Definite and Indefinite Articles in SpanishLive Lingua
This ebook is the ultimate guide to definite and indefinite articles in Spanish. It offers a thorough walk-thru of both with examples, uses, and common mistakes made by language learners.
Definite and Indefinite Articles in SpanishLive Lingua
This ebook is the ultimate guide to definite and indefinite articles in Spanish. It offers a thorough walk-thru of both with examples, uses, and common mistakes made by language learners.
Learn nouns in Spanish. In this slide, you will learn how to identify nouns in Spanish. In Spanish, nouns are either masculine or feminine. You will understand how to distinguish between masculine and feminine nouns.
Artikel und Adjektiv zusammen in einem Schema integriert. Eine einzige Tafel erklärt alles, nicht mehr zwei Deklinationen für den Artikel und drei verschiedene Adjektivdeklinationen. Wer kann denn fünf separate Tabellen lernen und benutzen?
Learn nouns in Spanish. In this slide, you will learn how to identify nouns in Spanish. In Spanish, nouns are either masculine or feminine. You will understand how to distinguish between masculine and feminine nouns.
Artikel und Adjektiv zusammen in einem Schema integriert. Eine einzige Tafel erklärt alles, nicht mehr zwei Deklinationen für den Artikel und drei verschiedene Adjektivdeklinationen. Wer kann denn fünf separate Tabellen lernen und benutzen?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Nouns
In English, a noun is the name of
something.
It can be a
-person – John, Ana, Mr. García
-place – Colombia, Chile, school
-thing – desk, class, book
-idea – love, liberty, nature
It’s the same in Spanish.
1
2. Nouns and gender
In English, nouns can be
-masculine – boy, John, Mr. García
-feminine– girl, Ana, lady
or
-neuter – school, class, book
It’s not the same in Spanish 2
3. Gender of nouns
In Spanish, nouns are either
masculine or feminine
But how will we know?
There are rules and clues.
Let’s look at a few. 3
4. Masculine nouns
-Refer to males
muchacho, padre (father), hombre (man)
-Usually end in the letter o
colegio, curso, otoño
Note: there are exceptions
-Have the definite article el or los
el café, el inglés, los meses
4
5. Feminine nouns
-Refer to females
muchacha, madre (mother), mujer (woman)
-Usually end in the letter a
escuela, primavera, persona
Note: there are exceptions
-Have the definite article la or las
la clase, las noches
Note: there are exceptions
5
6. Oh, dear me!!
What do I do if I don’t see an “o”
or an “a”?
What do I do?
Ay, mi amigo, you are out of
suerte (luck), UNLESS you
learned the gender of the noun
when you were learning the word
in the first place.
6
7. Articles
There are two (2) types of articles:
definite and indefinite
•definite = the
the book, the apple
You are definite; you know which one
•indefinite = a, an
a book, an apple
You are not definite; any one will do
7
8. Articles in Spanish
In Spanish, there are
four (4) definite articles :
el la = the
los las and
four (4) indefinite articles:
un una
= a, an
unos unas
8
9. Práctica
Write the Write the
definite article indefinite article
_____ carros _____ limonada
_____ casa _____ blusas
_____ cuaderno _____ refresco
_____ mochila _____ mesa
_____ bolígrafo _____ vestidos
_____ plumas _____ camisas
_____ libros _____ zapatos
_____ clases _____ día
9
10. Nouns have number
There are only two (2) basic rules
to form the plural of nouns:
1. If the word ends in a vowel,
add –s
2. If the word ends in a consonant,
add –es
Except: If the consonant is a “z”,
change it to “c” before adding
the –es
The fine print: leave days of the week that end in “s” alone. 10
11. Basic rule #1
la escuela
el verano
el estudiante
la señora
el amigo
la muchacha
la clase
el curso
la semana 11
12. Basic rule #2
el profesor
el señor
el español
la nacionalidad
el mes
la estación
12
13. Exception to Basic rule #2
la actriz
la luz
la nariz
la paz
el pez
la vez
la voz
le lápiz
13
14. Adjectives
An adjective describes a noun
In Spanish, adjectives agree with the
noun they modify in
number (singular / plural) and in
gender (masculine / feminine)
Descriptive adjectives usually follow
the noun they modify.
14
15. Adjective Plurals
Adjectives form their plurals like
nouns do.
If you know how to form the plural
of a noun, you can form the plural
of an adjective.
Note: see the two (2) Basic Rules 5
slides back
15
17. Adjective Plurals
Adjectives of nationality that do not
end in o, add a to form the feminine
These also have four forms
español española
españoles españolas
The same is true for adjectives that
end in -dor
hablador habladora
habladores habladoras
17
18. Adjective Plurals
Adjectives (other that those
previously noted) ending in a
consonant, or in an vowel other
than –o, have the same form for
the masculine and feminine.
These will agree only in number
with the nouns they modify and,
therefore, have only two forms
18
19. Adjetivos
Una chica ________________(American)
Unos alumnos ______________(serious)
Unas muchachas ____________ (pretty)
Un día ______________________(good)
Unas profesoras _____________(Cuban)
Unos cursos ______________(required)
Una clase ___________________(small)
Un chico ___________________(funny)
19
20. Adjetivos
Laura es _________________(intelligent)
Juan y Marcos son ______________ (tall)
El chico es ____________________ (fat)
Los estudiantes son_____________ (good)
La muchacha es _______________ (short)
Raúl y Marta son_____________(popular)
La clase es____________________(hard)
Las profesoras son __________________
(interesting)
20
21. ¿Cierto o falso?
Nouns in Spanish are either masculine
or feminine.
If a noun ends in a vowel, add –es to
form the plural.
If a nouns ends in z, change the z to c
before adding –es in the plural.
There are four definite and three
indefinite articles in Spanish.
All nouns ending in a are feminine.
21