E5 U4 CAUSATIVE VERBS
•Download as PPTX, PDF•
3 likes•552 views
The document discusses causative verbs in English grammar. Causative verbs indicate that someone or something causes an action to happen. Specifically, it explains that "get" and "have" can be used as causative verbs followed by a person and verb to show that the person is being asked or paid to perform an action. Examples are given such as "I got the mechanic to change my flat tire" and "I had the mechanic change my flat tire."
Report
Share
Report
Share
Recommended
InglesMarvin chacon ingles
This document discusses verb tenses in Spanish, specifically simple tenses. It provides examples of how to form and use the simple present, past, and future tenses in Spanish. It also discusses the continuous or progressive tenses, explaining how they indicate unfinished or ongoing actions and are formed using the verb "estar" and the present participle. Examples of how to form positive and negative sentences in the future continuous tense are given.
Future tense
The document discusses future tense in English. It is used to express actions that have not happened yet or states that do not exist yet. There are four types of future tense: future indefinite, future continuous, future perfect, and future perfect continuous. Each type uses different auxiliary verbs and verb forms to indicate the time of the action or state in the future. The document provides examples and explanations of how to form sentences for each future tense.
Simple and Continuous Tenses
The document summarizes the definitions and uses of several English verb tenses:
- The simple present, past, and future tenses are used to describe habits, general truths, repeated or unfinished actions, instructions, arrangements, and assumptions about the future.
- The present, past, and future continuous tenses describe actions that are ongoing or in progress, including interrupted actions and parallel activities occurring in the past or future.
- Examples are provided for each tense.
Relative clauses
This document discusses two types of relative clauses in Spanish:
- Defining relative clauses provide essential information about the antecedent and can be omitted in some cases. They can use que or quien.
- Non-defining relative clauses provide extra information about the antecedent. They are set off by commas and use quien. They cannot be omitted and do not use que.
The document also discusses relative pronouns used with people, things, animals, time, and place as well as verbs that take prepositions and how those prepositions are used in relative clauses.
Past perfect tense
The past perfect tense refers to an event that occurred before another past event. It is formed using had plus the past participle of the main verb. The past perfect is used to show that one past event happened before another when describing a series of past actions. It can be used in affirmative, negative, and interrogative sentences and adds the word "just" to refer to an event that happened a short time before another past action.
Passives part 1
The document discusses passive sentences and their verb forms compared to active sentences. It explains that passive sentences have the subject receiving the action of the verb rather than performing it. It then provides examples of passive verb forms in different tenses, including with modal verbs. It also introduces the passive causative construction using have or get followed by the past participle.
Passives part 1
The document discusses passive sentences and verb forms in the passive. It compares active and passive sentences and lists the passive verb forms for different tenses. It also discusses using modals like "can", "may", and "must" in passive sentences in the present and past tenses. Finally, it provides examples of speculative passive sentences about the present, past and future.
Presentation1 copy
The document discusses the past perfect tense, which refers to actions or events that occurred before a certain point in time in the past. The past perfect uses the auxiliary verb "had" plus the past participle of the main verb. It is used to show that one past action occurred before another past action, such as "When we arrived at the airport, the flight had left." Examples are provided of affirmative, negative, and yes/no question forms using the past perfect tense.
Recommended
InglesMarvin chacon ingles
This document discusses verb tenses in Spanish, specifically simple tenses. It provides examples of how to form and use the simple present, past, and future tenses in Spanish. It also discusses the continuous or progressive tenses, explaining how they indicate unfinished or ongoing actions and are formed using the verb "estar" and the present participle. Examples of how to form positive and negative sentences in the future continuous tense are given.
Future tense
The document discusses future tense in English. It is used to express actions that have not happened yet or states that do not exist yet. There are four types of future tense: future indefinite, future continuous, future perfect, and future perfect continuous. Each type uses different auxiliary verbs and verb forms to indicate the time of the action or state in the future. The document provides examples and explanations of how to form sentences for each future tense.
Simple and Continuous Tenses
The document summarizes the definitions and uses of several English verb tenses:
- The simple present, past, and future tenses are used to describe habits, general truths, repeated or unfinished actions, instructions, arrangements, and assumptions about the future.
- The present, past, and future continuous tenses describe actions that are ongoing or in progress, including interrupted actions and parallel activities occurring in the past or future.
- Examples are provided for each tense.
Relative clauses
This document discusses two types of relative clauses in Spanish:
- Defining relative clauses provide essential information about the antecedent and can be omitted in some cases. They can use que or quien.
- Non-defining relative clauses provide extra information about the antecedent. They are set off by commas and use quien. They cannot be omitted and do not use que.
The document also discusses relative pronouns used with people, things, animals, time, and place as well as verbs that take prepositions and how those prepositions are used in relative clauses.
Past perfect tense
The past perfect tense refers to an event that occurred before another past event. It is formed using had plus the past participle of the main verb. The past perfect is used to show that one past event happened before another when describing a series of past actions. It can be used in affirmative, negative, and interrogative sentences and adds the word "just" to refer to an event that happened a short time before another past action.
Passives part 1
The document discusses passive sentences and their verb forms compared to active sentences. It explains that passive sentences have the subject receiving the action of the verb rather than performing it. It then provides examples of passive verb forms in different tenses, including with modal verbs. It also introduces the passive causative construction using have or get followed by the past participle.
Passives part 1
The document discusses passive sentences and verb forms in the passive. It compares active and passive sentences and lists the passive verb forms for different tenses. It also discusses using modals like "can", "may", and "must" in passive sentences in the present and past tenses. Finally, it provides examples of speculative passive sentences about the present, past and future.
Presentation1 copy
The document discusses the past perfect tense, which refers to actions or events that occurred before a certain point in time in the past. The past perfect uses the auxiliary verb "had" plus the past participle of the main verb. It is used to show that one past action occurred before another past action, such as "When we arrived at the airport, the flight had left." Examples are provided of affirmative, negative, and yes/no question forms using the past perfect tense.
Lisening & speaking teach
This document provides definitions and examples of the simple past tense. It defines simple past as referring to a time before the present. It then gives several definitions of the word "past" as an adjective, preposition, noun, and adverb. The document instructs listeners to watch a video about the TV show Futurama and try to identify at least three sentences using the simple past tense, providing some example sentences from the video.
The passive Voice presentation
The passive is formed using the appropriate form of the verb "to be" and the past participle of a transitive verb. A by-phrase can be added to indicate who or what caused the action. The passive is used to say what happens to the subject, while the active voice is used to say what the subject does. When changing a sentence from active to passive voice, the object of the active sentence becomes the subject of the passive sentence. Passive verbs can be formed in various tenses using different forms of "to be" plus the past participle. Not all verbs can be used passively, and some verbs like "belong" are not usually used in the past passive form.
Past Progressive v. Simple Past
The document discusses the simple past and past progressive tenses in English. It provides examples of when to use each, including:
- Using the past progressive to show that two events were happening at the same time or that one event was in progress.
- Using the simple past to show that an event was completed or that events happened sequentially rather than simultaneously. Key signal words for each tense are also identified.
113
The past progressive tense is used to describe an action that was ongoing or in progress in the past. It follows the same formula as the present progressive tense, which is estar (imperfect tense) + present participle. For example, "She was cleaning" would be "Ella estaba limpiando". When adding direct objects, indirect objects, or reflexive pronouns, they are added to the end of the present participle with an accent mark. The past progressive of "to shower" for tú is "estabas duchándote".
Simple past and past progressive.
The document discusses the past progressive and simple past tenses, noting that the past progressive describes ongoing past actions using "was/were + verb+ing" while the simple past describes single past actions using the past form of the verb. It also explains that the tenses can be used together to show one event interrupting another ongoing action or to emphasize multiple simultaneous past actions.
Did you know...
This document from the Longman Dictionary of Common Errors discusses several commonly confused words and phrases:
- All together means "together in a group" while altogether means "completely or thoroughly."
- Anxious should be followed by "to" when used with a verb, but followed by "for/about" when used with a noun.
- Complement refers to something that completes or goes well with, while compliment refers to praise or flattery.
- Accept is never followed by "to" but agree can be used to say you will do something someone has accepted or agreed to.
- The noun pronunciation is pronounced "pro-nun-si-ay-shun" not
Grammar book
This document provides an overview of Spanish grammar concepts including nationalities, stem changers, indirect object pronouns, pronoun placement, gustar, affirmative and negative words, superlatives, reflexives, affirmative and negative commands, sequencing events, para, and pronouns. It covers usage, rules, and examples for each concept.
Run On fragment
This document discusses run-on sentences and sentence fragments, providing examples and methods for correcting them. It explains that there are two types of clauses - independent clauses, which can stand alone as complete sentences, and dependent clauses, which need to be attached to independent clauses. Sentence fragments lack an independent clause, while run-on sentences incorrectly join two independent clauses without proper punctuation or conjunction. The document offers techniques for fixing fragments, such as adding an independent clause, and for fixing run-on sentences by using punctuation like commas or semi-colons or conjunctions to join the clauses correctly.
Séance de révision des temps verbaux [final]
This document discusses French verb tenses. It covers the imparfait (imperfect) tense, which describes ongoing or repeated past actions. It also covers the passé composé (compound past) tense, which expresses completed single past actions. The document contrasts the uses of the imparfait and passé composé. It then briefly discusses the passé simple (simple past), plus-que-parfait (pluperfect), passé antérieur (past anterior), present, futur (future), and futur antérieur (future perfect) tenses. It provides examples of how each tense is used and conjugated in French.
Present perfect
The document discusses the present perfect tense in English. The present perfect is used to narrate events that have occurred in the past but still have relevance in the present. It contrasts with the past simple tense. The present perfect is formed using the appropriate form of the auxiliary verb "to have" and the past participle of the main verb. Both regular and irregular verbs are discussed, with examples provided of how to form the present perfect of irregular verbs like "go" and "make." Examples of affirmative, negative, and interrogative sentences in the present perfect tense are also given.
Past Progressive
The document discusses the past progressive tense in English. The past progressive is used to describe an event that was in progress at a specific time in the past. It involves using was/were plus the present participle (verb + -ing) form of the verb, such as "I was working." The past progressive can describe a longer event that was interrupted by a shorter event happening within it, such as "I was working when my mom called."
present and past perfect-barbara rojas.pptx
This document discusses the present perfect and past perfect verb tenses in English. It provides examples of how to form sentences in the positive, negative, and interrogative forms for each tense. The present perfect is used to talk about past actions that have relevance in the present. The past perfect refers to an action that occurred before another past action. It gives guidelines on conjugating the auxiliary verbs "have" and "had" depending on the subject.
Elm3 chart06 02
This document discusses different types of adverb clauses. It covers adverb clauses of time that indicate when one event occurs in relation to another. It also discusses adverb clauses of reason that give a rationale for something in the main clause and usually begin with subordinators like "because", "since", or "as". Additionally, it notes that when discussing future plans, adverb clauses use present rather than future verb forms. There are also other ways to express reasons besides using adverb clauses, such as with phrases like "because of" or independent clauses joined by "so".
Sentence types
The document discusses different types of clauses and sentences. There are two main types of clauses: independent clauses which can stand alone as a complete thought, and dependent clauses which cannot stand alone and require an independent clause. Sentence types include simple sentences with one independent clause, compound sentences with two or more independent clauses, complex sentences with one independent clause and one or more dependent clauses, and compound-complex sentences with two or more independent clauses and one or more dependent clauses. Common subordinating conjunctions are listed.
Formación de la Voz Pasiva
The document discusses the passive voice in English and Spanish. It explains that the passive voice focuses on the action rather than the subject. There are two types of passive voice: passive with a direct object and passive with an indirect object. The passive voice is formed using the verb "to be" plus the past participle of the main verb. Various tenses of the passive voice are then provided with examples translated to Spanish. Steps for changing an active sentence to the passive voice are outlined as moving the direct object to subject, adding "by" and the original subject, and changing the main verb to be + past participle.
PRESENT AND PAST PERFECT OR.pptx
This document discusses the present perfect and past perfect tenses in English. It provides definitions and examples of how each is used. The present perfect is used to talk about an event that started in the past but has relevance to the present. It is formed using "has" or "have" and the past participle. The past perfect describes an event that occurred before another event in the past. It is formed using "had" and the past participle. Structures and conjugations are provided for both tenses. A key difference is that the past perfect event also ended in the past, whereas the present perfect event may still be ongoing or relevant.
Verbs
Verbs show action or state of being and are essential parts of sentences. There are different types of verbs including intransitive verbs that are not followed by nouns, linking verbs that link subjects to adjectives or nouns, transitive verbs that are followed by direct objects, and two-place transitive verbs like "give" and "consider" that are followed by two nouns or a noun and another element. To-be verbs like "be", "is", and "was" link subjects to predicates. Verbs can also be active, showing the subject performing the action, or passive, showing the action being performed on the subject.
Social Media scope feb2017
Este documento presenta información sobre marketing de medios sociales. Explica que las redes sociales permiten comunicarse con el público, promover productos y servicios, y establecer una imagen de autoridad. También describe cómo las marcas deben evolucionar su comunicación interna y externa para integrarse efectivamente en las redes sociales. Finalmente, resalta que el consumidor es cada vez más digital y selectivo, por lo que el contenido en redes sociales debe ser relevante, auténtico y contar una historia.
E5 Final Project Interciclo 2017
This document provides instructions for completing a writing portfolio assignment. It directs the student to:
1. Divide a paper into three sections labeled "What I know about writing," "What I believe I will learn," and "What I learned."
2. Complete the first two sections by hand and set them aside to work.
3. Research definitions for writing, the writing process, punctuation, punctuation rules, grammar, parts of speech, paragraphs, types of paragraphs, and opinions.
4. Provide examples and labels for defined terms where instructed.
5. Write a concluding paragraph reflecting on what was learned. The portfolio is due on July 14th.
Eng 6 ONLINE WIX Final Project
The document provides instructions for a final project for an English online course. Students are required to create a web page using the Wix platform presenting what they have learned. The web page must include: 2 grammar topics with explanations, examples, and exercises; 2 vocabulary lists from course units with 10 words each, definitions, and illustrations; a description of improved skills in listening, reading, speaking, or writing; and 3 tips for succeeding in an English course. Steps for creating a free web page on Wix are outlined, including selecting a template, editing, saving, naming, and publishing the page by the July 15th due date.
E5 online syllabus ii term 2017 w apps
Este documento presenta la información sobre un curso de inglés en línea, incluyendo el libro de texto, descripción del curso, programa, evaluación, reglas y materiales. El curso se centra en el vocabulario, gramática, lectura, escucha, escritura y comunicación. La evaluación consta de tres parciales, un examen final y actividades, y la nota final se basa en un 70% de la zona y un 30% del examen final.
Eng 6 WIX Final Project
This document provides instructions for a final project for an English online course. Students are required to create a web page using the Wix platform to present what they have learned during the course. The web page must include: (1) explanations of 2 grammar topics with examples and exercises; (2) 2 vocabulary lists from course units with 10 words each, definitions, and illustrations; (3) a description of improved skills in listening, reading, speaking or writing; and (4) 3 tips for succeeding in English courses. Step-by-step instructions are provided for creating a free web page on Wix, with the project due on July 11th and presentations on July 12th-13th.
More Related Content
What's hot
Lisening & speaking teach
This document provides definitions and examples of the simple past tense. It defines simple past as referring to a time before the present. It then gives several definitions of the word "past" as an adjective, preposition, noun, and adverb. The document instructs listeners to watch a video about the TV show Futurama and try to identify at least three sentences using the simple past tense, providing some example sentences from the video.
The passive Voice presentation
The passive is formed using the appropriate form of the verb "to be" and the past participle of a transitive verb. A by-phrase can be added to indicate who or what caused the action. The passive is used to say what happens to the subject, while the active voice is used to say what the subject does. When changing a sentence from active to passive voice, the object of the active sentence becomes the subject of the passive sentence. Passive verbs can be formed in various tenses using different forms of "to be" plus the past participle. Not all verbs can be used passively, and some verbs like "belong" are not usually used in the past passive form.
Past Progressive v. Simple Past
The document discusses the simple past and past progressive tenses in English. It provides examples of when to use each, including:
- Using the past progressive to show that two events were happening at the same time or that one event was in progress.
- Using the simple past to show that an event was completed or that events happened sequentially rather than simultaneously. Key signal words for each tense are also identified.
113
The past progressive tense is used to describe an action that was ongoing or in progress in the past. It follows the same formula as the present progressive tense, which is estar (imperfect tense) + present participle. For example, "She was cleaning" would be "Ella estaba limpiando". When adding direct objects, indirect objects, or reflexive pronouns, they are added to the end of the present participle with an accent mark. The past progressive of "to shower" for tú is "estabas duchándote".
Simple past and past progressive.
The document discusses the past progressive and simple past tenses, noting that the past progressive describes ongoing past actions using "was/were + verb+ing" while the simple past describes single past actions using the past form of the verb. It also explains that the tenses can be used together to show one event interrupting another ongoing action or to emphasize multiple simultaneous past actions.
Did you know...
This document from the Longman Dictionary of Common Errors discusses several commonly confused words and phrases:
- All together means "together in a group" while altogether means "completely or thoroughly."
- Anxious should be followed by "to" when used with a verb, but followed by "for/about" when used with a noun.
- Complement refers to something that completes or goes well with, while compliment refers to praise or flattery.
- Accept is never followed by "to" but agree can be used to say you will do something someone has accepted or agreed to.
- The noun pronunciation is pronounced "pro-nun-si-ay-shun" not
Grammar book
This document provides an overview of Spanish grammar concepts including nationalities, stem changers, indirect object pronouns, pronoun placement, gustar, affirmative and negative words, superlatives, reflexives, affirmative and negative commands, sequencing events, para, and pronouns. It covers usage, rules, and examples for each concept.
Run On fragment
This document discusses run-on sentences and sentence fragments, providing examples and methods for correcting them. It explains that there are two types of clauses - independent clauses, which can stand alone as complete sentences, and dependent clauses, which need to be attached to independent clauses. Sentence fragments lack an independent clause, while run-on sentences incorrectly join two independent clauses without proper punctuation or conjunction. The document offers techniques for fixing fragments, such as adding an independent clause, and for fixing run-on sentences by using punctuation like commas or semi-colons or conjunctions to join the clauses correctly.
Séance de révision des temps verbaux [final]
This document discusses French verb tenses. It covers the imparfait (imperfect) tense, which describes ongoing or repeated past actions. It also covers the passé composé (compound past) tense, which expresses completed single past actions. The document contrasts the uses of the imparfait and passé composé. It then briefly discusses the passé simple (simple past), plus-que-parfait (pluperfect), passé antérieur (past anterior), present, futur (future), and futur antérieur (future perfect) tenses. It provides examples of how each tense is used and conjugated in French.
Present perfect
The document discusses the present perfect tense in English. The present perfect is used to narrate events that have occurred in the past but still have relevance in the present. It contrasts with the past simple tense. The present perfect is formed using the appropriate form of the auxiliary verb "to have" and the past participle of the main verb. Both regular and irregular verbs are discussed, with examples provided of how to form the present perfect of irregular verbs like "go" and "make." Examples of affirmative, negative, and interrogative sentences in the present perfect tense are also given.
Past Progressive
The document discusses the past progressive tense in English. The past progressive is used to describe an event that was in progress at a specific time in the past. It involves using was/were plus the present participle (verb + -ing) form of the verb, such as "I was working." The past progressive can describe a longer event that was interrupted by a shorter event happening within it, such as "I was working when my mom called."
present and past perfect-barbara rojas.pptx
This document discusses the present perfect and past perfect verb tenses in English. It provides examples of how to form sentences in the positive, negative, and interrogative forms for each tense. The present perfect is used to talk about past actions that have relevance in the present. The past perfect refers to an action that occurred before another past action. It gives guidelines on conjugating the auxiliary verbs "have" and "had" depending on the subject.
Elm3 chart06 02
This document discusses different types of adverb clauses. It covers adverb clauses of time that indicate when one event occurs in relation to another. It also discusses adverb clauses of reason that give a rationale for something in the main clause and usually begin with subordinators like "because", "since", or "as". Additionally, it notes that when discussing future plans, adverb clauses use present rather than future verb forms. There are also other ways to express reasons besides using adverb clauses, such as with phrases like "because of" or independent clauses joined by "so".
Sentence types
The document discusses different types of clauses and sentences. There are two main types of clauses: independent clauses which can stand alone as a complete thought, and dependent clauses which cannot stand alone and require an independent clause. Sentence types include simple sentences with one independent clause, compound sentences with two or more independent clauses, complex sentences with one independent clause and one or more dependent clauses, and compound-complex sentences with two or more independent clauses and one or more dependent clauses. Common subordinating conjunctions are listed.
Formación de la Voz Pasiva
The document discusses the passive voice in English and Spanish. It explains that the passive voice focuses on the action rather than the subject. There are two types of passive voice: passive with a direct object and passive with an indirect object. The passive voice is formed using the verb "to be" plus the past participle of the main verb. Various tenses of the passive voice are then provided with examples translated to Spanish. Steps for changing an active sentence to the passive voice are outlined as moving the direct object to subject, adding "by" and the original subject, and changing the main verb to be + past participle.
PRESENT AND PAST PERFECT OR.pptx
This document discusses the present perfect and past perfect tenses in English. It provides definitions and examples of how each is used. The present perfect is used to talk about an event that started in the past but has relevance to the present. It is formed using "has" or "have" and the past participle. The past perfect describes an event that occurred before another event in the past. It is formed using "had" and the past participle. Structures and conjugations are provided for both tenses. A key difference is that the past perfect event also ended in the past, whereas the present perfect event may still be ongoing or relevant.
Verbs
Verbs show action or state of being and are essential parts of sentences. There are different types of verbs including intransitive verbs that are not followed by nouns, linking verbs that link subjects to adjectives or nouns, transitive verbs that are followed by direct objects, and two-place transitive verbs like "give" and "consider" that are followed by two nouns or a noun and another element. To-be verbs like "be", "is", and "was" link subjects to predicates. Verbs can also be active, showing the subject performing the action, or passive, showing the action being performed on the subject.
What's hot (17)
Viewers also liked
Social Media scope feb2017
Este documento presenta información sobre marketing de medios sociales. Explica que las redes sociales permiten comunicarse con el público, promover productos y servicios, y establecer una imagen de autoridad. También describe cómo las marcas deben evolucionar su comunicación interna y externa para integrarse efectivamente en las redes sociales. Finalmente, resalta que el consumidor es cada vez más digital y selectivo, por lo que el contenido en redes sociales debe ser relevante, auténtico y contar una historia.
E5 Final Project Interciclo 2017
This document provides instructions for completing a writing portfolio assignment. It directs the student to:
1. Divide a paper into three sections labeled "What I know about writing," "What I believe I will learn," and "What I learned."
2. Complete the first two sections by hand and set them aside to work.
3. Research definitions for writing, the writing process, punctuation, punctuation rules, grammar, parts of speech, paragraphs, types of paragraphs, and opinions.
4. Provide examples and labels for defined terms where instructed.
5. Write a concluding paragraph reflecting on what was learned. The portfolio is due on July 14th.
Eng 6 ONLINE WIX Final Project
The document provides instructions for a final project for an English online course. Students are required to create a web page using the Wix platform presenting what they have learned. The web page must include: 2 grammar topics with explanations, examples, and exercises; 2 vocabulary lists from course units with 10 words each, definitions, and illustrations; a description of improved skills in listening, reading, speaking, or writing; and 3 tips for succeeding in an English course. Steps for creating a free web page on Wix are outlined, including selecting a template, editing, saving, naming, and publishing the page by the July 15th due date.
E5 online syllabus ii term 2017 w apps
Este documento presenta la información sobre un curso de inglés en línea, incluyendo el libro de texto, descripción del curso, programa, evaluación, reglas y materiales. El curso se centra en el vocabulario, gramática, lectura, escucha, escritura y comunicación. La evaluación consta de tres parciales, un examen final y actividades, y la nota final se basa en un 70% de la zona y un 30% del examen final.
Eng 6 WIX Final Project
This document provides instructions for a final project for an English online course. Students are required to create a web page using the Wix platform to present what they have learned during the course. The web page must include: (1) explanations of 2 grammar topics with examples and exercises; (2) 2 vocabulary lists from course units with 10 words each, definitions, and illustrations; (3) a description of improved skills in listening, reading, speaking or writing; and (4) 3 tips for succeeding in English courses. Step-by-step instructions are provided for creating a free web page on Wix, with the project due on July 11th and presentations on July 12th-13th.
Final Project E3 URL
The document provides instructions for completing a writing assignment in 10 sections. It directs the writer to:
1. Divide a paper into three sections labeled "What I know," "What I will learn," and "What I learned"
2. Complete the first two sections by hand
3. The remaining sections include defining grammar terms, writing examples of different types of paragraphs, and providing an opinion on the importance of grammar.
4. The writer is instructed to complete the third section summarizing what was learned from the assignment.
Viewers also liked (6)
More from Patty Villacorta-Melendreras
E8 Verbal Exam 3
This document provides instructions for an English verbal exam assignment. Students must record a video presenting a popular landmark, discussing its cultural and historical background and why they selected it. They should support their presentation with facts and data, and upload the video to get a link to include in a Word document submitted by Thursday at 10 am. Students are reminded to pay attention to diction, volume, speech speed and pronunciation for this 5-point activity.
E4 Verbal Exam 2019
This document provides instructions for a verbal exam assignment. Students are asked to record a 2-3 minute video answering two questions: 1) Which family member do they admire and why, and 2) Sharing a special memory of that person. They must use vocabulary and grammar from units 5 and 6 in their presentation. Students then need to upload their video to a platform and copy the link into a Word document to submit by Wednesday at 11:55pm. Proper diction, volume and pronunciation will be considered for full points.
E5 Verbal Exam 3
This document provides instructions for Verbal Exam #3 in English 5. Students are asked to create a video presentation on a positive or negative change in their country using vocabulary and grammar from Unit 2 of their student book. They should support their presentation with real facts and data, upload the video to a user-friendly platform, and submit the video link in a Word document to the task folder for a 5-point activity. Students are reminded to mind their diction, volume, and pronunciation.
ENG 6 VERBAL EXAM 3
This document provides guidelines for a video presentation job application assignment. Students are instructed to create a 3-minute video introducing themselves to a specific company, discussing their background, skills, strengths, weaknesses, goals, and why they want to work for the company. The video should be professionally dressed and submitted along with a resume. The due date for the assignment is Wednesday, November 20th at 8:30 am. Links are also provided with tips on writing resumes and cover letters.
Sight Translation
Sight translation involves orally translating a written text from one language to another, as opposed to written translation. It requires strong reading comprehension, the ability to predict incomplete messages, and delivering the translation fluently at a steady pace while focusing on units of meaning. Exercises for sight translation include reading aloud, extensive reading to build speed and vocabulary, deciphering handwriting, chunking sentences into smallest units, and parsing sentences into the target language structure.
Open Mind 2nd Edition SS Activation Code
This document provides instructions on how to create a user account for a book website. It encourages taking a picture to remember login details and making use of practice resources available on the site. The site offers tools to help users learn and retain information from digital books.
E7 Verbal Exam 3
The document discusses the growing problem of refugees in the world and proposes that developed nations should take in more refugees to help address this issue. It instructs the reader to record a 60-90 second voice note responding to the question of whether they agree with this proposed solution. The voice note should provide an opinion supported by real facts and be submitted by 11:55 pm to the assignment folder.
Nouns & Their Functions
This document discusses grammar basics related to nouns. It defines a noun as a word that names a person, place, thing, animal, idea or event. It then explains the different functions a noun can have in a sentence including direct object, indirect object, object of a preposition, subject complement and appositive. It also covers how to make most nouns plural by adding "s" or "es" and provides examples of identifying noun functions in sentences.
Other, others, another
A little extra information on this topic that may be confusing for us not native speakers of the English language.
Writing Portfolio 2018
The document provides instructions for an assignment on writing. Students are told to take a letter-sized paper and divide it into three sections - what they know about writing, what they will learn, and what they learned. They are to complete the first two sections by hand. The rest of the document lists sections and websites for the students to visit to learn about topics like punctuation, grammar, parts of speech, paragraphs, and types of paragraphs. They are to write examples and definitions for each section. Finally, students are asked to write a paragraph on their opinion of grammar and complete the third part of the initial paper explaining what they learned from the assignment.
E6 ONLINE 2018
Este documento presenta la información sobre un curso en línea de inglés nivel 6. El curso utilizará el libro de texto Open Mind Series 3B y se llevará a cabo en la plataforma Moodle. La evaluación constará de tres pruebas parciales, actividades finales y un examen final. Los estudiantes necesitarán asistir al menos al 75% de las sesiones y obtener una calificación mínima de 65 puntos para aprobar.
English 4 Final Project
This document provides instructions for a final project for an English course which requires students to create a web page with their partner presenting what they have learned. The web page must include: (1) explanations of 2 grammar topics with examples and exercises; (2) 2 vocabulary lists from course units with 10 words each defined and illustrated; and (3) individual descriptions of improved skills in listening, reading, speaking or writing. It then provides 10 steps for creating a free web page using Wix, including selecting a template and topic, editing, saving, and publishing the page by the due date.
E5 ONLINE PPT First Term 2018
Este documento presenta la información sobre un curso de inglés nivel 5 en línea. El curso utilizará el libro de texto Open Mind Series 3A y se llevará a cabo en la plataforma Moodle. Los estudiantes serán evaluados continuamente a través de tres exámenes parciales, actividades y un examen final. Para aprobar, los estudiantes deben obtener al menos el 65% de la calificación total y asistir al menos al 75% de las clases.
Writing Portfolio 2017
The document provides instructions for a writing assignment. It tells the student to:
1. Divide a paper into 3 sections - What I know, What I will learn, What I learned
2. Complete the first two sections by hand
3. The assignment involves researching and summarizing information about writing, grammar, punctuation, and paragraphs. Students are to define and provide examples for each topic.
Sections include defining parts of speech, punctuation marks, types of paragraphs, and writing an opinion paragraph. The goal is to help students learn about writing and have them reflect on what they learned.
CHAPTER 1 to 4 WORKSHOP
The document provides instructions for a student to complete an enrichment exercise in multiple parts. It instructs the student to write answers for math problems and determine whether to use the present perfect or present perfect progressive tense in sentences. It emphasizes correcting any incorrect work before moving forward.
Telling Time for Beginners
This document provides instructions for telling time in English using analog clocks. It explains that the big hand tells the minutes and the little hand tells the hours. Examples are given for expressing times such as 9:30, 11:15, and 2:50 in words. The days of the week and how to refer to dates such as "today", "yesterday" and "tomorrow" are also covered in the short tutorial.
Open Mind Second Edition Code Activiation
This document provides instructions on how to create a user account for a book website. It encourages taking a picture to remember login details and making use of practice resources available on the site. The site offers tools to help users learn and retain information from digital books.
Third Conditional and the others!
This document discusses conditional sentences, also known as conditional clauses or "if" clauses. It explains that conditional sentences contain two parts - a condition expressed in the "if" clause using the present or past tense, and a possible result expressed in the main clause. The document is intended as a teaching tool to explain different types of conditional sentences to students.
Indirect Questions Teaching Capsule
This document discusses direct and indirect questions. Direct questions use question words like what, when, where and include a question mark. Indirect questions are statements with an introductory phrase like "I wonder" followed by the question without a question mark. Introductory phrases for indirect questions can be things like "could you tell me" or "do you know." Indirect questions avoid using "does" and instead use "if" or "whether" to introduce yes/no questions as positive statements rather than questions.
E5 Verbal Exam 2
A student is instructed to pick a topic to research, record a short video reporting their findings about the topic using their cell phone and appearing in the video, and ensure they use causative verbs and business vocabulary in the recording. They are told to include relevant details like who, when, where, why, how much, and how many in the video and bring the recording to their next session.
More from Patty Villacorta-Melendreras (20)
Recently uploaded
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Recently uploaded (20)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
E5 U4 CAUSATIVE VERBS
- 3. • In English grammar, a causative verb is a verb used to indicate that some person or thing makes (or helps to make) something happen. TJ Patty Villacorta-Melendreras
- 5. She is having her house painted TJ Patty Villacorta-Melendreras
- 6. HAVE/get + TJ Patty Villacorta-Melendreras
- 7. HAVE + + BASE VERB Have the doctor examine you soon. TJ Patty Villacorta-Melendreras
- 8. GET + + TO + BASE VERB Get the doctor to examine you soon. TJ Patty Villacorta-Melendreras
- 9. When we pay/ask somebody to do something for us! • I got the mechanic to change my flat tire. • I had the mechanic change my flat tire. • I got/had the flat tire changed by the mechanic. GET + PERSON + TO + VERB (infinitive) HAVE + PERSON + VERB IN PRESENT GET/HAVE + OBJECT + PAST PARTICIPLE TJ Patty Villacorta-Melendreras