This document provides an introduction to basic English vocabulary and grammar for Spanish speakers learning English. It includes greetings and farewells, numbers, the alphabet, days of the week, and basic verb conjugations with "to be". It presents the material through examples, exercises for students to practice, and embedded audio and video resources to aid pronunciation. The overall document serves as a lesson plan and study guide for beginner English language learners.
This document provides an English lesson on greetings and introductions. It includes greetings like "good morning" and "good evening" in English and Spanish. It also covers asking and answering questions about names, how you are feeling, where you are from, your address, family, birthday, phone number, job, hobbies, and education. Examples of questions include "What is your name?" and "Where do you live?" The document aims to teach basic conversational English for introductions.
This document provides information about Spanish pronunciation and grammar structures for introducing oneself and discussing daily activities. It includes the 5 Spanish vowel sounds, how to pronounce certain consonants, conjugations of the verb ir, greetings, asking names and occupations, and discussing hobbies and sports.
Basic Spanish | Lesson 10 | Asking for and giving introductionsCultureAlley
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 teach you how to ask for and give your introduction in Spanish. It will cover asking and telling name, profession, work place, where one lives etc.To study this at your own pace, take quizzes and explore more lessons go to www.culturealley.com. See you at the Alley!
This document provides an overview of basic English grammar concepts including:
- The alphabet, pronouns, present tense verbs like "be", demonstratives, and possessive adjectives.
- How to form the present continuous tense, questions with modal verbs like "can", and common prepositions.
- Rules for plural nouns, irregular plurals, possessive adjectives and pronouns, and positions of place.
- Time markers and an overall verb tense chart with examples.
The document provides information about using the verb "to be" in English, including:
- Formal and informal ways to address people by title and name
- Examples of greetings and ways to say hello/goodbye formally and informally
- Discussing possession using possessive adjectives and possessive 's
- Forming yes/no and wh- questions about possession and ownership
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 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.
This document provides an overview of the Cebuano language, including its alphabet, pronunciation, and common greetings. It begins by covering the Cebuano alphabet and pronunciation of vowels, consonants, diphthongs, and other sounds. It then discusses reading and writing Cebuano words according to a three-step rule. The next sections cover common greetings like "Good morning" and asking "How are you?". It expands on greetings by providing ways to ask about someone's name, how they are doing, and questions about where they are going or coming from. The document aims to teach basic pronunciation and conversational skills in Cebuano.
This document provides an English lesson on greetings and introductions. It includes greetings like "good morning" and "good evening" in English and Spanish. It also covers asking and answering questions about names, how you are feeling, where you are from, your address, family, birthday, phone number, job, hobbies, and education. Examples of questions include "What is your name?" and "Where do you live?" The document aims to teach basic conversational English for introductions.
This document provides information about Spanish pronunciation and grammar structures for introducing oneself and discussing daily activities. It includes the 5 Spanish vowel sounds, how to pronounce certain consonants, conjugations of the verb ir, greetings, asking names and occupations, and discussing hobbies and sports.
Basic Spanish | Lesson 10 | Asking for and giving introductionsCultureAlley
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 teach you how to ask for and give your introduction in Spanish. It will cover asking and telling name, profession, work place, where one lives etc.To study this at your own pace, take quizzes and explore more lessons go to www.culturealley.com. See you at the Alley!
This document provides an overview of basic English grammar concepts including:
- The alphabet, pronouns, present tense verbs like "be", demonstratives, and possessive adjectives.
- How to form the present continuous tense, questions with modal verbs like "can", and common prepositions.
- Rules for plural nouns, irregular plurals, possessive adjectives and pronouns, and positions of place.
- Time markers and an overall verb tense chart with examples.
The document provides information about using the verb "to be" in English, including:
- Formal and informal ways to address people by title and name
- Examples of greetings and ways to say hello/goodbye formally and informally
- Discussing possession using possessive adjectives and possessive 's
- Forming yes/no and wh- questions about possession and ownership
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 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.
This document provides an overview of the Cebuano language, including its alphabet, pronunciation, and common greetings. It begins by covering the Cebuano alphabet and pronunciation of vowels, consonants, diphthongs, and other sounds. It then discusses reading and writing Cebuano words according to a three-step rule. The next sections cover common greetings like "Good morning" and asking "How are you?". It expands on greetings by providing ways to ask about someone's name, how they are doing, and questions about where they are going or coming from. The document aims to teach basic pronunciation and conversational skills in Cebuano.
The document contains notes from a Spanish language lesson that covered the following topics: possessive adjectives and their agreement based on gender and number, age and using tener años to express it, and the verbs ser and estar. It includes examples and vocabulary for family members, physical descriptions, jobs, and adjectives. At the end it provides questions for the student to answer to review what was learned, what still needs work, and how the teacher can help.
The document provides an overview of basic English grammar and vocabulary. It covers topics such as verbs, pronouns, word order in questions, parts of speech, vocabulary for family members and daily objects, and small talk expressions. Examples are given for conjugating verbs, affirmative and negative sentences, and asking questions. Ordinal numbers, times of day, and pronunciation tips are also listed.
This document provides an introduction to useful language for greetings, the alphabet, nationalities, verb be, school supplies, numbers, and there is/there are. It begins with welcoming the learner and outlining the topics that will be covered. The document then provides material on each topic, including examples of greetings and their responses, the English alphabet, asking and stating nationality, conjugations and examples of the verb "to be", common school supplies, cardinal and ordinal numbers, and the structures of there is/there are. It concludes with a short listening comprehension activity involving a conversation between students where they introduce themselves and ask each other questions.
This document provides sample responses to questions asking someone to introduce themselves. It includes answers about name, age, where they are from, family, occupation, education, hobbies, and how to ask for repetition. Responses cover topics like name, age, hometown, address, family members, job, school details, English learning history, and free time activities. It also gives tips on setting goals to improve English speaking skills.
This document provides an overview of basic English grammar concepts including:
- Present tense verbs like be, can, and the present continuous
- Forming affirmative, negative, and yes/no questions
- Demonstratives like this, that, these, those
- Possessives like my, your, his, her
- Prepositions of place like in, on, at
- Irregular plural nouns and plural formation rules
- Ability with can and can't in affirmative, negative, and question forms
Abstract
We are language teachers and should be teaching language, not
wasting time watching our learners struggle with pronunciation
which we all know they find boring. Living and working here, we
become inured to and sometimes over-tolerant of substandard
pronunciation, which doesn't necessarily mean sounding like a native
speaker. But how many times have we accepted walk for woke, cut
for cat and berry for very? It's not always easy to diagnose the cause
of our students' pronunciation problems, much less propose an
adequate solution. In this session, for teachers of teens and adults,
we won't be doing any choral drilling but we'll take a look at a range
of non-threatening classroom strategies and techniques that can
help students identify and overcome their pronunciation difficulties.
This workshop looks at a number of accessible ways we can work on
in and out of class to help improve our learners' pronunciation by
providing them activities which we can use in our language classes.
You will find practical in class activities and enjoyable online digital
games to integrate pronunciation teaching to your lessons.
Biographical Details
Ayşegül Liman holds BA (2009) in ELT from Marmara University. She
has been working at Marmara University, English Preparatory School
as an instructor of English. Her interest areas are educational
technology and teacher education.
Fatma Kübra Köşker holds BA (2008) in ELT from Boğaziçi University.
She worked at Aydın University one year and now she has been
working at Marmara University, English Preparatory School as an
instructor of English. Her interest areas are educational technology
and teacher education.
This document provides common introductory English expressions, numbers 1-20, the days of the week, and the English alphabet. It includes greetings like "What's your name?" and "How are you?". It lists contact information questions such as "What's your phone number?" and "Where do you live?". It also presents the spelling and pronunciation of numbers, days, and each letter of the alphabet.
The document provides instructions and examples for creating a blog, including defining phrasal verbs, discussing modal verbs of advice and obligation, describing future tenses, giving examples of tag questions, and presenting a map of the 3 units in an English course. It also includes a student's self-introduction with name, location, studies, hobbies, favorite sport and food.
The document provides examples of common mistakes in English grammar and usage, including incorrect prepositions, verb tenses, articles, pluralization, and word choice. It addresses mistakes such as "busy with" vs. "busy doing", "attend" vs. "assist", and "doubed" vs. "dubbed". The purpose is to help improve English skills by identifying and correcting typical errors.
This document contains a lesson plan outline for teaching Spanish to young learners. It includes topics such as greetings, asking how someone is, numbers, age, name, feelings, manners, colours, days of the week, months of the year, numbers to 30, and birthday. For each topic it lists related vocabulary, phrases, and links to online resources for activities. It also provides example activities for introducing, practicing, and reviewing each set of vocabulary.
The document provides instructions and activities for ASL students. It includes:
1) Instructions for students to write scripts and have conversations in ASL, practicing greetings, asking names, how someone is doing, and where they are from.
2) Vocabulary and phrases being learned, including signs for concepts like "Have you ever?" and answers like "Yes I have" or "No I haven't."
3) Discussion of Deaf culture and the history of ASL education.
4) Activities for students to practice their conversation skills, vocabulary, and asking questions in ASL.
The document discusses regular and irregular verbs in simple past tense. It provides examples of regular verbs formed by adding "-ed" and irregular past tense forms. It also discusses using wh- questions and yes/no questions in simple past tense. Sample questions and answers are provided.
ENGLISH CLASS FEBRUARY 25TH - SEND TO CLASS.pptxGisele Eckhardt
This document appears to be notes from an English language class focusing on Portuguese speakers learning English. It includes vocabulary like ways to say names, greetings, titles and verbs in both English and Portuguese. It also provides translations of common phrases between the two languages. Examples of spelling and conversations are provided asking for names, spelling practice and confirming understanding. The document emphasizes learning pronunciation, vocabulary and spelling in both languages.
The document summarizes information about the State Polytechnic University of Carchi in Ecuador. It discusses [1] how the university has grown rapidly but was unfairly categorized as having poor education quality. [2] The government gave universities another opportunity to improve their quality, subjecting them to evaluations. [3] The results announced in April 2012 showed the University of Carchi achieved the best results, but 14 other universities were closed for deceiving over 38,000 students. [4] University authorities want to further improve to achieve a top category in next year's evaluation.
This document provides guidance on using the auxiliary verbs DO, BE, and HAVE by explaining which ones to use in different contexts such as verb bases, perfect tenses, possessions, verb + ing, nouns/pronouns, adjectives, and prepositions. It then provides examples of positive sentences, negative sentences, and questions using the different auxiliaries and allows the reader to practice forming their own sentences in each category.
This document provides guidelines for greetings in English in both formal and informal situations. It discusses common greetings used when arriving such as "Good morning" formally and "Hi" or "Hello" informally. When departing, formal greetings include "Good evening" and informal include "Goodbye" or "See you later". It also notes that the question "How are you?" when greeting does not require an in-depth response and common short responses are provided. Additional Spanish translations for greetings are also included.
This document provides guidelines for greetings in English in both formal and informal situations. It discusses common greetings used when arriving such as "Good morning" formally and "Hi" or "Hello" informally. When departing, formal greetings include "Good afternoon" while informal options are "Goodbye" or "See you later". The document also notes that questions like "How are you?" don't always require a response. Finally, it contrasts greetings in Spanish like "¿Cómo estás?" which is used informally versus "¿Cómo do you do?" which is more formal.
Comparación programas ingles vs textos escolares MINEDUCRodrigo Venegas
Esta presentación describe una cobertura de los planes y programas de inglés del Ministerio de Educación de Chile de aproximadamente un 30% por parte de los textos escolares que el mismo ministerio reparte gratuitamente.
The document is a series of lessons in English for basic levels taught by Fiorella Zuñiga R. at CECAP Peru. It covers topics including the past tense verbs "was" and "were", places and asking for/giving directions, quantities with "how many" and "how much", sports vocabulary, and favorite sports. Exercises include fill in the blank, matching, listening comprehension, and describing one's favorite sport. Links to additional resources on the topics are also provided.
job - ability - simple past positive negative questions.pptxCONSUELOGONZALEZMADU
This document contains a lesson plan from an English basics class at CECAP Peru. It covers several topics in basic English grammar, including jobs vocabulary, asking about occupations, abilities, and the simple past tense. It provides examples and exercises for students to practice these grammar points. Slides provide the grammar explanations, models, and exercises for the class to work through.
The document contains notes from a Spanish language lesson that covered the following topics: possessive adjectives and their agreement based on gender and number, age and using tener años to express it, and the verbs ser and estar. It includes examples and vocabulary for family members, physical descriptions, jobs, and adjectives. At the end it provides questions for the student to answer to review what was learned, what still needs work, and how the teacher can help.
The document provides an overview of basic English grammar and vocabulary. It covers topics such as verbs, pronouns, word order in questions, parts of speech, vocabulary for family members and daily objects, and small talk expressions. Examples are given for conjugating verbs, affirmative and negative sentences, and asking questions. Ordinal numbers, times of day, and pronunciation tips are also listed.
This document provides an introduction to useful language for greetings, the alphabet, nationalities, verb be, school supplies, numbers, and there is/there are. It begins with welcoming the learner and outlining the topics that will be covered. The document then provides material on each topic, including examples of greetings and their responses, the English alphabet, asking and stating nationality, conjugations and examples of the verb "to be", common school supplies, cardinal and ordinal numbers, and the structures of there is/there are. It concludes with a short listening comprehension activity involving a conversation between students where they introduce themselves and ask each other questions.
This document provides sample responses to questions asking someone to introduce themselves. It includes answers about name, age, where they are from, family, occupation, education, hobbies, and how to ask for repetition. Responses cover topics like name, age, hometown, address, family members, job, school details, English learning history, and free time activities. It also gives tips on setting goals to improve English speaking skills.
This document provides an overview of basic English grammar concepts including:
- Present tense verbs like be, can, and the present continuous
- Forming affirmative, negative, and yes/no questions
- Demonstratives like this, that, these, those
- Possessives like my, your, his, her
- Prepositions of place like in, on, at
- Irregular plural nouns and plural formation rules
- Ability with can and can't in affirmative, negative, and question forms
Abstract
We are language teachers and should be teaching language, not
wasting time watching our learners struggle with pronunciation
which we all know they find boring. Living and working here, we
become inured to and sometimes over-tolerant of substandard
pronunciation, which doesn't necessarily mean sounding like a native
speaker. But how many times have we accepted walk for woke, cut
for cat and berry for very? It's not always easy to diagnose the cause
of our students' pronunciation problems, much less propose an
adequate solution. In this session, for teachers of teens and adults,
we won't be doing any choral drilling but we'll take a look at a range
of non-threatening classroom strategies and techniques that can
help students identify and overcome their pronunciation difficulties.
This workshop looks at a number of accessible ways we can work on
in and out of class to help improve our learners' pronunciation by
providing them activities which we can use in our language classes.
You will find practical in class activities and enjoyable online digital
games to integrate pronunciation teaching to your lessons.
Biographical Details
Ayşegül Liman holds BA (2009) in ELT from Marmara University. She
has been working at Marmara University, English Preparatory School
as an instructor of English. Her interest areas are educational
technology and teacher education.
Fatma Kübra Köşker holds BA (2008) in ELT from Boğaziçi University.
She worked at Aydın University one year and now she has been
working at Marmara University, English Preparatory School as an
instructor of English. Her interest areas are educational technology
and teacher education.
This document provides common introductory English expressions, numbers 1-20, the days of the week, and the English alphabet. It includes greetings like "What's your name?" and "How are you?". It lists contact information questions such as "What's your phone number?" and "Where do you live?". It also presents the spelling and pronunciation of numbers, days, and each letter of the alphabet.
The document provides instructions and examples for creating a blog, including defining phrasal verbs, discussing modal verbs of advice and obligation, describing future tenses, giving examples of tag questions, and presenting a map of the 3 units in an English course. It also includes a student's self-introduction with name, location, studies, hobbies, favorite sport and food.
The document provides examples of common mistakes in English grammar and usage, including incorrect prepositions, verb tenses, articles, pluralization, and word choice. It addresses mistakes such as "busy with" vs. "busy doing", "attend" vs. "assist", and "doubed" vs. "dubbed". The purpose is to help improve English skills by identifying and correcting typical errors.
This document contains a lesson plan outline for teaching Spanish to young learners. It includes topics such as greetings, asking how someone is, numbers, age, name, feelings, manners, colours, days of the week, months of the year, numbers to 30, and birthday. For each topic it lists related vocabulary, phrases, and links to online resources for activities. It also provides example activities for introducing, practicing, and reviewing each set of vocabulary.
The document provides instructions and activities for ASL students. It includes:
1) Instructions for students to write scripts and have conversations in ASL, practicing greetings, asking names, how someone is doing, and where they are from.
2) Vocabulary and phrases being learned, including signs for concepts like "Have you ever?" and answers like "Yes I have" or "No I haven't."
3) Discussion of Deaf culture and the history of ASL education.
4) Activities for students to practice their conversation skills, vocabulary, and asking questions in ASL.
The document discusses regular and irregular verbs in simple past tense. It provides examples of regular verbs formed by adding "-ed" and irregular past tense forms. It also discusses using wh- questions and yes/no questions in simple past tense. Sample questions and answers are provided.
ENGLISH CLASS FEBRUARY 25TH - SEND TO CLASS.pptxGisele Eckhardt
This document appears to be notes from an English language class focusing on Portuguese speakers learning English. It includes vocabulary like ways to say names, greetings, titles and verbs in both English and Portuguese. It also provides translations of common phrases between the two languages. Examples of spelling and conversations are provided asking for names, spelling practice and confirming understanding. The document emphasizes learning pronunciation, vocabulary and spelling in both languages.
The document summarizes information about the State Polytechnic University of Carchi in Ecuador. It discusses [1] how the university has grown rapidly but was unfairly categorized as having poor education quality. [2] The government gave universities another opportunity to improve their quality, subjecting them to evaluations. [3] The results announced in April 2012 showed the University of Carchi achieved the best results, but 14 other universities were closed for deceiving over 38,000 students. [4] University authorities want to further improve to achieve a top category in next year's evaluation.
This document provides guidance on using the auxiliary verbs DO, BE, and HAVE by explaining which ones to use in different contexts such as verb bases, perfect tenses, possessions, verb + ing, nouns/pronouns, adjectives, and prepositions. It then provides examples of positive sentences, negative sentences, and questions using the different auxiliaries and allows the reader to practice forming their own sentences in each category.
This document provides guidelines for greetings in English in both formal and informal situations. It discusses common greetings used when arriving such as "Good morning" formally and "Hi" or "Hello" informally. When departing, formal greetings include "Good evening" and informal include "Goodbye" or "See you later". It also notes that the question "How are you?" when greeting does not require an in-depth response and common short responses are provided. Additional Spanish translations for greetings are also included.
This document provides guidelines for greetings in English in both formal and informal situations. It discusses common greetings used when arriving such as "Good morning" formally and "Hi" or "Hello" informally. When departing, formal greetings include "Good afternoon" while informal options are "Goodbye" or "See you later". The document also notes that questions like "How are you?" don't always require a response. Finally, it contrasts greetings in Spanish like "¿Cómo estás?" which is used informally versus "¿Cómo do you do?" which is more formal.
Comparación programas ingles vs textos escolares MINEDUCRodrigo Venegas
Esta presentación describe una cobertura de los planes y programas de inglés del Ministerio de Educación de Chile de aproximadamente un 30% por parte de los textos escolares que el mismo ministerio reparte gratuitamente.
The document is a series of lessons in English for basic levels taught by Fiorella Zuñiga R. at CECAP Peru. It covers topics including the past tense verbs "was" and "were", places and asking for/giving directions, quantities with "how many" and "how much", sports vocabulary, and favorite sports. Exercises include fill in the blank, matching, listening comprehension, and describing one's favorite sport. Links to additional resources on the topics are also provided.
job - ability - simple past positive negative questions.pptxCONSUELOGONZALEZMADU
This document contains a lesson plan from an English basics class at CECAP Peru. It covers several topics in basic English grammar, including jobs vocabulary, asking about occupations, abilities, and the simple past tense. It provides examples and exercises for students to practice these grammar points. Slides provide the grammar explanations, models, and exercises for the class to work through.
My routine - prepositions - go verbing - special ocasions (1) (1).pptxCONSUELOGONZALEZMADU
The document is a lesson plan for an English basics class covering several topics:
1. It introduces telling time in English using phrases like "it's six o'clock", "it's half past four", and "it's quarter to eleven".
2. It provides exercises for students to practice telling time and includes examples of using prepositions of time like "at", "on", "in", and "from".
3. It covers using "go" plus a verb plus "-ing" to talk about common activities like "go shopping", "go hiking", and "go dancing".
This document provides instruction on basic English grammar concepts like the simple present tense. It covers forming positive and negative sentences, as well as yes/no and Wh- questions. Examples are provided to demonstrate how to express actions, states of being, and ask questions using subjects like I, you, we, she and others in the simple present tense. The document is intended for basic or beginner English language learners.
The document provides materials for teaching basic English skills, including activities and explanations around present continuous tense, simple present tense, food vocabulary, and reading comprehension exercises. It includes examples of verb conjugations, sentences demonstrating tenses, short dialogs, and reading passages followed by multiple choice questions to check comprehension. The materials are meant for beginner or basic level English language learners.
Possessive - have has - demonstrative - adjectives (1) (1).pptxCONSUELOGONZALEZMADU
This document contains materials from an English basics class, including lessons on possessive pronouns and adjectives, the verbs "have" and "has", demonstrative pronouns and adjectives, and adjectives. It includes definitions, examples, exercises and answers related to these grammar topics. The document is from an English class in Peru and is meant to teach basic levels of English grammar.
Este documento presenta el sílabo de un curso sobre Cultura para el Desarrollo Sostenible. El curso cubrirá temas como definiciones clave, la identidad peruana, ética y desarrollo sostenible, innovación y tecnología. Incluirá una visita a una institución y trabajos sobre temas relacionados al desarrollo sostenible. El curso ayudará a los estudiantes a comprender conceptos como sostenibilidad, patrimonio e industria 4.0, y sus aplicaciones para el desarrollo del Perú
Situación de la economía del Perú en un contexto de cambios en la economía mu...CONSUELOGONZALEZMADU
El documento analiza la situación económica del Perú en el contexto de cambios en la economía mundial. Resume que la explicación estándar de la caída del PBI en el primer semestre de 2023 se centra en factores internos como la inversión privada y problemas de oferta, pero omite considerar factores externos como tendencias internacionales y problemas estructurales como la desigualdad. Argumenta que se requiere un nuevo acuerdo que aborde problemas de corto y largo plazo a través de una "Recuperación Transformadora" que enfrente
Presentación programa analitico, nueva version 2023-2024 (1).pptxCONSUELOGONZALEZMADU
El documento propone elaborar el programa analítico con base en problemas. Explica que la problematización, los problemas y las situaciones problema deben considerarse de forma articulada. Además, señala que los tres planos del programa analítico (lectura de la realidad, contextualización y formulación) pueden abordarse desde una perspectiva centrada en problemas. Finalmente, incluye una guía para realizar el diagnóstico socioeducativo como parte del primer plano, identificando fortalezas y problemas.
Este documento presenta un estudio sobre el sedentarismo en los estudiantes de la Facultad de Ingeniería Ambiental de la Universidad Nacional de Ingeniería. El estudio analiza los efectos del sedentarismo a corto y largo plazo, y busca determinar el nivel de sedentarismo de los estudiantes mediante una encuesta. Los resultados muestran que el nivel de sedentarismo es intermedio, la mayoría realiza alguna actividad física regularmente, y reconocen que el sedentarismo puede causar enfermedades crónic
El documento proporciona lecciones sobre el liderazgo aprendidas durante la pandemia. Señala que para ganar la confianza de las personas, un líder debe respetar la integridad y responsabilidad. También debe actuar para el bien común en lugar de sus propios intereses, y mantener una postura ética consistente. Luego discute las virtudes de un buen líder como la sabiduría, justicia y humildad, en contraste con las características de un antilíder como la soberbia y deshonestidad.
Situación de la economía del Perú en un contexto de cambios en la economía m...CONSUELOGONZALEZMADU
El documento analiza la situación económica del Perú en el contexto de cambios en la economía mundial. Resume que la explicación estándar de la caída del PBI en el primer semestre de 2023 se centra en factores internos como la inversión privada y problemas de oferta, pero omite considerar factores externos como tendencias internacionales y problemas estructurales como la desigualdad. Argumenta que se requiere un nuevo acuerdo que aborde problemas de corto y largo plazo a través de una "Recuperación Transformadora" que enfrente
Este documento presenta el sílabo de un curso sobre Cultura para el Desarrollo Sostenible. El curso abarca temas como definiciones clave, la identidad peruana, ética y desarrollo sostenible, innovación y economía circular. Incluye una visita a una institución y trabajos sobre temas relacionados al desarrollo sostenible. El curso busca promover una mirada sistémica e interdisciplinaria sobre el vínculo entre cultura y desarrollo sostenible.
Presentación programa analitico, nueva version 2023-2024 (1).pptxCONSUELOGONZALEZMADU
El documento propone elaborar el programa analítico con base en problemas. Explica que la problematización, los problemas y las situaciones problema deben considerarse de forma articulada. Además, señala que los tres planos del programa analítico (lectura de la realidad, contextualización y formulación) pueden abordarse desde una perspectiva centrada en problemas. Finalmente, incluye una propuesta de metodología para realizar el diagnóstico socioeducativo como parte del primer plano, identificando fortalezas y problemas.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
3. INGLES NIVEL BÁSICO – CECAP PERÚ
Excuse me teacher. Could you repeat that, please ?
Disculpe profesor. ¿Podría repetir esa parte?
How do you say _________ in Spanish/English ?
Como se dice ________ en español/inglés.
5. Saludos Formales :
Saludos : Greetings
( gritings )
Repeat After me
Gud morning Gud iv-ning
Gud after-nun Gud naig-t
INGLES NIVEL BÁSICO – CECAP PERÚ
6. INGLES NIVEL BÁSICO – CECAP PERÚ
Se utiliza a partir de las 5 o 6 de la tarde. Se utiliza en la noche.
Lo usamos solo para saludar. Lo usamos solo para despedirnos.
Solo lo usamos cuando llegamos a algún lugar. Lo usamos al salir de algún lugar o antes de irnos a
dormir.
9. INGLES NIVEL BÁSICO – CECAP PERÚ
Hello ( je-low )
Hi ( jai )
Hey ( jei )
How are you ? ( jau ar iu )
What´s up ? ( was ap )
How are you doing ? ( jau ar iu duing )
What´s new ? (wats niu )
Hola
Hola
Hola
¿ Cómo estás ?
¡ Que tal !
¿ Cómo te va ?
¿ Que hay de nuevo ?
13. INGLES NIVEL BÁSICO– CECAP PERÚ
Greetings during the coronavirus pandemic
Write the term under the picture :
1. Elbow bump
2. Blow a Kiss
3. Air hug
4. Namaste
5. Bow
6. Foot bump
7. Hand on heart
8. Fist bump
9. Hip Bump
9 5 1
4 8 6
2 3 7
14. INGLES NIVEL BÁSICO – CECAP PERÚ
Names
First
Name
Peter Angel Rivera
Middle
Name
Last
Name
What is your first name? My first name is Peter.
What is your middle name? My first name is Angel.
What is your last name? My first name is Rivera.
/Midl neim/ /Last neim/
/Ferst neim/
/Guat is yur ferst neim/
/Mai ferst neim is Peter/
15. INGLES NIVEL BÁSICO – CECAP PERÚ
A: Hello!, what is your first name?
B: Hello! my first name is __________.
16. INGLES NIVEL BÁSICO – CECAP PERÚ
States:
How are you?
I am _________________.
I am _________.
I am _______________.
fine / good / ok
so so
bad /sick / sad
19. INGLES NIVEL BÁSICO – CECAP PERÚ
Names:
A: Hello!, what is your first name?
B: Hello! my first name is __________.
A: How are you?
B: I am _________.
20. INGLES NIVEL BÁSICO – CECAP PERÚ
Places:
Where are you from?
I am from _________.
I am from _________.
Perú
21. INGLES NIVEL BÁSICO – CECAP PERÚ
Introduce Your Country
Questions:
Where are you from?/ Where do you come from?
Where were you born?
Answers:
• I’m from …/ I hail from …/ I come from …/ My hometown is …/ I’m originally from …
(country)
• I’m … (nationality)
• I was born in …
22. INGLES NIVEL BÁSICO – CECAP PERÚ
Introduce Your Address
Question: Where do you live?/ What’s your address?
Answers:
• I live in … / My address is … (city)
• I live on … (name) street.
• I live at …
• I spent most of my life in …
• I have lived in … for/ since …
• I grew up in …
23. INGLES NIVEL BÁSICO – CECAP PERÚ
Introduce Your Age
Question: How old are you?
Answers:
• I’m … years old.
• I’m …
• I’m over/ almost/ nearly …
• I am around your age.
• I’m in my early twenties/ late thirties.
24. INGLES NIVEL BÁSICO – CECAP PERÚ
Introduce Your Family
Questions:
How many people are there in your family?
Who do you live with?/ With whom do you live?
Do you have any siblings?
Answers:
• There are … (number) people in my family. They are …
• There are … (number) of us in my family.
• My family has … (number) people.
25. INGLES NIVEL BÁSICO – CECAP PERÚ
Introduce Your Birthday and Phone Number
Questions:
What is your date of birth?/ When is your birthday?
What is your phone number?
Answers:
• My birthday is on …
• My phone number is …
26. INGLES NIVEL BÁSICO – CECAP PERÚ
Introduce Your Job
Questions:
What do you do?
What do you do for living?
What’s your job?
What sort of work do you do?
What line of work are you in?
What did you want to be when you grew up?
Answers:
I am a/ an …
I work as a/ an …
I work for (company) … as a/ an …
Answers:
• I’m unemployed./ I am out of work./ I have been made
redundant./ I am between jobs.
• I earn my living as a/ an …
• I am looking for a job. / I am looking for work.
• I’m retired.
• I would like to be a/ an …/ I want to be a/ an …
• I used to work as a/ an … at … (places)
• I just started as … in the … department.
• I work in/at a … (places)
• I have been working in … (city) for … years.
27. INGLES NIVEL BÁSICO – CECAP PERÚ
Introduce Your Hobbies
Questions:
What’s your hobby?/ What do you like?/ What do you like to do?/ What’s your favorite … ?
Answers:
• I like/ love/ enjoy/ … (sports/ movies/ …/)
• I am interested in …
• I am good at …
• My hobby is …/ I am interesting in …
• My hobbies are …/ My hobby is …
• My favorite sport is …
• My favorite color is …
• I have a passion for …
• My favorite place is …
• I sometimes go to … (places), I like it because …
28. INGLES NIVEL BÁSICO – CECAP PERÚ
Introduce Your Education
Questions:
Where do you study?
What do you study? / What is your major?
Answers:
• I’m a student at … (school)
• I study at …/ I am at …/ I go to … (school)
• I study … (majors)
• My major is …
40. Listening exercise: Julia’s week in New York
INGLES NIVEL BÁSICO – CECAP PERÚ
https://www.lingobest.com/free-online-english-course/learn-days-week-english/
43. INGLES NIVEL BÁSICO – CECAP PERÚ
Alphabet
How do you spell Eduardo ?
E-D-U-A-R-D-O
44. INGLES NIVEL BÁSICO – CECAP PERÚ
Excercise
Good evening . What’s your name?
My name is _______________.
Good evening Yojairo. How are you?
I am OK/fine/bad/sick/good.
What’s your phone number?
My phone number is 987654321.
How do you spell Angel?
A – N – G – E - L.
45. INGLES NIVEL BÁSICO – CECAP PERÚ
A: Hi. My name is Yojairo. What is your first name?
B: My first name is _____________.
A: How do you spelll ________?.
B: It is ____________________
A: How are you?
B: I am ______
A: Where are you from?
B: I am from ________.
A: What is your phone number?
B: My phone number is _______________.
Excercise
46. Answer the questions:
How do you spell your name ?
My name is spelled :
L E S L I E
INGLES NIVEL BÁSICO – CECAP PERÚ
47. INGLES NIVEL BÁSICO – CECAP PERÚ
Practice :
Answer the questions
How do you spell your name ? / ¿Como deletreas tu nombre?
How do you spell your last name ? / ¿Como deletreas tu apellido?
How do you spell your mom´s name ? / ¿Como deletreas el nombre
de tu mamá?
How do you spell your dad´s name ? / ¿Como deletreas el nombre
de tu papá?
How do you spell ______________?
48. Basic –Verb to Be
DOC. FIORELLA ZUÑIGA R.
INGLES NIVEL BÁSICO – CECAP PERÚ
49. INGLES NIVEL BÁSICO – CECAP PERÚ
Verb to be – positive sentences
Subject + Verb to be + Complement
I
He
She
It
We
They
You
am happy.
is happy.
are happy.
Contractions
I am / I’m
He is / He’s
She is / She’s
It is /It’s
We are / We’re
They are / They’re
You are / You’re
52. INGLES NIVEL BÁSICO – CECAP PERÚ
Verb to be
I ______ happy.
Jorge ______ sad.
Juan ______ angry.
Juan and Alex ______ ok.
53. INGLES NIVEL BÁSICO – CECAP PERÚ
Verb to be – negative sentences
Subject + Verb to be + not + Complement
I
He
She
It
We
They
You
am not happy.
is not happy.
are not happy.
Contractions
is not / isn’t
are not / aren’t
54. INGLES NIVEL BÁSICO – CECAP PERÚ
Verb to be
I __________ happy.
Jorge ________________ sad.
Ana ________________ angry.
Juan and Alex ________________ ok.