An ESL presentation for third grade primary school students on adjectives related to feelings and emotions and the affirmative, negative and interrogative form of the verb "to be".
This document discusses how to express feelings in English using different verbs followed by a "-ing" verb form. It provides examples of using "like", "love", "enjoy", and "hate" followed by a verb in the -ing form to indicate feelings about actions. It also discusses using the expression "can't stand" followed by a verb in the -ing form to indicate strong dislike for something. The document is presented as part of an online course on expressing feelings in English.
This document discusses how to express feelings in English using different verbs followed by a "-ing" verb form. It provides examples of using "like", "love", "enjoy", and "hate" followed by a verb in the "-ing" form to indicate feelings about actions. It also discusses using the expression "can't stand" followed by a verb in the "-ing" form to indicate strong dislike for something. The document is presented as part of an online course on expressing feelings in English.
Basic Spanish | Lesson 11 | Talking about familyCultureAlley
Culturealley.com/spanish : Learn Spanish for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more! This lesson will cover family relations, some delightful conversations around introducing your family, brothers and sisters and talking about them. It will also cover possessive adjectives. To study at your own pace, take quizzes and more lessons go to www.culturealley.com. See you at the Alley!
This document provides information about stem-changing verbs in Spanish. It discusses the three types of stem changes that can occur in the present tense: o to ue, e to ie, and e to i. Examples are given for each type, including the verbs almorzar, entender, and servir. Key details about stem-changing patterns and conjugations are explained. Common stem-changing verbs like jugar, pensar, querer, and preferir are also analyzed in terms of their meaning and usage.
The document discusses what anger is, the different types of anger responses, causes of anger, and methods for dealing with and managing anger in a healthy way. It describes anger as a normal human emotion that helps release built up pressure, but can become unhealthy if expressed through violence or repression. The document outlines mild, moderate, and severe levels of anger and provides tips for recognizing anger warning signs in one's body. It suggests productive ways to express anger through activities like exercising, writing, and relaxation techniques, as well as ineffective ways like violence. Overall, the document promotes learning to control one's anger responses and choosing actions that diffuse anger in difficult situations.
Basic Spanish | Lesson 3 | Personal pronouns (I, you, he, she, they and more!) CultureAlley
This document provides a lesson on personal pronouns in Spanish. It introduces the first person singular pronoun "yo" and the first person plural "nosotros/as". It then covers the second person singular informal "tú", second person singular formal "usted", and second person plural "vosotros/as" and "ustedes". The third person singular pronouns "él" and "ella" and third person plural "ellos" and "ellas" are also introduced. Examples are provided to illustrate the proper use of these pronouns depending on whether the subject is one person or a group. Pronunciation tips are included for specific letters. The lesson emphasizes the cultural implications of using the
The document provides instructions for a quiz on Spanish vocabulary words. It tells students to clear their desks, that the quiz will cover 10 words from last Friday, and to use the back of the provided paper. It provides a word bank and hints for the quiz. It then gives options for other assignments - defining and providing examples of the word "accepting" or discussing differences between American and Spanish languages and cultures. The document celebrates differences and having them can be beneficial.
2.2. Words to describe feelings (3rd course)..pptxAntaresCobodero1
1) Feelings are mental associations and reactions to emotions that take place in our minds, making them harder to identify than emotions which produce physical responses in our bodies.
2) Emotions are aroused before feelings and can be identified through observation of physical responses, while feelings are mental reactions that are more difficult to identify.
3) An example is feeling cautious, worried, or nervous in response to the emotion of fear produced by a physical response when lights go out due to a storm. Emotions happen physically in our bodies while feelings are mental associations.
This document discusses how to express feelings in English using different verbs followed by a "-ing" verb form. It provides examples of using "like", "love", "enjoy", and "hate" followed by a verb in the -ing form to indicate feelings about actions. It also discusses using the expression "can't stand" followed by a verb in the -ing form to indicate strong dislike for something. The document is presented as part of an online course on expressing feelings in English.
This document discusses how to express feelings in English using different verbs followed by a "-ing" verb form. It provides examples of using "like", "love", "enjoy", and "hate" followed by a verb in the "-ing" form to indicate feelings about actions. It also discusses using the expression "can't stand" followed by a verb in the "-ing" form to indicate strong dislike for something. The document is presented as part of an online course on expressing feelings in English.
Basic Spanish | Lesson 11 | Talking about familyCultureAlley
Culturealley.com/spanish : Learn Spanish for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more! This lesson will cover family relations, some delightful conversations around introducing your family, brothers and sisters and talking about them. It will also cover possessive adjectives. To study at your own pace, take quizzes and more lessons go to www.culturealley.com. See you at the Alley!
This document provides information about stem-changing verbs in Spanish. It discusses the three types of stem changes that can occur in the present tense: o to ue, e to ie, and e to i. Examples are given for each type, including the verbs almorzar, entender, and servir. Key details about stem-changing patterns and conjugations are explained. Common stem-changing verbs like jugar, pensar, querer, and preferir are also analyzed in terms of their meaning and usage.
The document discusses what anger is, the different types of anger responses, causes of anger, and methods for dealing with and managing anger in a healthy way. It describes anger as a normal human emotion that helps release built up pressure, but can become unhealthy if expressed through violence or repression. The document outlines mild, moderate, and severe levels of anger and provides tips for recognizing anger warning signs in one's body. It suggests productive ways to express anger through activities like exercising, writing, and relaxation techniques, as well as ineffective ways like violence. Overall, the document promotes learning to control one's anger responses and choosing actions that diffuse anger in difficult situations.
Basic Spanish | Lesson 3 | Personal pronouns (I, you, he, she, they and more!) CultureAlley
This document provides a lesson on personal pronouns in Spanish. It introduces the first person singular pronoun "yo" and the first person plural "nosotros/as". It then covers the second person singular informal "tú", second person singular formal "usted", and second person plural "vosotros/as" and "ustedes". The third person singular pronouns "él" and "ella" and third person plural "ellos" and "ellas" are also introduced. Examples are provided to illustrate the proper use of these pronouns depending on whether the subject is one person or a group. Pronunciation tips are included for specific letters. The lesson emphasizes the cultural implications of using the
The document provides instructions for a quiz on Spanish vocabulary words. It tells students to clear their desks, that the quiz will cover 10 words from last Friday, and to use the back of the provided paper. It provides a word bank and hints for the quiz. It then gives options for other assignments - defining and providing examples of the word "accepting" or discussing differences between American and Spanish languages and cultures. The document celebrates differences and having them can be beneficial.
2.2. Words to describe feelings (3rd course)..pptxAntaresCobodero1
1) Feelings are mental associations and reactions to emotions that take place in our minds, making them harder to identify than emotions which produce physical responses in our bodies.
2) Emotions are aroused before feelings and can be identified through observation of physical responses, while feelings are mental reactions that are more difficult to identify.
3) An example is feeling cautious, worried, or nervous in response to the emotion of fear produced by a physical response when lights go out due to a storm. Emotions happen physically in our bodies while feelings are mental associations.
Gustar and similar verbs like encantar, fascinar, and interesar are used with indirect object pronouns to express likes, dislikes, interests, and preferences. Gustar literally means "to be pleasing" and is constructed differently from English, with the thing liked as the subject of the sentence and the person as the indirect object. Many other verbs function similarly to gustar and take indirect object pronouns, including aburrir, faltar, molestar, parecer, and quedar. Mucho and más can follow these verbs to indicate a strong preference. Prepositional forms are sometimes used for emphasis or clarification.
The document provides instructions for a Spanish language activity where students search a word search puzzle for specific parts of speech and grammar terms. It asks students to find adverbs, pronouns, adjectives, irregular verbs, and conjunctions in the puzzle. It then instructs students to write one sentence using a word from each category found. It explains that completing the word search and writing the sentences will make up 50% and 10% of the grade, respectively, and offers help to students.
The document describes the formation of sentences in the present simple tense in English. It covers the positive, negative, and question forms. For the positive, the base verb form is used except for the third person singular which adds 's'. The negative uses 'do/does not' except for the verb 'be' and modal verbs. Questions also use 'do/does' except for 'be' and modal verbs, and the verb remains in base form. Exceptions for verbs ending in consonant-y and vowel-y are also outlined.
The document provides an overview of English grammar topics including present tenses, likes and dislikes, imperatives, questions for interviews, pronunciation, adjectives, present simple versus present continuous, and choosing the correct verb form. It includes examples and explanations of these various grammar points.
This document provides information about using context clues to determine the meaning of unfamiliar words. It discusses the different types of context clues including synonym clues, definition clues, antonym clues, example clues, cause-and-effect clues, comparison clues, and general text clues. Examples of each type of context clue are given. The document encourages using context clues like detectives to understand words and improve reading comprehension.
This document is an English lesson plan about feelings for 11th grade students in Mongolia. It includes the following:
- The lesson will teach adjectives to describe feelings and the grammar structures "feel + adjective" and "feel like + verb-ing".
- Exercises for students to identify how different people feel based on descriptions and to complete sentences using "feel" or "feel like".
- An explanation of idioms used to describe feelings in English, such as "butterflies in stomach" and "hot under the collar".
- Homework assignments for students to complete additional exercises and identify Mongolian idioms.
The Main Pronouns in
English
A gramática está em todos os lugares. Nós brasileiros, acostumados com a linguagem
do dia a dia não percebemos com frequência porém quando vamos falar em inglês,
sentimos a necessidade de nos expressar de forma correta, passando a mensagem
desejada, sendo educado e gramaticalmente correto(s) não é verdade?
Aqui lhes apresentamos um guia básico dos principais pronomes em Inglês, com
explicações e exemplos de onde e como você deve usá-los.
Certamente você terá uma ideia de quais são e como são usados os pronomes em
Inglês
This document summarizes an English lesson on feelings for 11th grade students in Mongolia. The lesson covers:
- Learning adjectives that describe feelings and the grammar structures "feel + adjective" and "feel like + verb-ing".
- Exercises identifying feelings in sentences and categorizing feelings as positive or negative.
- A grammar focus on the differences between "feel" and "feel like".
- English idioms about feelings like "butterflies in the stomach", "up in the air", "in the doghouse", and "hot under the collar".
Homework includes completing additional exercises and finding Mongolian idioms.
Nouns in Spanish are classified as either masculine or feminine. Masculine nouns typically end in o, í, ú or a consonant while feminine nouns often end in a, ad, ción, or sión. There are exceptions like una mano that is feminine despite ending in o. To make nouns plural, words ending in a vowel simply add s, those ending in a consonant add es, and words ending in z change the z to c before adding es. Adjectives follow the same pluralization rules as nouns.
This document provides an overview of subject pronouns in Spanish. It introduces the singular and plural subject pronouns and explains when to use informal "tu" versus formal "usted" or "ustedes". It also notes some differences compared to English pronouns, such as Spanish dropping subject pronouns when clear from context and having no direct translation for the subject "it".
Gustar means "to be pleasing" in Spanish and functions differently than the English verb "to like." In Spanish, the thing that is liked is the subject of the sentence, while the person who likes it is expressed as an indirect object pronoun like "me" or "te." For example, "Me gusta el helado" means "Ice cream is pleasing to me" rather than "I like ice cream." Gustar is always used with indirect object pronouns and follows the subject of what is liked. Many other Spanish verbs work in a similar way, taking indirect object pronouns to express who or what they are affecting.
This document provides an introduction to basic Spanish phrases for greetings, classroom instructions, school supplies, questions, numbers, days, months, titles, pronouns and verbs. It includes over 50 common words and short phrases with translations to help beginners learn essential Spanish vocabulary and grammar structures.
The document provides instructions for a Spanish vocabulary activity involving finding words in a word search grid. Students are asked to find specific parts of speech hidden in the grid including adverbs, pronouns, adjectives, irregular verbs, and conjunctions. They then must write one sentence for each part of speech category using words found. The activity is worth 50% of the grade and each sentence 10%. Grammar categories are also defined including examples of nouns, pronouns, adjectives, verbs, adverbs, conjunctions, interjections, and prepositions.
This document provides an overview of the topics, grammar, vocabulary, and resources covered in 8 units of an English textbook for elementary students. Unit 1 introduces greetings, introductions, and the verb "to be". Unit 2 covers colors, countries, nationalities, and interrogative forms of "to be". Subsequent units address family, routines/schedules, hobbies, food/drink, and health, introducing related grammar points and vocabulary for each theme. Exercises and references are provided for further practice with each language element.
The document provides guidance on neutralizing one's accent when speaking English. It discusses several techniques for achieving a neutral accent, including dropping the tune of one's native language, focusing on diction and articulation, learning stress and phonetic patterns, and practicing with media in English. Specific challenges for Filipino speakers, such as certain vowel and consonant sounds, are also addressed. The overall aim is to be easily understandable to international audiences by reducing features associated with one's first language.
The document provides an overview of key information for learning Brazilian Portuguese, including:
- The pronunciation of the Portuguese alphabet and common sounds.
- Important diacritics like the tilde and how they affect pronunciation.
- Exceptions to typical pronunciation rules and how letters are pronounced in different contexts.
- Differences between Brazilian Portuguese and Spanish pronunciation and vocabulary.
- The unique accent of Rio de Janeiro and how it differs in certain pronunciations.
- How loan words from other languages are incorporated into Portuguese.
- Common greetings, questions, and phrases for conversations, dining out, and exchanging holiday greetings.
This document provides examples of questions and phrases for asking for clarification, meaning, spelling, repetition, and explanations in English. It includes questions for asking how to say something in English or Spanish and for asking about the differences between related words. The document also lists the English alphabet and provides vocabulary activities involving asking how to spell words, translate words to English, and explain differences between related terms.
Conjunciones Subordinadas - Del nivel del lenguaje ( Guía paso a paso para mejorar la parte de lectura y escritura de las escuelas e instituciones educativas conjuntas del país y el mundo. De igual manera, sirve de guía para caso especiales. Espero te sirva.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Gustar and similar verbs like encantar, fascinar, and interesar are used with indirect object pronouns to express likes, dislikes, interests, and preferences. Gustar literally means "to be pleasing" and is constructed differently from English, with the thing liked as the subject of the sentence and the person as the indirect object. Many other verbs function similarly to gustar and take indirect object pronouns, including aburrir, faltar, molestar, parecer, and quedar. Mucho and más can follow these verbs to indicate a strong preference. Prepositional forms are sometimes used for emphasis or clarification.
The document provides instructions for a Spanish language activity where students search a word search puzzle for specific parts of speech and grammar terms. It asks students to find adverbs, pronouns, adjectives, irregular verbs, and conjunctions in the puzzle. It then instructs students to write one sentence using a word from each category found. It explains that completing the word search and writing the sentences will make up 50% and 10% of the grade, respectively, and offers help to students.
The document describes the formation of sentences in the present simple tense in English. It covers the positive, negative, and question forms. For the positive, the base verb form is used except for the third person singular which adds 's'. The negative uses 'do/does not' except for the verb 'be' and modal verbs. Questions also use 'do/does' except for 'be' and modal verbs, and the verb remains in base form. Exceptions for verbs ending in consonant-y and vowel-y are also outlined.
The document provides an overview of English grammar topics including present tenses, likes and dislikes, imperatives, questions for interviews, pronunciation, adjectives, present simple versus present continuous, and choosing the correct verb form. It includes examples and explanations of these various grammar points.
This document provides information about using context clues to determine the meaning of unfamiliar words. It discusses the different types of context clues including synonym clues, definition clues, antonym clues, example clues, cause-and-effect clues, comparison clues, and general text clues. Examples of each type of context clue are given. The document encourages using context clues like detectives to understand words and improve reading comprehension.
This document is an English lesson plan about feelings for 11th grade students in Mongolia. It includes the following:
- The lesson will teach adjectives to describe feelings and the grammar structures "feel + adjective" and "feel like + verb-ing".
- Exercises for students to identify how different people feel based on descriptions and to complete sentences using "feel" or "feel like".
- An explanation of idioms used to describe feelings in English, such as "butterflies in stomach" and "hot under the collar".
- Homework assignments for students to complete additional exercises and identify Mongolian idioms.
The Main Pronouns in
English
A gramática está em todos os lugares. Nós brasileiros, acostumados com a linguagem
do dia a dia não percebemos com frequência porém quando vamos falar em inglês,
sentimos a necessidade de nos expressar de forma correta, passando a mensagem
desejada, sendo educado e gramaticalmente correto(s) não é verdade?
Aqui lhes apresentamos um guia básico dos principais pronomes em Inglês, com
explicações e exemplos de onde e como você deve usá-los.
Certamente você terá uma ideia de quais são e como são usados os pronomes em
Inglês
This document summarizes an English lesson on feelings for 11th grade students in Mongolia. The lesson covers:
- Learning adjectives that describe feelings and the grammar structures "feel + adjective" and "feel like + verb-ing".
- Exercises identifying feelings in sentences and categorizing feelings as positive or negative.
- A grammar focus on the differences between "feel" and "feel like".
- English idioms about feelings like "butterflies in the stomach", "up in the air", "in the doghouse", and "hot under the collar".
Homework includes completing additional exercises and finding Mongolian idioms.
Nouns in Spanish are classified as either masculine or feminine. Masculine nouns typically end in o, í, ú or a consonant while feminine nouns often end in a, ad, ción, or sión. There are exceptions like una mano that is feminine despite ending in o. To make nouns plural, words ending in a vowel simply add s, those ending in a consonant add es, and words ending in z change the z to c before adding es. Adjectives follow the same pluralization rules as nouns.
This document provides an overview of subject pronouns in Spanish. It introduces the singular and plural subject pronouns and explains when to use informal "tu" versus formal "usted" or "ustedes". It also notes some differences compared to English pronouns, such as Spanish dropping subject pronouns when clear from context and having no direct translation for the subject "it".
Gustar means "to be pleasing" in Spanish and functions differently than the English verb "to like." In Spanish, the thing that is liked is the subject of the sentence, while the person who likes it is expressed as an indirect object pronoun like "me" or "te." For example, "Me gusta el helado" means "Ice cream is pleasing to me" rather than "I like ice cream." Gustar is always used with indirect object pronouns and follows the subject of what is liked. Many other Spanish verbs work in a similar way, taking indirect object pronouns to express who or what they are affecting.
This document provides an introduction to basic Spanish phrases for greetings, classroom instructions, school supplies, questions, numbers, days, months, titles, pronouns and verbs. It includes over 50 common words and short phrases with translations to help beginners learn essential Spanish vocabulary and grammar structures.
The document provides instructions for a Spanish vocabulary activity involving finding words in a word search grid. Students are asked to find specific parts of speech hidden in the grid including adverbs, pronouns, adjectives, irregular verbs, and conjunctions. They then must write one sentence for each part of speech category using words found. The activity is worth 50% of the grade and each sentence 10%. Grammar categories are also defined including examples of nouns, pronouns, adjectives, verbs, adverbs, conjunctions, interjections, and prepositions.
This document provides an overview of the topics, grammar, vocabulary, and resources covered in 8 units of an English textbook for elementary students. Unit 1 introduces greetings, introductions, and the verb "to be". Unit 2 covers colors, countries, nationalities, and interrogative forms of "to be". Subsequent units address family, routines/schedules, hobbies, food/drink, and health, introducing related grammar points and vocabulary for each theme. Exercises and references are provided for further practice with each language element.
The document provides guidance on neutralizing one's accent when speaking English. It discusses several techniques for achieving a neutral accent, including dropping the tune of one's native language, focusing on diction and articulation, learning stress and phonetic patterns, and practicing with media in English. Specific challenges for Filipino speakers, such as certain vowel and consonant sounds, are also addressed. The overall aim is to be easily understandable to international audiences by reducing features associated with one's first language.
The document provides an overview of key information for learning Brazilian Portuguese, including:
- The pronunciation of the Portuguese alphabet and common sounds.
- Important diacritics like the tilde and how they affect pronunciation.
- Exceptions to typical pronunciation rules and how letters are pronounced in different contexts.
- Differences between Brazilian Portuguese and Spanish pronunciation and vocabulary.
- The unique accent of Rio de Janeiro and how it differs in certain pronunciations.
- How loan words from other languages are incorporated into Portuguese.
- Common greetings, questions, and phrases for conversations, dining out, and exchanging holiday greetings.
This document provides examples of questions and phrases for asking for clarification, meaning, spelling, repetition, and explanations in English. It includes questions for asking how to say something in English or Spanish and for asking about the differences between related words. The document also lists the English alphabet and provides vocabulary activities involving asking how to spell words, translate words to English, and explain differences between related terms.
Conjunciones Subordinadas - Del nivel del lenguaje ( Guía paso a paso para mejorar la parte de lectura y escritura de las escuelas e instituciones educativas conjuntas del país y el mundo. De igual manera, sirve de guía para caso especiales. Espero te sirva.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
3. But there are
more adjectives
to describe your
feelings and
emotions!
Happy
Scared
Sad
Disgusted
Angry
4. Happy
We are happy when we have a
good time, for example, when we do
something that we like, when we
are with our family and friends,
when something nice happens...
The Spanish translation
of happy is "feliz"
5. We are sad when something makes
us feel bad, for example, when we
can't be with our family and
friends, when we do something
wrong, when we have a problem...
The Spanish translation
of sad is "triste"
Sad
6. We are angry when we want to
do bad things because something or
someone hurt us. When we are
angry, some people fight, but other
people don't like to talk.
The Spanish translation
of angry is "enfadado/a"
Angry
7. We are scared when we think that
something bad or dangerous is
about to happen, for example, when
we are scared of ghosts, we don't
like to watch horror films.
The Spanish translation
of scared is "asustado/a"
Scared
8. We are disgusted when something
we don't like make us feel sick, for
example, we are disgusted when eat
food, smell something or see an
animal that we don't like.
The Spanish translation of
disgusted is "asqueado/a"
Disgusted
10. We use the
verb "to be" in
the affirmative
I am... - I'm...
you are... - you're...
he/she/it is... - he's/she's/it's....
we/they/you are... - we're/they're/you're...
affirmative
11. But we also
use it in the
negative...
I am not... - I'm not...
you are not... - you aren't...
he/she/it is not... - he/she/it isn't...
we/they/you are not... - we/they/you aren't...
negative
12. ... And in the
interrogative!
Am I...? - How am I?
Are you...? - How are you?
Is he/she/it...? - How is he/she/it?
Are we/they/you...? - How are we/they/you?
interrogative