The document discusses the use of the verb "have got" to express possession in English. It provides the affirmative, negative, and interrogative forms of "have got" along with Spanish translations. The verb "have got" is used to show that someone possesses or has something. The summary lists the different subject forms for "have got" in the affirmative, negative, and interrogative.
The document repeats the phrases "Yes, it has" and "No, it hasn't" multiple times without any other context. It then repeats the phrases "It has got.." and "It hasn't got..." several more times without additional information. The document does not appear to convey any meaningful information due to the lack of context around the repeated phrases.
This short document appears to be a series of disjointed phrases and sentences that do not form a coherent narrative or convey clear meaning on their own. It touches on various topics like nurturing a culture and serious issues but lacks essential information or a discernible overall message.
Room4 Co Gent Martin Jenkins Development And Implementation Of Academic...JISC SSBR
Business will become more involved in funding and designing university programs. New types of flexible higher education programs will be developed to benefit young people and adults. Universities will partner more closely with businesses, rather than businesses just being passive customers. Accreditation frameworks will provide infrastructure to allow universities to co-generate curricula with businesses and use more flexible approaches. A face-to-face workshop will be hosted at the University of Gloucestershire to exchange ideas on developing and implementing academic accreditation frameworks between projects in the JISC Lifelong Learning and Workforce Development program.
Winter is characterized by leafless trees, snowfall, frozen grounds, bundled up clothing, more frequent rain, frozen treats like ice cream, and cold temperatures.
The document repeats the phrases "Yes, it has" and "No, it hasn't" multiple times without any other context. It then repeats the phrases "It has got.." and "It hasn't got..." several more times without additional information. The document does not appear to convey any meaningful information due to the lack of context around the repeated phrases.
This short document appears to be a series of disjointed phrases and sentences that do not form a coherent narrative or convey clear meaning on their own. It touches on various topics like nurturing a culture and serious issues but lacks essential information or a discernible overall message.
Room4 Co Gent Martin Jenkins Development And Implementation Of Academic...JISC SSBR
Business will become more involved in funding and designing university programs. New types of flexible higher education programs will be developed to benefit young people and adults. Universities will partner more closely with businesses, rather than businesses just being passive customers. Accreditation frameworks will provide infrastructure to allow universities to co-generate curricula with businesses and use more flexible approaches. A face-to-face workshop will be hosted at the University of Gloucestershire to exchange ideas on developing and implementing academic accreditation frameworks between projects in the JISC Lifelong Learning and Workforce Development program.
Winter is characterized by leafless trees, snowfall, frozen grounds, bundled up clothing, more frequent rain, frozen treats like ice cream, and cold temperatures.
La intención de esta presentación es ofrecer las viñetas de Francesco Tonucci PARA:
Reflexionar con ellas sobre la escuela de hoy y la que deseamos para mañana.
Que entre todas y todos, podamos MEJORAR y FORTALECER las relaciones de comunicación en la COMUNIDAD EDUCATIVA.
The document repeats the phrases "Yes, it has" and "No, it hasn't" with no other context. It then repeats the phrases "It has got.." and "It hasn't got..." multiple times without any additional information. There is no meaningful content to summarize.
The document lists the short and long forms of expressing possession in English using "have/has got" and "have not/hasn't got". It shows the short forms contracting "have" or "has" with subjects like I, you, he, she, it, we, they. The long forms use "have" or "has" plus the subject without contraction. It also lists the questions forms for having or not having something using "have" plus the subject.
This document discusses the conjugation of the verb "tener" (to have) in Spanish. It provides examples of how "tener" is conjugated for each subject pronoun in affirmative, negative, and interrogative sentences. The key points covered are:
- In affirmative sentences, "tener" is conjugated as "have/has got" depending on whether the subject is third person singular or not.
- In negative sentences, "tener" is conjugated with "haven't/hasn't got".
- In interrogative sentences, "have/has" is used depending on whether the subject is third person singular or not.
This document provides conjugations for common French verbs including avoir, être, aller, faire, vouloir, pouvoir, mettre, prendre, devoir, dire, venir, and sortir. It shows the present, imperfect, future, conditional, and past participle forms of each verb.
The document discusses the present simple tense in English. It is used to talk about habitual or routine actions that often occur or occur daily. It provides rules for forming the positive, negative, and interrogative forms of the present simple tense using the pronouns I, you, we, they and the third person pronouns he, she, it along with examples. Key markers like often, sometimes, never, usually are used with the present simple tense.
This document provides a quick reference guide to basic Spanish grammar concepts including:
- The verb "to be" (ser and estar) in Spanish and its conjugations
- Common Spanish pronouns and their English translations
- Spanish equivalents for basic question words, demonstratives, days of the week, and expressions using "some" and "any"
- Examples of essential expressions for greetings, understanding, and introductions
The document discusses possession using affirmative and negative forms of "have got" in sentences. It provides examples of correct and incorrect sentences using subjects like "he", "she" and objects like "a cat", "two cows". Then it asks questions using subjects like "I", "you", "they" and answers whether they have or have not got various objects.
The document discusses a conversation between two individuals about a water buffalo. One person helped their mother with the water buffalo and the other comments that it is a rare breed worth a lot. They inquire if it belongs to the person, who replies it belongs to their friend. The second person then mentions someone known for stealing water buffalos in the area. The first person replies they only helped their friend and suggests going to the police station to explain.
The document provides information about subject-verb agreement and conjugation of verbs in English. It includes tables showing affirmative, negative, and interrogative forms of verbs "to be" and "-ing" verbs using different subjects including I, you, we, they, he, she, and it. Examples are provided to illustrate how the forms change depending on the subject and whether the statement is affirmative, negative, or a question.
The document provides instruction on the use of "have got" in English, including its positive and negative forms. It demonstrates "have got" in sentences with different subjects like "I", "you", "he", "she", "we", "they". Questions are formed using "have got" and answered positively or negatively. Exercises are provided to practice forming sentences and questions using "have got" in the affirmative and negative.
The document repeatedly states "YES ITS A SECRET SO I CANT TELL YOU" across multiple lines, indicating that the content is a secret that cannot be disclosed.
The document discusses the use of "have got" and its contractions to indicate possession. It provides examples of using "have/has got" and "haven't/hasn't got" with I, you, she, he, it, we, you, they. It also shows how to form questions using "have got" by placing "have" before the subject. The document aims to teach English learners how to properly use "have got" in sentences and questions.
The present perfect tense connects past events with the present. It is used to show that an action either continues today or may happen today. The present perfect is formed using have/has plus the past participle of the main verb. Some examples of the present perfect include "He has walked on the Moon" and "Our son has learned how to read."
La intención de esta presentación es ofrecer las viñetas de Francesco Tonucci PARA:
Reflexionar con ellas sobre la escuela de hoy y la que deseamos para mañana.
Que entre todas y todos, podamos MEJORAR y FORTALECER las relaciones de comunicación en la COMUNIDAD EDUCATIVA.
The document repeats the phrases "Yes, it has" and "No, it hasn't" with no other context. It then repeats the phrases "It has got.." and "It hasn't got..." multiple times without any additional information. There is no meaningful content to summarize.
The document lists the short and long forms of expressing possession in English using "have/has got" and "have not/hasn't got". It shows the short forms contracting "have" or "has" with subjects like I, you, he, she, it, we, they. The long forms use "have" or "has" plus the subject without contraction. It also lists the questions forms for having or not having something using "have" plus the subject.
This document discusses the conjugation of the verb "tener" (to have) in Spanish. It provides examples of how "tener" is conjugated for each subject pronoun in affirmative, negative, and interrogative sentences. The key points covered are:
- In affirmative sentences, "tener" is conjugated as "have/has got" depending on whether the subject is third person singular or not.
- In negative sentences, "tener" is conjugated with "haven't/hasn't got".
- In interrogative sentences, "have/has" is used depending on whether the subject is third person singular or not.
This document provides conjugations for common French verbs including avoir, être, aller, faire, vouloir, pouvoir, mettre, prendre, devoir, dire, venir, and sortir. It shows the present, imperfect, future, conditional, and past participle forms of each verb.
The document discusses the present simple tense in English. It is used to talk about habitual or routine actions that often occur or occur daily. It provides rules for forming the positive, negative, and interrogative forms of the present simple tense using the pronouns I, you, we, they and the third person pronouns he, she, it along with examples. Key markers like often, sometimes, never, usually are used with the present simple tense.
This document provides a quick reference guide to basic Spanish grammar concepts including:
- The verb "to be" (ser and estar) in Spanish and its conjugations
- Common Spanish pronouns and their English translations
- Spanish equivalents for basic question words, demonstratives, days of the week, and expressions using "some" and "any"
- Examples of essential expressions for greetings, understanding, and introductions
The document discusses possession using affirmative and negative forms of "have got" in sentences. It provides examples of correct and incorrect sentences using subjects like "he", "she" and objects like "a cat", "two cows". Then it asks questions using subjects like "I", "you", "they" and answers whether they have or have not got various objects.
The document discusses a conversation between two individuals about a water buffalo. One person helped their mother with the water buffalo and the other comments that it is a rare breed worth a lot. They inquire if it belongs to the person, who replies it belongs to their friend. The second person then mentions someone known for stealing water buffalos in the area. The first person replies they only helped their friend and suggests going to the police station to explain.
The document provides information about subject-verb agreement and conjugation of verbs in English. It includes tables showing affirmative, negative, and interrogative forms of verbs "to be" and "-ing" verbs using different subjects including I, you, we, they, he, she, and it. Examples are provided to illustrate how the forms change depending on the subject and whether the statement is affirmative, negative, or a question.
The document provides instruction on the use of "have got" in English, including its positive and negative forms. It demonstrates "have got" in sentences with different subjects like "I", "you", "he", "she", "we", "they". Questions are formed using "have got" and answered positively or negatively. Exercises are provided to practice forming sentences and questions using "have got" in the affirmative and negative.
The document repeatedly states "YES ITS A SECRET SO I CANT TELL YOU" across multiple lines, indicating that the content is a secret that cannot be disclosed.
The document discusses the use of "have got" and its contractions to indicate possession. It provides examples of using "have/has got" and "haven't/hasn't got" with I, you, she, he, it, we, you, they. It also shows how to form questions using "have got" by placing "have" before the subject. The document aims to teach English learners how to properly use "have got" in sentences and questions.
The present perfect tense connects past events with the present. It is used to show that an action either continues today or may happen today. The present perfect is formed using have/has plus the past participle of the main verb. Some examples of the present perfect include "He has walked on the Moon" and "Our son has learned how to read."
1. HAVE GOT
HAVE GOT
El verbo HAVE GOT se usa para expresar posesión
AFIRMATIVA
AFIRMATIVA I HAVE GOT
I HAVE GOT
I´VE GOT
I´VE GOT YO TENGO
YOU HAVE GOT YOU´ VE GOT YO TENGO
YOU HAVE GOT YOU´ VE GOT TÚ TIENES
HE HAS GOT HE ´S GOT TÚ TIENES
HE HAS GOT HE ´S GOT ÉL TIENE
SHE HAS GOT SHE ´S GOT ÉL TIENE
SHE HAS GOT SHE ´S GOT ELLA TIENE
IT HAS GOT IT ´S GOT ELLA TIENE
IT HAS GOT IT ´S GOT ESO TIENE
WE HAVE GOT WE ´VE GOT ESO TIENE
WE HAVE GOT WE ´VE GOT NOSOTROS TENEMOS
YOU HAVE GOT YOU ´VE GOT NOSOTROS TENEMOS
YOU HAVE GOT YOU ´VE GOT VOSOTROS TENEIS
THEY HAVE GOT THEY ´VE GOT VOSOTROS TENEIS
THEY HAVE GOT THEY ´VE GOT ELLOS TIENEN
ELLOS TIENEN
I HAVEN´T GOT
NEGATIVA I HAVEN´T GOT YO NO TENGO
I HAVE NOT GOT YOU HAVEN´T GOT
NEGATIVA I HAVE NOT GOT
YOU HAVE NOT GOT
YOU HAVEN´T GOT YO NO TENGO
TÚ NO TIENES
HE HASN´T GOT TÚ NO TIENES
YOU HAVE NOT GOT HE HASN´T GOT
HE HAS NOTGOT SHE HASN´T GOT ÉL NO TIENE
HE HAS NOTGOT SHE HASN´T GOT ÉL NO TIENE
SHE HAS NOT GOT IT HASN´T GOT ELLA NO TIENE
SHE HAS NOT GOT IT HASN´T GOT ELLA NO TIENE
IT HAS NOT GOT WE HAVEN´T GOT ESO NO TIENE
IT HAS NOT GOT WE HAVEN´T GOT ESO NO TIENE
WE HAVE NOT GOT YOU HAVEN´T GOT NOSOTROS NO TENEMOS
WE HAVE NOT GOT YOU HAVEN´T GOT NOSOTROS NO TENEMOS
YOU HAVE NOT GOT THEY HAVEN´T GOT VOSOTROS NO TENEIS
YOU HAVE NOT GOT THEY HAVEN´T GOT VOSOTROS NO TENEIS
THEY HAVE NOT GOT ELLOS NO TIENEN
THEY HAVE NOT GOT ELLOS NO TIENEN
YES , I HAVE
YES , I HAVE
PREGUNTA HAVE I GOT ? YES, YOU HAVE
PREGUNTA HAVE I GOT ? YES, YOU HAVE
HAVE YOU GOT YES, HE HAS
HAVE YOU GOT YES, HE HAS
HAS HE GOT ? YES, SHE HAS
HAS HE GOT ? YES, SHE HAS NO , I HAVEN´T
HAS SHE GOT ? YES, IT HAS NO , I HAVEN´T
HAS SHE GOT ? YES, IT HAS NO, YOU HAVEN´T
HAS IT GOT ? YES, WE HAVE NO, YOU HAVEN´T
HAS IT GOT ? YES, WE HAVE NO, HE HASN´T
HAVE WE GOT ? YES, YOU HAVE NO, HE HASN´T
HAVE WE GOT ? YES, YOU HAVE NO, SHE HASN´T
HAVE YOU GOT ? YES, THEY HAVE NO, SHE HASN´T
HAVE YOU GOT ? YES, THEY HAVE NO, IT HASN´T
HAVE THEY GOT ? NO, IT HASN´T
HAVE THEY GOT ? NO, WE HAVEN’T
NO, WE HAVEN’T
NO, YOU HAVEN´T
NO, YOU HAVEN´T
NO, THEY HAVEN´T
NO, THEY HAVEN´T