuous, present perfect, past simple, past continuous, past perfect, future, and modals. The document provides examples of how to translate English passive sentences into the Arabic structure. It stresses the importance for translation students to understand the different rules for passive sentences between the two languages to avoid common mistakes.
Informe 5ta practica grupo 2
The document discusses different types of pronouns in English including:
- Reflexive pronouns which refer back to the subject like myself, yourself, etc.
- Personal pronouns which represent people or things based on number, person, gender and case like I, you, he, she, we, etc.
- Indefinite pronouns which do not refer to a specific person or thing like someone, anybody, each, etc. and can be singular or plural depending on the context.
Adjectives in-english-and-arabic
This document discusses and compares adjectives in English and Arabic. It begins by defining adjectives in English and noting that they typically precede the nouns they modify and have three forms: positive, comparative, and superlative. It then discusses adjective structure in English, noting they can be before or after nouns. Next, it explains how Arabic adjectives follow nouns and must agree with them in gender, number, definiteness and case. It provides examples of translating adjectives from English to Arabic. The document concludes by noting this study aimed to highlight similarities and differences between adjective substitutes in both languages.
Definite article
This document discusses definite nouns in Hebrew. It explains that to make a noun definite, the prefix "ha-" is added before the noun. Examples are given of making "apple" and "orange" definite by adding this prefix. The document also discusses how direct objects work in Hebrew sentences, noting that when the direct object is made definite, the word "et" must be added before the definite direct object noun. Examples are provided to illustrate indefinite vs. definite subjects and direct objects.
Ingles
This document discusses the gerund and infinitive in English grammar. It defines the gerund as a verb form ending in "-ing" that can serve as a present participle, verbal noun, or take an object as in the sentence "Eating this cake is easy." The document provides examples of gerund clauses serving as subjects, direct objects, and complements. It then defines the infinitive as a verb form that can take objects/complements and form an infinitive phrase. Examples are given of infinitive clauses serving as subjects.
Adverb phrase in english and arabic language
This document presents a comparison between English adverb phrases and Arabic adverb phrases. In 3 sentences:
An adverb phrase in both English and Arabic consists of one or more words with the adverb as the head, and can be used to modify verbs, adjectives, other adverbs, or appear in equational sentences. English adverb phrases more commonly modify verbs and be verbs, while Arabic adverb phrases are usually adverbs of place or time and strongly bound to the main verb. Both function as a single unit within a clause or sentence.
To have
This document discusses how to express the concept of "having" or "possessing" something in Hebrew. It explains that Hebrew uses the construction "There is to me/you/him/etc. something" rather than "I/you/he has something". It introduces the ...ל pronouns, which are formed by combining a preposition ל meaning "to" with subject pronouns like אני (I), and their translations like לי meaning "to me". It provides examples of how to say "There is/There is not" something using יש and אין, and how to express "having
Uso del diccionario bilingüe
1. The document provides guidance on using an English-Spanish dictionary, explaining the information found in dictionary entries and common grammatical categories.
2. Examples are given of navigating dictionary entries, including contextualizations in brackets, parts of speech labels, and regional usage abbreviations.
3. Common idioms are defined as phrases whose meanings have changed from the literal definition, and an example idiom is provided.
Construct chains
This document discusses construct chains in Hebrew. Construct chains involve two nouns, where the first noun is modified by the second. The first noun undergoes changes to its spelling or pronunciation depending on its gender and number. Only the second noun in the chain can take a definite article. The meaning of the two nouns together may also change from their individual meanings. Examples of construct chains include "bet sefer" meaning school and "ugat gvinah" meaning cheesecake. The document also discusses borrowed words in Hebrew and new letter sounds introduced to represent sounds from foreign languages.
Time
This document provides information about telling time in Hebrew. It discusses how to ask questions about time using "when" and "what", and answers like "at 3" or "10". Written Hebrew uses 24-hour time without AM/PM, while spoken Hebrew uses 12-hour time with descriptors like "in the morning". It also covers minutes, quarters/halves of an hour, plural time units, and asking/stating someone's age. The overall purpose is to teach the reader the basic vocabulary and structures for discussing time in Hebrew.
The word כל
This document discusses the Hebrew word "כל" and how its meaning changes based on the context. It can mean "every" when preceding an indefinite singular noun, "the whole" when preceding a definite singular noun, and "all" when preceding a plural definite noun. Examples are provided to illustrate each use case. The word "כל" is an adjective that modifies nouns and expresses quantity.
Dual form
This document discusses the dual form in Hebrew, which is used to express a pair of something and is formed by adding a yod to the end of a noun. The dual form is rare and mainly used for body parts that come in pairs, like eyes, hands, and legs. Adjectives describing nouns in the dual form take the regular masculine plural ending rather than following the dual form rules. The dual form exists for only a limited number of nouns and most body parts that have a dual are feminine gender.
A presentation on english sentence making
This document presents an overview of 11 lessons on correct English sentence making and tense. It covers the concepts of present, past, and future tense, as well as their indefinite, continuous, perfect, and perfect continuous forms. Other topics include the passive form of sentences, differences between can/could and may/might, common mistakes, and elaborations on how to structure sentences in the present, past and future tenses. The next day's lessons are outlined which will cover sentence classification, transformations, more common mistakes, passive structures, and a test on the prior 11 lessons.
English-1(Grammar) Class nine Non Finite Participle
This document provides information about non-finite verbs and participles. It defines non-finite verbs as verbs that are not changed by number, person, or tense. It then lists and describes the three types of participles: present participle, past participle, and perfect participle. Examples of each participle type are given. Finally, students are assigned a pair work activity of filling in gaps in sentences with the appropriate participle.
Adverbs
This document discusses adverbs in Hebrew grammar. It states that adverbs modify verbs, adjectives, and other adverbs in a sentence, rather than nouns. While many English adverbs end in "-ly", Hebrew adverbs do not conjugate. The document also notes that some words can be either adjectives or adverbs depending on context, and should follow the rules for the part of speech. Finally, it mentions that adverbs usually follow the word they modify in a sentence.
Basic arabic grammar
This document provides an introduction to and overview of the first chapter of the textbook "Basic Arabic Grammar: Part A". The chapter focuses on forming basic nominal sentences in Arabic. It discusses definite and indefinite nouns and adjectives, and how they are used in nominal sentences of the form "subject is/are predicate". It also introduces the singular detached pronouns that can replace nouns as subjects, and the conjunction "and" which can join multiple predicates or nominal sentences. Several example sentences are provided to illustrate these concepts.
Understanding the errors of arabic speaking ell’s
This document discusses common errors made by Arabic speaking English language learners and strategies to address them. Key differences between Arabic and English include direction of writing, vowels, capitalization, and punctuation. Common errors include lack of capitalization and punctuation, vowel confusion, incorrect sentence structure and verb placement, improper use of articles, and issues with spelling, plurals, prepositions and verb tense agreement. Suggested strategies include explicitly teaching vowels, increasing reading exposure and practice with sentence structure rules, comparing translations, looking at spelling patterns, and using intonation to demonstrate punctuation.
What's hot (20)
Contrastive analysis on structure of passive sentence
Contrastive analysis on structure of passive sentence
English-1(Grammar) Class nine Non Finite Participle
English-1(Grammar) Class nine Non Finite Participle
Viewers also liked
JUNK GAME 2
The document describes a memory game that gives the player 20 seconds to memorize a list of objects that may be found in a classroom, such as alphabet, apple, ball, blackboard, and books. It then gives the player 2 minutes to write down as many of the objects as they can remember from the list.
Do you speak English?
Este documento lista varios recursos para aprender inglés, incluyendo blogs, videos con subtítulos bilingües, clases en video, intercambios de idiomas y juegos de vocabulario. También recomienda sitios web sobre salud para profesionales de la salud, que incluyen información médica general, noticias de enfermería y enlaces a revistas médicas.
JUNK GAME 5
The document lists 10 musical instruments and gives the reader 20 seconds to memorize them before writing them down over 2 minutes. It then repeats the list of instruments, which includes double bass, piano, cello, trumpet, saxophone, drum, acoustic guitar, xylophone, harp, and electric guitar.
JUNK GAME 3
El documento presenta una lista de 9 verduras que deben memorizarse en 20 segundos y luego escribirse en 2 minutos. La lista incluye repollo, cebolla, frijoles, coliflor, zanahorias, tomates, calabacines, pimiento y pepino.
JUNK GAME 4
El documento presenta una lista de 13 frutas que deben memorizarse en 20 segundos y luego escribirse en 2 minutos. La lista incluye piña, sandía, uvas, melón, limón, pera, nectarina, plátano, naranja, ciruela, cereza, frambuesa y kiwi. La lista se repite 3 veces para facilitar la memorización.
TRAVEL & ADVENTURE 1
The document lists various travel-related activities and experiences including going on holiday, taking trips, exploring places, going swimming, taking photographs, bungee jumping, dealing with crevasses and summits, and experiencing sunburn or tans. It also mentions booking travel through an agent and packing for a trip.
Summer Vocabulary and Expressions
This document contains a list of vocabulary related to summer holidays and beach activities. It includes common nouns like "beach", "sun cream", and "swimming trunks" as well as verbs like "sunbathe" and "swim". It also provides common summer holiday expressions in English and Spanish. Finally, it discusses the grammar structure "be going to" and includes some summer idioms like "make hay while the sun shines" and "an Indian summer". The purpose is to help learn vocabulary for discussing summer holidays in English.
Summer season things
This ESL lesson provides a list of activities for beginning English language learners, including sleeping in a hammock, selling lemonade, and going to the beach. It also mentions building sandcastles, collecting seashells, sailing boats, riding horses, hiking in the woods, seeing circuses, driving in the country, and traveling to Hawaii and Brazil.
Summer time
The document contains several quotes about summer - how people take pictures to prove they experienced it, how happiness can make the seasons indistinguishable, and how a summer sun and song are worth enjoying. It also references the power summer has to make people suffer yet enjoy it, how missing summer roses means missing them in winter too, and how resting on a summer day listening to sounds of nature is not idleness.
Travel Quest Practice
This document contains 20 multiple choice questions about various topics including landmarks, logos, people, places, and events. The questions cover Walt Disney, Pokemon, Barcelona, Rashtrapati Bhavan, Quantas Airways, Leonardo Di Caprio's roles, the Vatican City flag, Nikola Tesla's statue, old Pizza Hut logo, Kick Buttowski, Statue of Liberty, Madame Tussaud, Robin Van Persie's "Flying Dutchman" goal, the Panathenaic Stadium, Lech Walesa, the United Nations Honor Flag, and the Universal Postal Union flag.
Travel quest select questions
This PPT has select questions from India's most awaited Travel Quiz- Travel Quest- questions are even more tough in the real quiz. All the best
World Tourism Day Quiz
This document contains a quiz about world tourism with questions about locations, landmarks, and facts related to tourism around the world. It is divided into two rounds with multiple choice questions testing knowledge of topics like the headquarters of UNWTO, famous sites in India, states known for certain activities, the largest museum in India, and the most visited country by international tourists in 2013. The second round contains similarly themed questions about landmarks, capitals, and transportation. Both rounds instruct participants to answer in under a minute and award 10 points per correct response.
Let's speak english
The document provides 10 reasons to learn English: 1) It is the most commonly used language globally for communication between speakers of different languages. 2) Knowing English will make you bilingual and more employable worldwide. 3) English is important in technical innovation and economic development, especially in the United States. Speaking English opens up opportunities in many countries due to Britain's colonial expansion and its adoption as a second language in parts of Europe.
Verbs + prepositions
This document lists common English verbs and the prepositions they can be used with. It provides examples of verbs that work with prepositions like "at", "to", "in", "into", "on", "with", "of", "for", and "from". Some verbs like "start", "stop", and "like" can be used with both infinitives and gerunds but have different meanings. Verbs followed by "-ing" forms after them include "stop", "enjoy", and "quit".
QFI 2013 - travel quiz Finals. by udupa, shiv and ramkey
I apologize, I do not have enough context to determine the castle or Dippel's work based on the information provided. Could you please provide some additional details or context clues to help me understand the connection being referred to?
VERBS FOLLOWED BY PREPOSITIONS 1
This document provides examples of common verbs followed by prepositions in English. It lists frequently used verb+preposition combinations organized by the preposition, such as "agree with", "disagree with", and "apologize for". The document also includes practice sentences requiring the reader to complete them with the suitable preposition based on the verb. It aims to help readers learn and reinforce the proper use of prepositions after verbs in English.
Verbs with Prepositions
How to use verbs with prepositions.
For more English tutorials, please visit:
https://www.thelecturette.com
Travel and Tourism quiz
This document provides the rules and questions for different rounds of a tourism quiz. The general rules state there are 4 rounds with no cell phone use and the quizmaster's decision is final. The Around You round displays questions for 30 seconds to be answered, with correct answers earning 20 points and passes earning 10 points. Sample questions are provided about landmarks, events, and locations. Similarly, the Logo Punch and Hit the Buzzer rounds present images to identify within time limits, with varying point values for correct and incorrect answers. A Rapid Fire round allows one minute to answer 7 questions for 10 points each.
How to speak english fluently
The document provides tips for speaking English fluently, including encouraging students to speak by asking questions and having discussions, practicing speaking skills everywhere and anytime, not feeling shy, constantly learning new vocabulary, remembering what was learned, watching movies, having fun, and loving the English language. Credit is given to various sources that informed the tips.
Travel and tourism quiz
This document outlines the structure and rounds of a quiz competition between teams. It consists of 5 rounds:
Round I has questions for each team to answer one at a time. Round II gives each team 5 questions consecutively. Round III returns to teams answering one question each. Round IV has 10 questions that any team can answer. Round V involves identifying the country from pictures provided. The questions cover topics such as Indian monuments, rivers, states, and world geography.
Viewers also liked (20)
QFI 2013 - travel quiz Finals. by udupa, shiv and ramkey
QFI 2013 - travel quiz Finals. by udupa, shiv and ramkey
Similar to Do I speak english
Presentación Bachillerato1.3 1º BTOPA.ppt
The document provides information about learning the present continuous tense in English, including its form for positive, negative, and interrogative sentences. It discusses the uses of the present continuous tense and contrasts it with the present simple tense. It also covers rules for pronouncing words ending in -s and lists examples to demonstrate the rules.
presentation practice 5
The document provides information about verb tenses and forms in English, including:
1. It defines and explains the present simple passive voice, noting that it emphasizes the action rather than who performs it.
2. Details are given on how to form the present simple passive using the verb "to be" followed by the past participle form of the main verb.
3. Examples are given of sentences in the present simple passive voice.
Simple present tense
The document discusses tenses in English grammar. It begins by explaining that tenses demonstrate the time of an action through verb conjugation. There are three main tenses: present, past, and future. Each tense has four forms. The document then focuses on the present tenses, explaining their uses and providing examples of present indefinite tense conjugations, negative sentences, and questions.
Language learning ppt
This document discusses language learning in India. It notes that English is considered a skill rather than a language in India. The mother tongue is usually the first language, while English is taught as a second language in schools. It outlines four steps to learning a language: listening, speaking, reading, and writing. It discusses both language instruction, which focuses on rules and memorization, and language acquisition, which involves exposure and meaningful communication. It provides examples of activities and exercises to help children acquire English, including avoiding metalanguage and introducing new words through themes.
How to Learn English Grammar.pdf
Can't figure out how to learn English Grammar? Don't worry, MTS got you covered. This article is a complete guide to learning English Grammar effectively.
sample Better English ASAP
This document provides an overview and table of contents for the book "Better English ASAP: A Short-Cut for Spanish Speakers" by Jill Paquette. The book aims to help Spanish speakers improve their English skills quickly by focusing on essential grammar points that often cause issues. It was developed based on the author's experience teaching English to hundreds of Spanish speakers. The table of contents previews the chapters which cover topics like sentence structure, question formation, negative sentences, verb tenses, pronouns, prepositions and more. The author's qualifications and teaching philosophy are also briefly outlined.
33 ways to speak better english
This document provides 33 tips for improving spoken English without taking classes. Some key tips include recording yourself speaking and comparing to fluent speakers, reading aloud dialogues to practice vocal muscles, learning about pronunciation challenges specific to one's native language, choosing an accent to imitate, practicing tongue twisters and spelling names/numbers aloud, and using contractions to make speech more efficient. The document encourages spending 15 minutes per day on one tip over 33 days to notice a significant improvement in spoken English abilities.
Ppt Vc
The document provides an overview of verb conjugation in Spanish present tense. It defines what a verb is, reviews subject pronouns and their Spanish equivalents. It then explains how to conjugate regular -ar verbs in the present tense by removing the -ar ending and adding appropriate suffixes based on subject. Several examples of conjugated verbs are provided.
Words and Their Context
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
Data Analysis and Language Comparison
This document summarizes an interview with a Spanish-speaking student named Rodrigo from Peru who is learning English. It outlines some of the difficulties he faces due to differences between Spanish and English grammar and pronunciation. These include:
1) Words with multiple meanings in Spanish but singular meanings in English.
2) Unfamiliarity with English contractions, as Spanish only has two.
3) Errors with prepositions, past tense verbs, word order, pronunciation of vowels, use of articles, and double negatives - all influenced by his native Spanish.
4) Key differences like English having more vowel sounds, subject omission in Spanish, inflection for gender/number, and lack of contractions beyond "a+
Lecture 1 - Verb to Be.docx
This document provides a lesson plan on the present simple verb "to be" in English. It covers the affirmative, negative, and interrogative forms of the verb with different subjects. Key points include:
- The verb "to be" conjugates as "am, are, is" depending on the subject. Contractions like "I'm" are also used.
- Examples are given to illustrate how to express locations, traits, ages, and other descriptions using the verb "to be".
- Forming negative sentences simply requires adding "not" after the verb.
- Yes/no questions switch the subject and verb, though this is irrelevant in Spanish. Short answer responses are also common.
Taller de aprendizaje_no._1
This document provides information about English Workshop No. 1 conducted by the Colombian National Apprenticeship Service (SENA). The workshop aims to help students improve their English grammar, vocabulary, and reading comprehension skills through various learning activities focused on topics like greetings, family, and personal descriptions. Students will practice using verbs like "to be" in the present simple tense as well as adverbs of frequency. The workshop will be led by instructor Azucena Barajas from July 6th to August 10th, 2015.
F2F4U1 (2).pdf
- More people speak English as a second language than as a first language, with over 2 billion non-native speakers compared to around 350 million native speakers. This number is predicted to rise to over 3.5 billion people, or half the world's population, speaking English within 5 years.
- English has become the dominant language for international business, academia, science, technology and tourism due to its role in providing employment opportunities around the world.
- The way English is learned and used is changing as it spreads globally. Countries like South Korea are establishing immersion schools where students live in an English-only environment. As more people learn English, the language is evolving as speakers change it to suit their own needs
F2F4U1 (2).pdf
The article discusses the relationship between testing and creativity in schools. It argues that exams are testing students too early and that this discourages creativity and original thinking. While exams are meant to evaluate students' abilities, they may not be the best way to do so and some talented children could be going unnoticed. The writer believes schools should focus less on exams and more on developing students' natural talents.
Speaking skills in English
Speaking skills are the skills that give us the ability to communicate effectively. These skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking skills also help to assure that one won't be misunderstood by those who are listening.
verbos y cuantificadores
This document contains summaries and examples of English grammar concepts such as the present perfect of "there is/are", future tense of "have to", introduction to the passive voice, past perfect tense with "yet/already", quantifiers, "must/might", past simple of "can", reported speech, modal verbs like "can", "mustn't", and "have to". Each concept includes a brief definition or explanation followed by examples to illustrate usage. Websites for further reading on English grammar are also provided.
present perfect
The document provides a grammar lesson on the present perfect tense in English. It begins with examples of sentences using the present perfect tense and asks the reader to identify the verbs. It then provides definitions and explanations of the present perfect tense, including that it is used for past actions related to or continuing into the present. It discusses how to form the present perfect tense using auxiliary verbs like "have" and "has" plus the past participle of the main verb. It provides examples of how to use the present perfect tense in statements, negatives, and questions. It concludes by providing links to practice exercises on the liveworksheets website.
Typical English Pronunciation Errors Made by Native Chinese Hongkongers
In this document, we will take a look at the most common pronunciation mistakes Chinese speakers – Hongkongers in particular – make when speaking English. We explore how these mistakes occur and how to fix them.
Simple and Continuous Tenses
This document provides instruction on verb tenses and forms in English, including:
- The present simple tense and its use to describe present habitual or repeated actions. Examples of affirmative, negative, and interrogative forms are given.
- The simple past tense and its use to describe past completed actions. Examples of regular and irregular verb forms, exceptions in spelling, and uses are described.
- The future simple tense, expressed using the modal will. Examples of affirmative, negative, and interrogative forms are provided, as well as uses with will, shall, be going to, and be about to.
- The differences between will and shall are outlined.
English Irregular Verbs
Everyone has trouble with English irregular verbs. So why do we have them? And why are all new verbs regular?
Related learning activities here: http://englishlanguage.eslreading.org/english/irregularverbs.html
Part of a series of articles on the development of the English language found here: http://preview.tinyurl.com/yb52dxs
Similar to Do I speak english (20)
Typical English Pronunciation Errors Made by Native Chinese Hongkongers
Typical English Pronunciation Errors Made by Native Chinese Hongkongers
More from IKTIKASBIDE
LH5A WITCHES 1617
The document describes a class making jack-o-lanterns. Several students are cutting and carving different parts of the pumpkins, including the eyes, nose, mouth and top. Mandy helps cut the top off the first pumpkin. Markel draws the eyes with pencil while Marie Anne draws the mouth. Lucia draws the nose and Brenda cleans out the inside. They finish the first pumpkin. Then the class starts working on a second pumpkin, with various students drawing eyes, cleaning the inside and putting candles inside. In the end, the class has two completed jack-o-lanterns.
Chocolate survey lh5 14_15
The document contains the results of surveys given to different age groups asking if they consume chocolate for breakfast. The surveys show the number of yes and no responses for students in grades 1-6, as well as for two additional groups of 3-6 year olds. The document concludes by stating that is all the information it contains.
Chocolate survey lh5 14_15
The document contains survey results from multiple schools and grades asking whether students consume chocolate for breakfast. It includes bar graphs showing the number of yes and no responses for students ranging from 3 to 6 years old in schools A and B. The final section labels the surveys for 6 different learning halls in school B.
Chocolate survey lh5 14_15
The document contains survey results from multiple schools and grades asking whether students consume chocolate for breakfast. It includes bar graphs showing the number of students in different age groups and grades who answered yes or no at schools A and B. The last section lists survey results from different homeroom classes. In total, the document presents survey data on chocolate consumption patterns for breakfast from multiple student groups.
PRESENT CONTINUOUS
The document provides information on forming and using the present continuous tense in English. It explains how to form affirmative sentences using the verb "be" and the "-ing" form of the main verb. It also covers forming negative sentences using "not" and forming yes/no and WH- questions by changing the word order. Examples are given for regular and irregular verbs. The document concludes by describing when the present continuous tense is used, such as for actions happening now, around now, or in the near future for planned events.
5th a grade and mandy carving pumpkins14 15
The document describes the process of carving faces into 3 pumpkins. It outlines the materials used which include the pumpkins, knives, candles, cleaning supplies and drawing tools. It then provides a play-by-play of the activities, with different students taking turns drawing and carving various features onto the pumpkins such as eyes, noses, mouths, and removing seeds. By the end, with the help of Mandy and their classmates, the 5th grade class has carved 3 pumpkins and created "scary faces" to display as jack-o-lanterns.
Lh6 b hans-13_14
Hans Christian Andersen was born in 1805 in Odense, Denmark. He worked as an author, writing travelogues, novels, poems, and fairy tales for which he is best remembered, such as The Tinderbox, The Princess and the Pea, Thumbelina, The Little Mermaid, and The Emperor's New Clothes. Andersen moved to Copenhagen at age 14 to seek employment as an actor and published his first story, "the tallow candle," in 1820. He died in 1875 in Copenhagen from liver cancer.
Lh6 a. hans 13_14
Hans Christian Andersen was born in 1805 in Odense, Denmark. He worked as a novelist, short story writer, and poet, and is best remembered for his fairy tales such as The Little Mermaid, The Emperor's New Clothes, and The Ugly Duckling. Some of his most famous fairy tales were published starting in 1820. Andersen never fully recovered after falling from his bed in 1872 and died in 1875 from liver cancer in Copenhagen, Denmark.
To carve a pumpkin lh5 a 13 14
The document describes a classroom activity where students carve faces into pumpkins. Mandy leads the activity and shows the students how to cut and scoop out the insides of the pumpkins. Various students take turns drawing faces and scooping out seeds from the two pumpkins. In the end, the class has created nine pumpkin faces that they display together in the English square.
Adjectives blog 12 13
Adjectives are describing words that provide information about nouns, such as their color, size, shape, quality, or condition. There are different types of adjectives including opinion, size, age, shape, color, origin, and material/purpose adjectives. Adjectives are compared using comparative (-er) and superlative (-est) forms, or by using "more" and "most" for adjectives with two or more syllables. Comparative adjectives are used to show a difference or lack of difference between two people or things.
To be
The document discusses the use of contractions in the English language when asking questions using the verbs "to be". It provides examples of questions using the full verb forms "am, are, is" and the contracted forms "I'm, you're, he's, she's, it's, we're, you're, they're". The document serves as a guide for properly forming questions using contractions of the verb "to be".
To be
The document discusses the use of contractions in the English language when asking questions using the verbs "to be". It provides examples of questions using the full verb forms "am, are, is" and the contracted forms "I'm, you're, he's, she's, it's, we're, you're, they're". The document serves as a guide for properly forming questions using contractions of the verb "to be".
To have 12 13
The document lists the short and long forms of expressing possession in English using "have/has got" and "have not/hasn't got". It shows the short forms contracting "have" or "has" with subjects like I, you, he, she, it, we, they. The long forms use "have" or "has" plus the subject without contraction. It also lists the questions forms for having or not having something using "have" plus the subject.
6th grade recipies 12 13
The first document provides a recipe and instructions for making a grilled cheese sandwich with white bread, butter and c
Adjectives2
This document contrasts a series of opposite concepts in a two column table format, with empty opposite full, high opposite low, wet opposite dry, far opposite close, long opposite short, old opposite new, easy opposite hard, and dark opposite light, clean opposite dirty.
Adjectives1
This document contrasts a series of opposite adjectives in two columns, with antonyms such as strong/weak, short/tall, slow/fast, heavy/light, ugly/beautiful, boring/funny, and big/small placed opposite one another.
More from IKTIKASBIDE (18)
Do I speak english
- 2. Do I speak English? Do you speak English? Does he speak English? Does she speak English? Does it speak English? Do we speak English? Do you speak English? Do they speak English?
- 3. Yes, I speak English. Yes, I do. Yes, you speak English. Yes, you do. Yes, she speaks English. Yes, she does. Yes, he speaks English. Yes, he does. Yes, it speaks English. Yes, it does. Yes, we speak English. Yes, we do. Yes, you speak English. Yes, you do. Yes, they speak English. Yes, they do. LONG FORM SHORT FORM
- 4. No, I don’t speak English. No, I don’t. No, you don’t speak English. No, you don’t. No, she doesn’t speak English. No, she doesn’t. No, he doesn’t speak English. No, he doesn’t. No, it doesn’t speak English. No, it doesn’t. No, we don’t speak English. No, we don’t. No, you don’t speak English. No, you don’t. No, they don’t speak English. No, they don’t. SHORT FORM LONG FORM
- 5. Word Order in Positive Sentences For the beginning, remember this simple rule: subject verb(s) object I speak English I can speak English If you are a more advanced learner, remember the following rule: indirect direct subject verb(s) place time object object the at tomorrow. I will tell you story school