The document is a table of contents and introduction for a Spanish-English picture dictionary developed by J.D. Alexander in 2007. The summary includes:
The dictionary contains pictures and words in both Spanish and English covering school objects, places, people, feelings, verbs and other categories. The introduction discusses the purpose and development of the dictionary to aid English language learners using visuals and a focus on commonly used school words. The table of contents outlines the categories and topics covered in the illustrated dictionary.
Children's picture dictionary with general knowledge (gnv64)AGANTABURINA
This document provides a dictionary of general knowledge terms organized alphabetically from A to Z. It includes definitions of common words related to animals, plants, objects, activities and more. Each entry defines the term concisely in 1-2 sentences. The document was compiled by Dharam Dev Arora and published by Arora Book Company in New Delhi, India.
The document discusses the history and development of artificial intelligence over the past 70 years. It outlines some of the key milestones in AI research from the early work in the 1950s to modern advances in deep learning. While progress has been steady, fully general artificial intelligence that can match or exceed human levels remains an ongoing challenge that researchers are still working to achieve.
1. El documento presenta una tabla de contenidos sobre gramática española que incluye temas como los verbos como "gustar", el uso de "hace" con tiempo y verbo conjugado, y "acabar de" más infinitivo.
2. Explica la diferencia entre "qué" y "cuál", así como el uso de los verbos "ser" y "estar" con ejemplos como localización, emociones y condición presente.
3. Incluye una lista de palabras y frases de transición comunes en español con su traducción al ingl
Un viajero visitó La Habana, Cuba donde tomó un taxi del aeropuerto al Hotel Saratoga. Pasó sus días pescando, viendo delfines y comiendo café y torta cubana. Al quinto día regresó a casa en el aeropuerto de Hartsfield-Jackson.
This document contains a grammar lesson covering various Spanish grammar topics including: the imperfect tense, stem-changing verbs like "car, gar, zar", irregular verbs like "ser, ir", adverbs and how to form them, the present and past progressive tenses, irregular future tense forms, using the conditional, forming superlatives, formal command forms, Spanish prepositions, and demonstrative adjectives. It provides conjugated verb examples and explanations of grammar structures and their uses.
The document provides an overview of key grammar concepts in Spanish, including:
1. The meanings of qué and cuál, which translate to "what" and "which" respectively.
2. How to use SER to describe characteristics and D.O.C.T.O.R.P.E.D as a mnemonic for its uses.
3. How to use ESTAR and H.E.L.P.I.N.G to ask about health, emotions, location, and present conditions.
Este anuncio promociona un nuevo chicle llamado "La Goma De Altura de Wrigley’s" que promete hacer crecer a las personas y ampliar sus sentidos. El chicle se presenta como el chicle oficial de la NBA y se recomienda no comprar otros chicles, sino solo este producto de Wrigley's.
The document outlines strategies that 2nd grade students use to figure out tricky words and comprehend what they are reading, including:
1) Breaking words into syllables or chunks and sounding them out part-by-part.
2) Trying different pronunciations of letters and words.
3) Using context clues like pictures, titles, and surrounding text.
4) Rereading passages aloud and checking for understanding.
5) Retelling parts of stories using transition words to check comprehension.
Children's picture dictionary with general knowledge (gnv64)AGANTABURINA
This document provides a dictionary of general knowledge terms organized alphabetically from A to Z. It includes definitions of common words related to animals, plants, objects, activities and more. Each entry defines the term concisely in 1-2 sentences. The document was compiled by Dharam Dev Arora and published by Arora Book Company in New Delhi, India.
The document discusses the history and development of artificial intelligence over the past 70 years. It outlines some of the key milestones in AI research from the early work in the 1950s to modern advances in deep learning. While progress has been steady, fully general artificial intelligence that can match or exceed human levels remains an ongoing challenge that researchers are still working to achieve.
1. El documento presenta una tabla de contenidos sobre gramática española que incluye temas como los verbos como "gustar", el uso de "hace" con tiempo y verbo conjugado, y "acabar de" más infinitivo.
2. Explica la diferencia entre "qué" y "cuál", así como el uso de los verbos "ser" y "estar" con ejemplos como localización, emociones y condición presente.
3. Incluye una lista de palabras y frases de transición comunes en español con su traducción al ingl
Un viajero visitó La Habana, Cuba donde tomó un taxi del aeropuerto al Hotel Saratoga. Pasó sus días pescando, viendo delfines y comiendo café y torta cubana. Al quinto día regresó a casa en el aeropuerto de Hartsfield-Jackson.
This document contains a grammar lesson covering various Spanish grammar topics including: the imperfect tense, stem-changing verbs like "car, gar, zar", irregular verbs like "ser, ir", adverbs and how to form them, the present and past progressive tenses, irregular future tense forms, using the conditional, forming superlatives, formal command forms, Spanish prepositions, and demonstrative adjectives. It provides conjugated verb examples and explanations of grammar structures and their uses.
The document provides an overview of key grammar concepts in Spanish, including:
1. The meanings of qué and cuál, which translate to "what" and "which" respectively.
2. How to use SER to describe characteristics and D.O.C.T.O.R.P.E.D as a mnemonic for its uses.
3. How to use ESTAR and H.E.L.P.I.N.G to ask about health, emotions, location, and present conditions.
Este anuncio promociona un nuevo chicle llamado "La Goma De Altura de Wrigley’s" que promete hacer crecer a las personas y ampliar sus sentidos. El chicle se presenta como el chicle oficial de la NBA y se recomienda no comprar otros chicles, sino solo este producto de Wrigley's.
The document outlines strategies that 2nd grade students use to figure out tricky words and comprehend what they are reading, including:
1) Breaking words into syllables or chunks and sounding them out part-by-part.
2) Trying different pronunciations of letters and words.
3) Using context clues like pictures, titles, and surrounding text.
4) Rereading passages aloud and checking for understanding.
5) Retelling parts of stories using transition words to check comprehension.
The document summarizes a Spanish language learning program called MySpanishSoftware. It includes 16 books across 8 levels and over 3,800 hours of content. The program uses a complete and integrated approach with vocabulary, grammar, communicative exercises, idioms, culture, literature, and exams. Teachers introduce content in the classroom and students reinforce it through interactive exercises on the student portal. A team of experts continually updates and adapts the program content and provides technical and educational support to users. Schools can purchase full access to the program for a one-time $2,990 fee or supplement an existing program for less.
This document provides a summary of key grammar concepts in Spanish, including:
- Qué vs. Cuál and their meanings of "what" and "which" respectively
- Using SER and ESTAR to describe characteristics, location, events, and more
- Verbs like gustar that require an indirect object pronoun
- Forming the preterite tense of regular verbs
- Commands using the informal "tú" form
- Reflexive verbs and using se
- Transition words and phrases for time and location
El documento describe las redes inalámbricas, que permiten la conexión de nodos sin cables mediante ondas electromagnéticas. Explica que las principales ventajas son los menores costos al eliminar el cableado, pero que requieren mayor seguridad. Luego detalla las características y aplicaciones de las microondas terrestres, microondas por satélite e infrarrojos.
The document discusses various Spanish grammar concepts including:
1. The conditional tense and irregular conditional forms using verbs like hablar and comer.
2. Compound tenses like the present perfect and irregular forms using verbs like abrir.
3. Other verb tenses and forms such as the subjunctive imperfect, impersonal voice using se, commands, and differences between saber and conocer.
4. Uses of object pronouns and how they are placed in affirmative and negative commands.
5. Trigger words that indicate the subjunctive tense should be used.
In its first year, the member joined NTU Toastmasters in September 2010 and joined the officers team in December 2010. In the second year, the member became the 29th president of NTU Toastmasters in June 2011 and organized the first NTU Toastmasters summer camp in July 2011. Over the next two years, the member continued organizing events like international nights and workshops to help the club grow and transform.
This document is the cover and introduction pages of the Spanish language textbook "Spanish Is Fun, Book 1". It provides an overview of the book, which teaches beginner Spanish vocabulary and grammar. It notes that Spanish and English share many words that are spelled similarly or identically. It introduces the concepts of gender in Spanish nouns and the use of "el" and "la" as the articles for masculine and feminine nouns respectively. It also presents some common Spanish vocabulary words and simple sentences to demonstrate basic grammar patterns.
The document discusses the results of a study on the impact of climate change on wheat production. Researchers found that higher temperatures and changing precipitation patterns will significantly reduce wheat yields across major wheat-producing regions by 2050. The study concludes that efforts must be made to develop wheat varieties that can tolerate hotter and drier conditions to ensure future global food security as the climate continues to warm.
The document is a picture book that uses words from the Cambridge English: Movers Word List to help children who have completed Cambridge English: Starters continue improving their English skills. It contains colorful pictures with accompanying text and questions to encourage discussion. There are also word games and activities to help children practice the vocabulary words in context.
This document contains a Spanish alphabet and numbers workbook for beginners. It includes the alphabet from A to Z with their spelling in Spanish, numbers from 1 to 10 with their spelling in Spanish, and worksheets to practice writing the letters and spelling out the numbers.
Este documento contiene resúmenes de cuentos sobre valores en 3 oraciones o menos. Incluye cuentos sobre autoestima, aceptarse, alegría, actitud positiva, optimismo, gratitud y fortaleza. Cada cuento va seguido de preguntas y actividades para trabajar el valor en cuestión. El objetivo es utilizar estas lecturas para enseñar valores a los niños de manera entretenida.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the history and development of artificial intelligence over the past 70 years. It outlines some of the key milestones in AI research from the early work in the 1950s to modern advances in deep learning. While progress has been steady, fully general artificial intelligence that can match or exceed human levels of intelligence remains an ongoing challenge that researchers are still working to achieve.
11 Things My Son Taught Me about Life and BusinessRae Hoffman
The document discusses how life does not always go according to plan and things can change suddenly. It emphasizes that success in life depends not on sticking to a plan, but on one's ability to adapt and make the best of unexpected situations. A key message is that complaining makes one a victim, while taking action puts one in control of the outcome. The document encourages driving one's company, cause, and life forward through self-education and surrounding oneself with positive influences, as well as having the determination to get back up after facing setbacks.
66 word by word picture dictionary second edition red (1)Paola Saucedo
The document discusses the history and development of artificial intelligence over the past 70 years. It outlines some of the key milestones in AI research from the early work in the 1950s to modern advances in deep learning. While progress has been steady, fully general artificial intelligence that can match or exceed human levels of reasoning across all domains remains an ongoing challenge that researchers are still working to achieve.
The document discusses the history and development of artificial intelligence over several decades. Early research focused on symbolic approaches using rules and logic but progress was slow. More recently, machine learning techniques like deep learning have seen increasing success by learning from large amounts of data without being explicitly programmed.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already have a condition.
This document is the table of contents for a Spanish-English picture dictionary developed by J.D. Alexander in 2007. It lists over 30 categories of words included in the dictionary covering objects, places, body parts, feelings, family members and verbs. It also includes introductory sections about the purpose and development of the dictionary, as well as possible additions. The dictionary was created to help Spanish-speaking students in schools communicate through pictures when words alone are insufficient.
This document discusses challenges in teaching literacy to adult learners with very low literacy skills. It provides several examples of literacy activities that did not work well with this population and analyzes why. Key reasons for lack of success included learners having no foundational skills like print awareness, letter knowledge, or phonological awareness. The document emphasizes that this population needs instruction to start at a very basic level by first building important prerequisites through multi-sensory activities before being able to engage with more advanced literacy tasks. A task analysis approach is recommended to identify specific skill gaps for each learner.
Comm skills & multiple intelligences approach to communicative teachingShelia Ann Peace
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
The document discusses strategies for promoting early language and literacy skills in young children through storytime activities at libraries. It recommends incorporating phonological awareness activities, language enrichment, and hands-on learning. Specific ideas are provided for adapting books to make them accessible for children with different abilities and needs.
This document discusses using storybooks in the language classroom. It outlines the benefits of storybooks, such as motivating students and helping develop language skills. Criteria for selecting storybooks include linguistic, psychological and cultural factors. The document provides examples of activities that can be done with storybooks, targeting different language skills. It also discusses considerations for teachers in implementing storybooks, such as the need for creativity. Overall, the document advocates for the regular use of storybooks to engage students in an enjoyable way and support holistic development.
This document discusses creating a print-rich literacy environment for preschoolers. It emphasizes having print available throughout the classroom in various areas, at children's eye level, and in different formats. Examples are given of how to incorporate meaningful print into areas like the dramatic play, block, writing, science, and library areas. The importance of modeling writing and providing opportunities for emergent writing is also discussed.
The document summarizes a Spanish language learning program called MySpanishSoftware. It includes 16 books across 8 levels and over 3,800 hours of content. The program uses a complete and integrated approach with vocabulary, grammar, communicative exercises, idioms, culture, literature, and exams. Teachers introduce content in the classroom and students reinforce it through interactive exercises on the student portal. A team of experts continually updates and adapts the program content and provides technical and educational support to users. Schools can purchase full access to the program for a one-time $2,990 fee or supplement an existing program for less.
This document provides a summary of key grammar concepts in Spanish, including:
- Qué vs. Cuál and their meanings of "what" and "which" respectively
- Using SER and ESTAR to describe characteristics, location, events, and more
- Verbs like gustar that require an indirect object pronoun
- Forming the preterite tense of regular verbs
- Commands using the informal "tú" form
- Reflexive verbs and using se
- Transition words and phrases for time and location
El documento describe las redes inalámbricas, que permiten la conexión de nodos sin cables mediante ondas electromagnéticas. Explica que las principales ventajas son los menores costos al eliminar el cableado, pero que requieren mayor seguridad. Luego detalla las características y aplicaciones de las microondas terrestres, microondas por satélite e infrarrojos.
The document discusses various Spanish grammar concepts including:
1. The conditional tense and irregular conditional forms using verbs like hablar and comer.
2. Compound tenses like the present perfect and irregular forms using verbs like abrir.
3. Other verb tenses and forms such as the subjunctive imperfect, impersonal voice using se, commands, and differences between saber and conocer.
4. Uses of object pronouns and how they are placed in affirmative and negative commands.
5. Trigger words that indicate the subjunctive tense should be used.
In its first year, the member joined NTU Toastmasters in September 2010 and joined the officers team in December 2010. In the second year, the member became the 29th president of NTU Toastmasters in June 2011 and organized the first NTU Toastmasters summer camp in July 2011. Over the next two years, the member continued organizing events like international nights and workshops to help the club grow and transform.
This document is the cover and introduction pages of the Spanish language textbook "Spanish Is Fun, Book 1". It provides an overview of the book, which teaches beginner Spanish vocabulary and grammar. It notes that Spanish and English share many words that are spelled similarly or identically. It introduces the concepts of gender in Spanish nouns and the use of "el" and "la" as the articles for masculine and feminine nouns respectively. It also presents some common Spanish vocabulary words and simple sentences to demonstrate basic grammar patterns.
The document discusses the results of a study on the impact of climate change on wheat production. Researchers found that higher temperatures and changing precipitation patterns will significantly reduce wheat yields across major wheat-producing regions by 2050. The study concludes that efforts must be made to develop wheat varieties that can tolerate hotter and drier conditions to ensure future global food security as the climate continues to warm.
The document is a picture book that uses words from the Cambridge English: Movers Word List to help children who have completed Cambridge English: Starters continue improving their English skills. It contains colorful pictures with accompanying text and questions to encourage discussion. There are also word games and activities to help children practice the vocabulary words in context.
This document contains a Spanish alphabet and numbers workbook for beginners. It includes the alphabet from A to Z with their spelling in Spanish, numbers from 1 to 10 with their spelling in Spanish, and worksheets to practice writing the letters and spelling out the numbers.
Este documento contiene resúmenes de cuentos sobre valores en 3 oraciones o menos. Incluye cuentos sobre autoestima, aceptarse, alegría, actitud positiva, optimismo, gratitud y fortaleza. Cada cuento va seguido de preguntas y actividades para trabajar el valor en cuestión. El objetivo es utilizar estas lecturas para enseñar valores a los niños de manera entretenida.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the history and development of artificial intelligence over the past 70 years. It outlines some of the key milestones in AI research from the early work in the 1950s to modern advances in deep learning. While progress has been steady, fully general artificial intelligence that can match or exceed human levels of intelligence remains an ongoing challenge that researchers are still working to achieve.
11 Things My Son Taught Me about Life and BusinessRae Hoffman
The document discusses how life does not always go according to plan and things can change suddenly. It emphasizes that success in life depends not on sticking to a plan, but on one's ability to adapt and make the best of unexpected situations. A key message is that complaining makes one a victim, while taking action puts one in control of the outcome. The document encourages driving one's company, cause, and life forward through self-education and surrounding oneself with positive influences, as well as having the determination to get back up after facing setbacks.
66 word by word picture dictionary second edition red (1)Paola Saucedo
The document discusses the history and development of artificial intelligence over the past 70 years. It outlines some of the key milestones in AI research from the early work in the 1950s to modern advances in deep learning. While progress has been steady, fully general artificial intelligence that can match or exceed human levels of reasoning across all domains remains an ongoing challenge that researchers are still working to achieve.
The document discusses the history and development of artificial intelligence over several decades. Early research focused on symbolic approaches using rules and logic but progress was slow. More recently, machine learning techniques like deep learning have seen increasing success by learning from large amounts of data without being explicitly programmed.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already have a condition.
This document is the table of contents for a Spanish-English picture dictionary developed by J.D. Alexander in 2007. It lists over 30 categories of words included in the dictionary covering objects, places, body parts, feelings, family members and verbs. It also includes introductory sections about the purpose and development of the dictionary, as well as possible additions. The dictionary was created to help Spanish-speaking students in schools communicate through pictures when words alone are insufficient.
This document discusses challenges in teaching literacy to adult learners with very low literacy skills. It provides several examples of literacy activities that did not work well with this population and analyzes why. Key reasons for lack of success included learners having no foundational skills like print awareness, letter knowledge, or phonological awareness. The document emphasizes that this population needs instruction to start at a very basic level by first building important prerequisites through multi-sensory activities before being able to engage with more advanced literacy tasks. A task analysis approach is recommended to identify specific skill gaps for each learner.
Comm skills & multiple intelligences approach to communicative teachingShelia Ann Peace
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
The document discusses strategies for promoting early language and literacy skills in young children through storytime activities at libraries. It recommends incorporating phonological awareness activities, language enrichment, and hands-on learning. Specific ideas are provided for adapting books to make them accessible for children with different abilities and needs.
This document discusses using storybooks in the language classroom. It outlines the benefits of storybooks, such as motivating students and helping develop language skills. Criteria for selecting storybooks include linguistic, psychological and cultural factors. The document provides examples of activities that can be done with storybooks, targeting different language skills. It also discusses considerations for teachers in implementing storybooks, such as the need for creativity. Overall, the document advocates for the regular use of storybooks to engage students in an enjoyable way and support holistic development.
This document discusses creating a print-rich literacy environment for preschoolers. It emphasizes having print available throughout the classroom in various areas, at children's eye level, and in different formats. Examples are given of how to incorporate meaningful print into areas like the dramatic play, block, writing, science, and library areas. The importance of modeling writing and providing opportunities for emergent writing is also discussed.
LIN101 introduces students to the field of linguistics. The course is taught by Dr. Russell Rodrigo and aims to define linguistics, identify its scopes, examine language and linguistic concepts, and analyze language learning and acquisition. Students will be assessed through participation, discussions, assignments, and a presentation to demonstrate their understanding of course topics like syntax, morphology, phonology, semantics, and pragmatics.
Meaning, thought and reality: How categories influence thinking.ThaSouzza
Language both influences and is influenced by thought and reality. While language allows us to express concepts about the world, it is mediated by cognition and context. Different languages categorize concepts differently due to the experiences and needs of their speakers. For example, Inuit languages have over 50 words for snow due to their reliance on distinguishing snow conditions. Language also uses deixis, or elements requiring context, to refer to reality, such as pronouns referring to people or places. Overall, language, thought, and reality have a complex and reciprocal relationship.
This document discusses different approaches to defining words and determining their meaning. It begins by explaining prototypes and mental images, noting that while useful for determining common associations, they do not fully capture a word's meaning. Dictionaries are then discussed, pointing out their limitations in relying on other defined words and being influenced by those who write them. The document advocates for usage-based definitions, using examples of different meanings of the word "fine" based on context. It concludes by introducing corpus linguistics as a way to study language usage through large databases to better inform definitions.
The document discusses research on the use of ebooks to help young children learn to read. While the research is still limited, some studies have found benefits to ebooks such as increased reading engagement for children ages 3-6, opportunities for independent reading practice, and scaffolding supports like narration, animations and interactive features. Ebooks may provide scaffolding to develop emergent literacy skills like alphabet knowledge, print awareness, phonological awareness and comprehension when they include digital features that mirror evidence-based instructional techniques used by teachers. Overall, ebooks show potential as an engaging medium that can ease classroom implementation and provide individualized practice, but more research is still needed as the literature remains limited.
An explanation of how to increase vocabulary through transmediation by creating a collage journal in response to reading a high quality newspaper on a daily basis.
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
This document discusses using effective and affective literature in English language teaching. It begins by asking questions about key concepts like what is real, authentic, effective and affective. It then discusses considerations for the Argentine context and possibilities for exploiting literature in exams. Various strategies are proposed for using literature, including keeping reading diaries, storytelling projects, drama activities and asking real questions in circle time. Websites with related resources are also listed.
The document provides guidance on developing reading skills for ESL students, recommending that teachers start students with short, interesting texts in their areas of interest and gradually increase the length and complexity of texts. It also offers various post-reading activities, such as comprehension questions, graphic organizers, role plays, and creative projects, to check students' understanding and keep them engaged. Additionally, the document reviews theories and research on second language reading development and effective reading instruction strategies.
- The document discusses picture books and how they differ from illustrated texts, with words and illustrations being equally balanced and important.
- It explores how children learn to read pictures based on their culture and highlights milestones in the development of picture books over time.
- The document analyzes various literary elements of picture books like plot, characters, themes, and how the format influences the reading experience.
1) The document provides a scheme of work for an English class at SMK Lahar over 40 weeks. It outlines the weekly themes, learning outcomes, activities and assessments.
2) The themes cover topics about people, environment, health, social issues, and science/technology. Learning outcomes focus on interpersonal, informational and aesthetic uses of language.
3) A variety of activities are planned like discussions, interviews, readings and writings. Assessments measure students' ability to understand texts, communicate effectively and apply grammar.
This document provides an overview of using interactive science notebooks in the classroom. It discusses research showing notebooks can be an effective assessment tool and means for students to develop a deep understanding of science concepts. Teachers are provided with strategies for implementing notebooks, including dividing the pages for student and teacher input, using writing frames and graphic organizers, and providing formative feedback through "drive-bys" and rubric scoring. Students benefit from notebooks by reinforcing understanding and developing clear thinking.
The document discusses traditional and postmodern views of alphabet books. Traditional books see language as a tool to describe an objective reality, with words fitting the world. Postmodern books see language as performative and material, creating reality rather than just describing it. Some postmodern books play with language, challenging categorization and showing words as physical presences that shape meaning.
This document provides a scheme of work for Form 2 English at SMK Lahar over 29 weeks. It outlines 9 chapters to be covered on themes of People, Environment, Health, and Social Issues. Each week focuses on language skills and outcomes, vocabulary, grammar, and activities. Activities include discussions, readings, descriptions, interviews, presentations and more. Assessments are mapped to the Malaysian Education Blueprint in domains like acquiring vocabulary, asking questions appropriately, identifying main ideas, and writing for different purposes and audiences.
Early Literacy Workshop at Proud fo My Culture 2020Bobbee Pennington
This document provides information on developing early literacy skills in young children. It discusses how hands-on experiences and play are crucial for building the foundation needed for reading. During the ages of 0-3, brain development occurs rapidly through interactions with caring adults. Reading aloud together, talking, singing, writing and playing are highlighted as key ways to develop skills like print motivation, phonological awareness, vocabulary and narrative skills. The document emphasizes that symbolic thought and reading comprehension are built upon a base of concrete, sensory experiences. It encourages caregivers to incorporate literacy-rich activities into everyday routines and play to help children's brains form connections for future school success.
Similar to English book spanish - picture dictionary (20)
1) O documento apresenta as informações sobre a elaboração do balanço patrimonial de uma empresa prestadora de serviços.
2) É destacada a importância do balanço patrimonial para apresentar a posição financeira da empresa em determinada data.
3) São explicados os critérios de classificação das contas no ativo e passivo de acordo com a Lei 6.404/76, com foco no grau de liquidez e exigibilidade.
1) O documento apresenta uma breve história da Contabilidade, desde os primórdios até os dias atuais.
2) É introduzido o método das partidas dobradas, onde cada débito tem um crédito correspondente de igual valor.
3) Exemplos ilustram como as transações comerciais são registradas usando débitos e créditos nas contas apropriadas.
O documento apresenta:
1) A equipe responsável pela produção e revisão de um curso técnico em operações comerciais;
2) O objetivo do curso é ensinar sobre conceitos e formação do patrimônio inicial de empresas.
Este documento fornece informações sobre a equipe responsável pela produção de um curso técnico em operações comerciais. A equipe inclui coordenadores de produção, edição, revisão, design gráfico, diagramação, arte e ilustração, revisão tipográfica, design instrucional e revisão de linguagem e normas. O curso foi desenvolvido pela Secretaria de Educação a Distância da Universidade Federal do Rio Grande do Norte.
O documento fornece informações sobre patrimônio líquido e variações patrimoniais. Ele define patrimônio líquido como a diferença entre os bens e direitos de uma empresa e suas obrigações com terceiros. Também classifica as variações patrimoniais em permutativas, modificativas e mistas, dependendo se alteram apenas os componentes do patrimônio ou também o patrimônio líquido.
Este documento fornece informações sobre conceitos básicos da contabilidade como contas, débito, crédito e saldo. Explica que contas são agrupamentos que registram fatos de mesma natureza e dá exemplos. Define débito e crédito como convenções contábeis onde a conta que representa a aplicação de recursos sofre um débito e a que representa a origem sofre um crédito. Por fim, explica que saldo é a diferença entre débitos e créditos, podendo ser devedor ou credor.
O documento fornece informações sobre a classificação e função das contas contábeis. As contas são classificadas em patrimoniais e de resultado. As contas patrimoniais representam bens, direitos e obrigações, enquanto as contas de resultado representam despesas e receitas. O ativo é composto por contas circulante, realizável a longo prazo, permanente e diferido.
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Este documento fornece instruções sobre escrituração contábil e o método das partidas dobradas. Explica os elementos essenciais de um lançamento contábil, como local e data, conta débito, conta crédito, histórico e valor. Também demonstra exemplos de lançamentos usando o método das partidas dobradas.
O documento apresenta um exemplo de balancete de verificação com 4 colunas para a empresa Comercial ABC. O balancete é elaborado após os lançamentos contábeis e razonetes referentes às seguintes movimentações em fevereiro de 2006: 1) Aporte de capital pelos sócios; 2) Abertura de conta bancária; 3) Compra de veículo; 4) Compra de móveis; 5) Captação de empréstimo. O balancete verifica a igualdade entre os totais de débitos e créditos, demonstrando a cor
1) O documento apresenta informações sobre uma aula sobre lançamentos contábeis, razonetes e balancete de verificação.
2) São apresentados exemplos de lançamentos de diversas transações financeiras de uma empresa.
3) O documento também traz informações sobre contas de resultado e seus conceitos.
1) O documento apresenta o balancete de verificação da Cia Brasil em 31 de dezembro de 2006 com o objetivo de apurar o lucro bruto, calcular depreciações, transferir contas de resultado e elaborar balanços.
2) São descritos os 7 passos para realizar a apuração do resultado, incluindo o cálculo do lucro bruto, depreciações, transferência de contas, provisão para imposto de renda e distribuição de lucros.
3) O balancete final é apresentado com os saldos atualizados
1) O documento apresenta conceitos fundamentais sobre custos, distinguindo entre custos fixos, variáveis, diretos e indiretos.
2) É destacada a importância da contabilidade de custos para que as empresas possam analisar seus gastos e tomar decisões estratégicas.
3) O custo simplificado é definido como um método para calcular o custo global de produção ou vendas de uma empresa de forma simplificada, sem considerar o custo unitário de cada produto.
1) O documento apresenta um resumo final de conceitos contábeis abordados ao longo de 15 aulas de Contabilidade.
2) São revisados conceitos como ativo, passivo, patrimônio, débito e crédito por meio de exercícios práticos.
3) Inclui também a revisão de temas como balancete de verificação, lançamentos contábeis e balanço patrimonial.
1) O documento apresenta exercícios contábeis sobre operações diversas como compra e venda de mercadorias, aquisição de bens, pagamentos e recebimentos. 2) São solicitados lançamentos contábeis nas contas e a elaboração de balanços patrimoniais e demonstrações de resultado. 3) Os exercícios visam a prática de registros contábeis básicos de empresas em diferentes cenários operacionais.
Este documento apresenta exercícios sobre o Balanço Patrimonial e a Demonstração do Resultado do Exercício. Inclui questões sobre os principais grupos de contas do Balanço, regras para distribuição de contas, classificação de itens no Balanço e exercícios para preenchimento de Balanços Patrimoniais. Também aborda conceitos sobre a Demonstração do Resultado, grupos de despesas operacionais e associação de termos.
O documento descreve a Contabilidade como uma ciência por possuir objeto de estudo (o patrimônio das entidades) e método de análise próprio (partidas dobradas). Apresenta a história da Contabilidade desde Pacioli em 1494, que sistematizou o método das partidas dobradas utilizado em Veneza, até autores posteriores que contribuíram para o desenvolvimento da ciência no Brasil e em outros países. Também define os elementos constitutivos da Contabilidade como ciência.
Os principais grupos e subgrupos de contas do patrimônio são:
1. Ativo
- Circulante
- Caixa e equivalentes de caixa
- Contas a receber
- Estoques
- Não Circulante
- Investimentos
- Imobilizado
- Intangível
2. Passivo
- Circulante
- Financiamentos e empréstimos
- Contas a pagar
- Impostos e contribuições
- Não Circulante
- Financiamentos e empréstimos
- Provisões
3. Patrimônio Líquido
- Capital
Os principais grupos e subgrupos de contas do patrimônio são:
1. Ativo
- Circulante
- Caixa e equivalentes de caixa
- Contas a receber
- Estoques
- Não Circulante
- Investimentos
- Imobilizado
- Intangível
2. Passivo
- Circulante
- Financiamentos e empréstimos
- Contas a pagar
- Impostos e contribuições
- Não Circulante
- Financiamentos e empréstimos
- Provisões
3. Patrimônio Líquido
- Capital
2. Bilingual Picture Dictionary
Table of Contents
INTRODUCTION TO THE DICTIONARY (2 pages)
STUDENT COMPLETED PAGE(S)
Older students, text only (1 page)
Younger students, drawings and text (2 pages)
OBJECTS
Fixtures (3 pages)
Board
Chair
Computer: keyboard, monitor, mouse
Desk
Door
Phone
Sink: faucet, handle, soap bottle
Table
Trash can
Water Fountain
Materials for the classroom (2 pages)
Backpack
Book (closed)
Calculator
Folder
Notebook
Paper
Pen
Pencil
Other materials (1 page)
Ball
Jacket (hood, sleeve, pocket)
PLACES (3 pages)
Art Room
Bathroom (sink, toilet, toilet paper)
Bus
Cafeteria
Classroom
Computer Lab
Gym
Hallway
Library
Music Room
Nurse’s Office
Outside (grass, sidewalk, tree)
Playground
Principal’s Office
Stairs
Developed by J.D. Alexander
2007
3. Bilingual Picture Dictionary
Table of Contents
PEOPLE
The Body (2 pages)
Ankle
Arm
Back
Chest
Elbow
Face ( cheek, ear, eyebrow, glasses, lip, nose, teeth, throat, tongue)
Finger
Foot
Hair
Hand
Head
Heel
Hip
Knee
Leg
Mouth
Neck
Shoulder
Shin
Stomach
Thigh
Thumb
Toes
Waist
Wrist
Feelings (3 pages)
Cold
Confused
Happy
Hot
Hungry
Mad
Scared
Sleepy
Surprised
Thirsty
Worried
Family (2 pages)
Aunt
Baby
Brother
Cousin
Daughter
Father
Grandfather
Developed by J.D. Alexander
2007
4. Bilingual Picture Dictionary
Table of Contents
Grandmother
Mother
Nephew
Niece
Sister
Son
Uncle
VERBS (6 pages)
Count
Finish
Line Up
Listen
Look
Point
Raise your hand
Read
Share
Sit (in a chair, on the floor)
Stop
Talk
Think
Walk
Wash hands
Write
TEXT ONLY SECTIONS (7 pages)
Asking Questions
A few useful phrases
Numbers
Calendar
Cognates and False Cognates
High Frequency Verbs
BIBILIOGRAPHY
(Image Credits)
Developed by J.D. Alexander
2007
5. Introduction
Why a picture dictionary?
When two people do not share a spoken language, it is often still possible to
communicate through gesture and pictures. As a tutor, I often find myself drawing pictures
to help explain show my students what I mean. When words are insufficient, it seems natural
to use images to clarify meaning—that’s why we have blueprints for building houses and
photographs of plants in seed catalogs instead of just descriptions. When a friend travels to a
place we’ve never been, of course we want to hear the stories, but we appreciate pictures as a
means of conveying what words cannot (yes, the water was that blue).
But drawing on the spur of the moment has some major limitations. One doesn’t
always have the proper materials (and it is tricky to draw “plum” without it being mistaken
for “peach” if you don’t have crayons or colored pencils and “fuzzy” isn’t in the shared
vocabulary yet). Some people can’t draw realistically enough for this purpose—especially
when they want to communicate quickly. So, when I asked an administrator what her
teachers needed to better help their students who speak Spanish and she told me that a
picture dictionary would be helpful, I thought that made perfect sense. I actually thought
that the need for such a thing was so obvious that there would already be a good one readily
available.
There are many fine picture dictionaries, but they are not usually bilingual. The
bilingual dictionaries that do exist generally aren’t illustrated. Or the text and the illustrations
aren’t well integrated, or the book is cumbersome to use. Certainly I was not able to find one
that was edited to include only words that would be most relevant in a school setting, freely
available via the Internet, and easy to customize. That is what I have tried here to create.
Research as well as anecdotal evidence supports the idea that this tool could be
useful in the classroom. In their article “What We Know about Effective Instructional
Practices for English-Language Learners” Gersten and Baker (2000) identified the practice
of “building and using vocabulary as a curricular anchor” and “using visuals to reinforce
concepts and vocabulary” as the top two of their five specific instructional variables that can
be “critical components for instruction.” Particularly in regards to using visuals, they write:
Two of the intervention studies and several of the observational studies
noted that the use of visuals during instruction increased learning… Rousseau et
al. (1993) used visuals for teaching vocabulary (i.e., words written on the board
and the use of pictures), and Saunders et al. (1998) systematically incorporated
visuals for teaching reading and language arts. Because the spoken word is
fleeting, visual aids such as graphic organizers, concept and story maps, and word
banks give students a concrete system to process, reflect on, and integrate
information….
Implementation of even simple techniques, such as writing key words on
the board or flip chart and discussing them, can enhance meaningful English-
language development and comprehension. The professional work groups
concurred that even the simplest integration of visuals is drastically underutilized
(Gersten & Baker, 2000).
About the words included
The list of words that appear in this dictionary is the result of discussions with many
educators (general classroom, ESL, special education, school administrators, college
professors, etc.) and students about what would be most useful. Having only a limited
amount of time in the semester, I tried to create a relatively short list of high utility words
tailored to the school setting. I then chose words from this list that would be possible to
Developed by J.D. Alexander
2007
6. Introduction
illustrate clearly. “To know” is something that would undoubtedly be useful in a school
setting, and it is one of the 12 verbs Biber and Conrad (2001) found to be most frequently
occurring in the English language (more than 1,000x per 1,000,000 words). Unfortunately, it
is difficult to clearly illustrate an abstract concept like “to know.”
I have sorted the words into categories that I hope will make intuitive sense to others
as well as myself. Each category is stored as a separate document on the CD, so that users
can select as many or as few as they would like to print.
Within each category, I have arranged the entries alphabetically according to the
English translation. I choose to alphabetize on the basis of the English rather than the
Spanish so that, if this dictionary proves useful enough for someone to want to translate it
(into Korean? Chinese?) for the use of other English language learners that can be done
without rearranging the order of the entries. I have done my typing throughout the
dictionary in text boxes so, again, it should be easy to edit. I have put each entry in the target
language (English) in bold type, the entry in Spanish in italics, and used smaller, plain type to
show the use of the words in a sentence, if I could think of a short, good one.
About the images
Since this dictionary’s first purpose is to serve Latino students, as much as possible I
have tried to use Latino people as models for the illustration of verbs, family relationships,
etc. This was more difficult than one might imagine. When I was not able to find Latino
models willing to be photographed, I made use of flickr.com to search for images, often
using Spanish search terms in the hopes of finding photographs of and by Latinos.
If I was not able to do find such images, and because this dictionary may be used for
other English Language Learners, I tried to use a variety of diverse models. One of the great
things about the United States of America is our diversity—not everyone looks or speaks or
thinks alike. And so, partially out of desperation to illustrate certain concepts, but mostly
because we do wish to be part of a diverse community, my very patient husband is pictured
twice, and my hands and body are in here, too.
Possible additions
There are many other words that I would have liked to illustrate, if I had had more
time. At the beginning of this project I did not imagine that it would take nearly so long as it
did to find and edit each image. “Del dicho al hecho, hay mucho trecho” (from the word to the
deed, there is a long trip).
I think it might be useful to illustrate the feeling “ill,” the object-noun “locker,” as
well as various foods, and school personnel such as “bus driver” “custodian,” “principal,”
etc, and several other verbs including “to have,” to need,” and “to wait.” I hope that these
entries and others may be added at a later date.
Developed by J.D. Alexander
2007
7. Student Pages
paginas sobre el estudiante
Mi nombre es: ___________________________________________
My name is: ___________________________________________
Este es un dibujo de las personas en mi familia que viven conmigo.
Here is a drawing of the people in my family who live with me.
En mi escuela, ___________________________________________,
estoy en la clase de ____________________________.
In my school, _______________________________________________,
I am in _________________________________class. Developed by J.D. Alexander
2007
8. Paginas sobre el estudiante
Student Pages
Mi color favorito es _________________________________
My favorite color is _________________________________
Los colores: The colors:
Rojo Red
Anaranjado Orange
Amarillo Yellow
Verde Green
Azul Blue
Morado Purple
Marrón Brown
Negro Black
Gris Grey
Blanco White
Me gusta comer mi comida favorita. Mi comida favorita es:
____________________________
I like to eat my favorite food. My favorite food is:
____________________________
Developed by J.D. Alexander
2007
9. Student Page
pagina sobre el estudiante
Mi nombre es: ___________________________________________
My name is: ___________________________________________
Yo nací en _________________el______de____________________.
(ciudad) (dia) (mes, año)
I was born in _____________on the ______of__________________.
(city) (day) (month, year)
Hay _____ personas en mi familia que viven conmigo. Ellos son:
(numero)
__________________________________________________________________________.
There are _____people in my family who live with me. They are:
(number)
__________________________________________________________________________.
Mis cosas favoritas My favorite things
Color… Color…
Canción… Song…
Película… Movie/film….
Libro… Book…
Deporte… Sport…
Comida…. Food…
En mi escuela, _______________, estoy en la clase de ________________.
In my school, ____________________, I am in ______________________class.
Developed by J.D. Alexander
2007
10. Objects: furniture & fixtures
objetos:muebles y accesorios
board chair
la pizarra (el pizarrón) la silla
monitor
la pantalla
keyboard
el teclado
mouse
el ratón
computer desk
la computadora el escritorio
Developed by J.D. Alexander
2007
11. Objects: furniture & fixtures
objetos:muebles y accesorios
door phone
Please close the door. el teléfono
la puerta
Por favor, cierra la puerta.
faucet
el grifo
soap bottle
el jabón
handle
la manija
sink table
el lavabo la mesa
Developed by J.D. Alexander
2007
12. Objects: furniture & fixtures
objetos:muebles y accesorios
trash can water fountains
el basurero los bebederos de agua
Developed by J.D. Alexander
2007
13. School Supplies
materiales escolares
a backpack a (closed) Book
una mochila Open your book
un libro (cerrado)
Abre tu libro.
a calculator the folders
una calculadora las carpetas
Developed by J.D. Alexander
2007
14. School Supplies
materiales escolares
spiral notebooks
cuadernos espirales
(binder)
three-ring notebook
carpeta de tres anillos
the notebooks some pieces of paper
los cuadernos unas hojas de papel
eraser
la goma
lead (graphite)
mina (grafito)
two pens a pencil
dos plumas un lápiz
Developed by J.D. Alexander
2007
15. Miscellaneous Objects
objetos misceláneos
basketball
el baloncesto
ball
una pelota
football
la pelota de fútbol
norteamericano
tennis ball
la pelota de tenis soccer ball
la pelota de fútbol
five balls
cinco pelotas
hood
capucha
sleeve
manga
pocket
bosillo
the jacket
la chaqueta
Developed by J.D. Alexander
2007
16. Places
lugares
sink
el lavabo
toilet
paper
el papel
higiénico
toilet
el inodoro
the art room the bathroom
la sala de arte el baño
the bus the cafeteria
el autobús (camión) la cafeteria
Developed by J.D. Alexander
2007
17. Places
lugares
the computer lab
the classroom el laboratorio de computadoras
el salón de clase
the hallway (corridor)
the gym el corredor
el gimnasio
Developed by J.D. Alexander
2007
18. Places
lugares
the library (media center)
la biblioteca the music room
la sala de música
the playground
el patio de recreo
the nurse’s office
la oficina del enfermero (o
de la enfermera)
Developed by J.D. Alexander
2007
19. Places
lugares
tree
el arból
grass
la hierba
sidewalk
la vereda
the principal’s office
la oficina del director
outside
afuera
the stairs
la escalera
Developed by J.D. Alexander
2007
21. The Body
el cuerpo
Parts of the face
partes de la cara
Developed by J.D. Alexander
2007
22. The Body
el cuerpo
glasses
los anteojos
Developed by J.D. Alexander
2007
23. Feelings
sentidos
cold confused
She feels cold in the snow. He is confused.
frío confundido(a)
Ella tiene frío en la nieve. Él está confundido.
hot
happy She feels hot.
She smiles because she is happy.
calor
feliz Ella tiene calor.
Ella sonríe porque está feliz.
Developed by J.D. Alexander
2007
24. Feelings
sentidos
hungry mad (angry)
When you are hungry, you want to eat. He is mad.
hambre enojado(a)
Cuando tienes hambre, quieres comer. Él está enojado.
sad scared
He is crying because he is sad. He is scared.
triste miedo
Él está llorando porque está triste. Él tiene miedo.
Developed by J.D. Alexander
2007
25. Feelings
sentidos
surprised thirsty
She is surprised. When you are thirsty, you want to drink.
sorprendida(o) sed
Ella está sorprendida. Cuando tienes sed, quieres beber.
tired
A tired person needs to sleep. worried
They are worried.
cansado(a)
Una persona cansada necessita dormir. preocupado(a)
Ellos están preocupados.
Developed by J.D. Alexander
2007
26. Family
la familia
mother, daughter, grandmother brother, father, son
The mother is the daughter of the The brothers are sons of their mother
grandmother. and father.
madre, hija, abuela hermano, padre, hijo
La madre es la hija de la abuela. Los hermanos son hijos de su madre y
su padre.
cousins, grandfather, parents
Cousins have the same grandmother or grandfather but different parents.
primos, abuelo, padres
Los primos tienen la misma abuela o abuelo, pero padres diferentes.
Developed by J.D. Alexander
2007
27. Family
la familia
uncle, sister, baby
The men are the uncles of their sister’s
baby. aunt, niece, nephew
tio, hermana, bebé My aunt has one niece and one nephew.
Los hombres son los tios del bebé de su tia, sobrina, sobrino
hermana. Mi tia tiene una sobrina y un sobrino.
Developed by J.D. Alexander
2007
28. Verbs (actions)
verbos (acciónes)
to count
It’s possible to count to five on one hand.
contar
Es posible contar cinco en una mano.
to line up
to finish Please line up, students.
She is proud that she has finished.
hacer una fila
terminar Por favor hagan una fila, estudiantes.
Ella está orgullosa de haber terminado.
Developed by J.D. Alexander
2007
29. Verbs (actions)
verbos (acciónes)
to listen
Listen to what they are saying. to look
The girl is looking at the starfish.
escuchar
Escuche lo que están diciendo. mirar
La niña está mirando la estrella de mar.
to point
The hands point to the circle.
señalar
Las manos señalan el círculo.
Developed by J.D. Alexander
2007
30. Verbs (actions)
verbos (acciónes)
to raise
Raise your hand.
levantar
Levante la mano.
to read to share
He reads his book. The friends share the drink.
Developed by J.D. Alexander
leer compartir 2007
Él lee su libro. Las amigas comparten la bebida.
31. Verbs (actions)
verbos (acciónes)
to sit down to sit
The young woman sits down on the floor. The boy is sitting in his chair.
sentarse sentar
La joven se sienta en el piso. El muchacho está sentado en su silla.
to stop
Stop! Don’t do that.
parar Developed by J.D. Alexander
¡Para! No lo hagas. 2007
32. Verbs (actions)
verbos (acciónes)
to talk to think
They are talking in English. She thinks about her answer.
hablar pensar
Ellos están hablando en inglés. Ella piensa en su respuesta.
to walk
She walks in the city.
andar
Ella anda en la ciudad.
Developed by J.D. Alexander
2007
33. Verbs (actions)
verbos (acciónes)
to wash to write
It’s important to wash your hands with soap Write a sentence.
and water.
escribir
lavar(se) Escriba una oración.
Es importante lavarse las manos con agua y
jabón.
Developed by J.D. Alexander
2007
34. Text Only
solamente texto
Asking Questions
Pedir Preguntas
How are you?
¿Cómo estás? How much do you need?
¿Cuánto necessitas?
What happened?
¿Qué pasó? Are there…?
¿Hay …?
Which do you like more?
¿Cúal te gusta más? Do you know what the teacher said?
¿Sabes lo que dijo el maestro?
Who knows the answer?
¿Quién sabe la respuesta? When is best to call you (during the day, the
afternoon, or at night?)
Whose turn is it? ¿Cuándo es mejor para llamarte
¿A quién le toca? (por la mañana, la tarde, o la
noche)?
What time is lunch?
¿A qué hora es almuerzo? How do you say…?
¿Cómo se dice…?
Where are the bathrooms?
¿Dónde están los baños? What does this word mean?
¿Qué quiere decir esta palabra?
Why…?
¿Por qué …? (reason)
¿Para qué …? (purpose)
And a few useful phrases.
Y unos frases útiles.
Repeat what you said, please. Show me what you did.
Repita lo que dijiste, por favor. Muestrame lo que hiciste.
I’m sorry, I thought you said something else. I need help.
Lo siento, pensaba que dijiste algo Necessito ayuda.
diferente.
Good morning!
Once again, slower please. ¡Buenos días!
Otra vez, más despacio por favor.
Good afternoon!
Thank you very much. ¡Buenas tardes!
Muchas Gracias.
Good night!
You’re welcome ¡Buenas noches!
De nada.
See you (tomorrow, Monday, later)!
Wait one moment... ¡Hasta (mañana, lunes, luego)!
Espera un momento...
Yes, no, maybe.
Come here. Sí, no, quizás.
Ven acá.
Developed by J.D. Alexander
2007
35. Text Only
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Numbers/ Numeros
zero 0 cero
Months of the year
one 1 uno Meses del año
two 2 dos Winter invierno
three 3 tres December diciembre
four 4 cuatro January enero
five 5 cinco February febrero
six 6 seis
Spring
seven 7 siete
March marzo
eight 8 ocho
April abril
nine 9 nueve
May mayo
ten 10 diez
Summer Verano
eleven 11 once
June junio
twelve 12 doce
July julio
thirteen 13 trece
August agosto
fourteen 14 catorce
Autumn (Fall) Otoño
fifteen 15 quince
September septiembre
sixteen 16 dieciséis
October octubre
seventeen 17 diecisiete
eighteen 18 dieciocho November noviembre
nineteen 19 diecinueve
twenty 20 veinte
Days of the Week
thirty 30 treinta Dias de la Semana
forty 40 cuarenta Monday lunes
fifty 50 cincuenta Tuesday martes
sixty 60 sesenta Wednesday miercoles
seventy 70 setenta Thursday jueves
eighty 80 ochenta Friday viernes
ninety 90 noventa Saturday sabado
hundred 100 cien Sunday domingo
two hundred 200 dos cientos
thousand 1000 mil
Developed by J.D. Alexander
2007
36. Text Only
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English-español Cognates/Cognados
“Cognates” are pairs of words in different languages which are very similar
in pronunciation, spelling, and meaning; this is often because they share a
common origin. In English and Spanish, most cognates are due to the common
influence of Latin. English and Spanish have many, many more cognates
(thousands) than it would be practical to list here. These are a selection that I
thought would be most useful (or most fun) for a student or classroom teacher to
be aware of. A longer (but still incomplete) list of cognates can be found at the
website: http://www.colorincolorado.org/pdfs/articles/cognates.pdf
It is important to know that, although they share many true cognates,
English and Spanish also have some words that look similar, sound similar, may
have similar roots, but have come to mean very different things in each language.
Probably the most classic example of such false cognates is the
embarassed/embarazada pair. In English, embarassed means to be “painfully
self-conscious, ill at ease, ashamed, or humiliated.” In Spanish, embarazada
means pregnant. It can be very embarassing to use a false cognate. Fortunately,
there are not nearly so many false cognates as there are true ones. There are
less than 200 of these falsos amigos—a list of most of them can be found at the
website: http://www.platiquemos-
letstalk.com/Extras/Articles/FalseCognates/FalseCongnatesMain.htm
English español English español
A chocolate chocolate
circle círculo
accident accidente
class clase
activities actividades
coast costa
actor actor
color color
(to) admit admitir
common común
adult adulto
complete completo(a)
air aire
company compañia
allergic alérgico(a)
concert concierto
animal animal
construction construcción
attention atención
(to) continue continuar
automobile automóvil
curious curioso(a)
B D
baseball beisbol
December diciembre
bicycle bicicleta
(to) decide decidir
C (to) depend depender
cable cable (to) describe describir
camera cámara (to) determine determinar
cause causa different diferente
center centro dinosaur dinosaurio
Developed by J.D. Alexander
2007
37. Text Only
solamente texto
English español English español
direction dirección independence independencia
(to) disappear desaparecer information información
discrimination discriminación insects insectos
(to) discuss discutir (to) insist insistir
distance distancia intelligent intelegente
doctor doctor interesting interesante
dollar dólar (to) interrupt interrumpir
double doble introduction introducción
dragon dragón L
E lemon limón
electric elétrico(a) lesson lección
energy energía line línea
(to) enter entrar lion león
(to) examine examinar list lista
explosion explosión M
extra extra
machine máquina
F magic magia
family familia map mapa
famous famoso(a) memory memoria
fascinate fascinar metal metal
favorite favorito(a) million millón
finally finalmente minute minuto
fruit fruta moment momento
G much mucho
music música
garden jardín
golf golf N
gorilla gorilla natural natural
group grupo no no
H normal normál
nervous nervioso(a)
history historia
honor honor O
hospital hospital (to) obey obedecer
hotel hotel object objecto
hour hora ocean océano
I office oficina
idea idea P
(to) imagine imaginar park parque
immediately immediamente part parte
immigrants immigrantes patience paciencia
important importante perfect perfecto(a)
incredible incredible permanent permanente
Developed by J.D. Alexander
2007
38. Text Only
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English español English español
photograph fotografía special especial
piano piano stomach estómago
pirate pirata (to) study estudiar
pizza pizza surprise sorpresa
planet planeta T
plans planes
telephone teléfono
plants plantas
television television
plate plato
terrible terrible
(to) practice práctica
tomato tomate
(to) prepare preparar
totally totalmente
(to) present presentar
traffic tráfico
problem problema
(to) trap atrapar
professional profesional
R U
uniform uniforme
radio radio
restaurant restaurante V
rich rico(a) vegetables vegetales
rock roca version versión
S (to) visit visitar
(to) vote votar
secret secreto
Cognate Patterns
Many Spanish words that end in –ción have a parallel English word that ends in –tion. Examples:
admiración/admiration, celebración/celebration, pronunciación/pronunciation, sección/section.
Spanish words that end in –dad often have a corresponding English word ending in –ty.
Examples: curiosidad/curiosity, posibilidad/possibility, realidad/reality.
Frequently Spanish words that end in –ia, - ía, or –io have an English parallel ending in –y.
Examples: familia/family, memoria/memory, necesario/necessary, vocabulario/vocabulary.
The Spanish ending –oso(a) for adjectives corresponds to the English adjective ending –ous.
Examples: famoso/famous, generoso/generous, misterioso/mysterious, nervioso/nervous.
Many Spanish adverbs ending in –mente correspond to English adverbs ending in –ly. Examples:
correctamente/correctly, exactamente/exactly, frecuentamente/frequently,
perfectamente/perfectly, rápidamente/rapidly.
Developed by J.D. Alexander
2007
39. Text Only
solamente texto
Common Verbs/Verbos Comúnos
We use some words more than others. Using corpora (collections of
written or spoken language stored electronically) researchers have created word
frequency lists. According to Biber and Conrad (200) the twelve verbs that
appear most frequently in the English language are: say, get, go, know, think,
see, make, come, take, want, give, and mean. Verbs are tricky to illustrate in
general, and many of these very useful verbs were beyond my ability. However,
because they are so useful, I have included here a list of these twelve verbs,
conjugated in the different forms of the present tense (and the imperative, when
appropriate) and paired each with a Spanish translation:
English español
TO GO IR
I go we go (yo) voy (nosotros) vamos
you go (tú) vas (vosotros) vais
he/she/it goes they go (él/ella) va (ellos/ellas) van
Command Form: Imperativo:
Please go inside now. Por favor, vete dentro ahora.
Don’t go! ¡No te vayas!
TO MAKE/DO HACER
I make/do we make/do hago hacemos
you make/do haces haceis
he/she/it makes/does they make/do hace hacen
Command Form: Imperativo:
Make it tomorrow. Haz lo mañana.
Don’t do it! ¡No lo hagas!
TO THINK PENSAR
I think we think pienso pensamos
you think piensas pensáis
he/she/it thinks they think piensa piensan
Command Form: Imperativo:
Think about your answer. Piensa en tu respuesta.
Please, don’t think about that. Por favor, no pienses en eso.
TO KNOW (A PERSON) CONOCER
I know we know conozco conoces
you know conoces conocéis
he/she/it knows they know conoce conocen
TO KNOW (A FACT) SABER
I know we know sé sabemos
you know sabes sabéis
he/she/it knows they know sabe saben
Developed by J.D. Alexander
2007
40. Text Only
solamente texto
TO SEE VER
I see we see veo vemos
you see ves veis
he/she/it sees they see ve ven
TO SAY/TELL DECIR
I say we say digo decimos
you say dices decís
he/she/it says they say dice dicen
Command Form: Imperativo:
Tell me the truth. Dime la verdad.
Don’t tell me! ¡No me digas!
TO GET (obtain) CONSEGUIR
I get we get consego consequimos
you get consegues conseguís
he/she/it gets they get consegue conseguen
TO COME VENIR
I come we come vengo venemos
you come vienes vieneis
he/she/it comes they come viene vienen
Command Form: Imperativo:
Come with me. Ve conmigo.
Don’t come until 9. No te vengas hasta las nueve.
TO TAKE LLEVAR
I take we take llevo llevamos
you take llevas lleváis
he/she/it takes they take lleva llevan
Command Form: Imperativo:
Take your homework with you. Lleva tu tarea contigo.
Don’t take it home. No lo lleves a casa.
TO WANT QUERER
I want we want quiero queremos
you want queres queréis
he/she/it wants they want quiere quieren
TO MEAN QUERER DECIR
I mean we mean quiero decir queremos decir
you mean queres decir queries decir
he/she/it means they mean quiere decir quieren decir
Developed by J.D. Alexander
2007
41. Bibliography
Biber, D. & Conrad, S. (2001). Quantative corpus-based research: Much more than bean
counting. TESOL Quarterly, 35(2), 331-336.
Casteel, D. (2007). False Cognates/ Falsos Amigos. Retrieved May 21, 2007 at
http://www.platiquemos-
letstalk.com/Extras/Articles/FalseCognates/FalseCongnatesMain.htm.
Gersten, R. & Baker, S. (2000). What We Know about Effective Instructional Practices
for English-Language Learners. Exceptional Children, 66(4), 454.
Levy, Stephen L. & Nassi, Robert J. (1996). Chapter 28: Cognates. Nassi/Levy Spanish
First Year, Workbook Edition (pp. 325-340). New York: Amisco School Publications,
Inc.
Living Language Spanish Dictionary, Revised and Updated. (1993). Irwin Stern, editor.
New York: Crown Publishers, Inc.
McKay, S. (2006). Researching Second Language Classrooms. Mahwah, New Jersey:
Lawrence Erlbaum Associates.
The New World Spanish/English English/Spanish Dictionary. (1968). Salvatore
Ramondino, editor. New York: Signet Books.
Colorín Colorado. Using Cognates to Develop Comprehension in English. Retreived May
21, 2007 from http://www.colorincolorado.org/educators/background/cognates.
42. Image credits
The following images have been used under Creative Commons license or by permission
of the creator.
scared http://www.flickr.com/photos/witemike1015/127598095/
sleepy http://www.flickr.com/photos/pernell/186718106/
table http://www.flickr.com/photos/richardellis/354098960/
Sit down http://www.flickr.com/photos/seandreilinger/133298903/
Talk http://www.flickr.com/photos/eecue/81211433/,
http://www.flickr.com/photos/paulbence/20879433/in/set-426673
The body http://www.flickr.com/photos/merkur/145437293/
Aunt, nephew, http://www.flickr.com/photos/cobalt/322575873/
niece
Mother, http://www.flickr.com/photos/ivoguer/360061736/
grandmother,
daughter
Father son brother http://www.flickr.com/photos/mishra/6977962/
cold http://www.flickr.com/photos/jaboney/98518312/,
http://www.flickr.com/photos/girlfromauntie/6560614/
confused http://www.flickr.com/photos/mn_francis/388474284/
Happy http://www.flickr.com/photos/flavsonfire/324263903/
hot http://www.flickr.com/photos/cathzilla/26606546/
hungry http://www.flickr.com/photos/kali-ma/121984304/
sad http://www.flickr.com/photos/brunolas/265889144/
Surprised http://www.flickr.com/photos/mkanyo/413242598/
Thirsty http://www.flickr.com/photos/aracnofobia/390490447/
Worried http://www.flickr.com/photos/love_sex_and_dirty_streets/426806858/
Trash can http://www.flickr.com/photos/msspider66/32757967/
mad http://www.flickr.com/photos/whole/27901688/
Outside http://www.flickr.com/photos/revjim/131303743/
proud http://www.flickr.com/photos/cobalt/228856932/,
http://www.flickr.com/photos/skvidal/115112574/,
http://www.flickr.com/photos/mnadi/32325828/
43. Line up http://www.flickr.com/photos/judybaxter/115792061/
listen http://www.flickr.com/photos/esther17/303598037/
read http://www.flickr.com/photos/gatoazul/258045297/
think http://www.flickr.com/photos/jubilo/351385590/
Walk http://www.flickr.com/photos/pulpolux/96062870/
Uncle, sister, baby http://www.flickr.com/photos/nathanielstern/338858109/,
http://www.flickr.com/photos/kjirstinb/477451702/,
http://www.flickr.com/photos/dreamsister/308896046/