The document provides examples of using articles (a, an) and quantifiers (many, much, few, a few, lots of, a lot of, some, any) in English. It explains when to use indefinite articles versus no article. It also explains the differences between quantifiers like a few, few, not many, lots of, a lot of, some and any. Questions are provided as examples of how these change in interrogative sentences.
How much. how many. a an. some. any. quantifiers.Jorge meléndez
The document provides guidance on using quantifiers like "how much", "how many", "some", "any", "a few", "a lot", and "not much" in English. It explains when to use each quantifier in questions, affirmative statements, and negative statements. Examples are given for common quantifiers like "some", "any", "a few", and "a lot". Key distinctions are outlined, such as using "some" in affirmative statements and "any" in questions.
The document lists various school supplies and furniture, including a book, pencil, calendar, desks, chairs, and more. It then provides sentences to practice describing whether certain items are present or not, and in what quantities, such as "There is a book" or "There are two posters." Finally, it includes questions to ask and answer about the items, like "Is there a book?" and "Are there any dogs?" using affirmative or negative responses.
This document discusses developing skills in listening, expressing opinions, reading aloud and to oneself, and writing topic sentences. It includes a dialogue where Ann asks Talgat questions about his name, food preferences, and drinks. Talgat says he likes fruit, fish, eggs, fried potatoes, Coke, orange juice, and tea with milk but does not like surveys. The document then has exercises on completing charts with foods, arranging nouns into categories, identifying countable and uncountable nouns, using much or many, making sentences from a food survey, and having students survey each other on food preferences. The purpose is to learn about eating habits in Britain and countable vs. uncountable nouns.
This document contains 225 riddles and silly questions ranging from wordplay puzzles to logic problems. The questions cover a variety of topics including animals, numbers, word definitions, and relationships between concepts. The format is a list with one riddle or question presented per line without answers provided.
This document discusses quantifiers used with countable and uncountable nouns in English. It provides tables that show the affirmative, negative, and interrogative forms of quantifiers like some, any, much, many, a few, a lot of/lots of for both singular and plural countable nouns and uncountable nouns. It also includes examples and a practice section with questions to test understanding of using quantifiers correctly.
This document discusses countable and uncountable nouns in English. It provides examples of countable nouns that take plural forms like "dog" becoming "dogs", and uncountable nouns that stay singular like "water". It also demonstrates how to use quantifiers like "many", "a few", "much", and "a little" correctly with countable and uncountable nouns. Specifically when asking questions using "how many" for countable nouns and "how much" for uncountable nouns. It concludes by listing additional uncountable nouns that may not be as commonly known.
The document discusses countable and uncountable nouns in English. It provides examples of countable nouns like "bird" and "apple" that can take indefinite articles "a" or "an". Uncountable nouns like "butter" or "honey" cannot take indefinite articles but can be used with quantifiers like "some" or "a lot of". It also discusses using quantity expressions like "a bottle of milk" with uncountable nouns. The document explains using "there is/there are" and questions with "is there/are there". It concludes with examples of using "how many" with countable nouns and "how much" with uncountable nouns
How much. how many. a an. some. any. quantifiers.Jorge meléndez
The document provides guidance on using quantifiers like "how much", "how many", "some", "any", "a few", "a lot", and "not much" in English. It explains when to use each quantifier in questions, affirmative statements, and negative statements. Examples are given for common quantifiers like "some", "any", "a few", and "a lot". Key distinctions are outlined, such as using "some" in affirmative statements and "any" in questions.
The document lists various school supplies and furniture, including a book, pencil, calendar, desks, chairs, and more. It then provides sentences to practice describing whether certain items are present or not, and in what quantities, such as "There is a book" or "There are two posters." Finally, it includes questions to ask and answer about the items, like "Is there a book?" and "Are there any dogs?" using affirmative or negative responses.
This document discusses developing skills in listening, expressing opinions, reading aloud and to oneself, and writing topic sentences. It includes a dialogue where Ann asks Talgat questions about his name, food preferences, and drinks. Talgat says he likes fruit, fish, eggs, fried potatoes, Coke, orange juice, and tea with milk but does not like surveys. The document then has exercises on completing charts with foods, arranging nouns into categories, identifying countable and uncountable nouns, using much or many, making sentences from a food survey, and having students survey each other on food preferences. The purpose is to learn about eating habits in Britain and countable vs. uncountable nouns.
This document contains 225 riddles and silly questions ranging from wordplay puzzles to logic problems. The questions cover a variety of topics including animals, numbers, word definitions, and relationships between concepts. The format is a list with one riddle or question presented per line without answers provided.
This document discusses quantifiers used with countable and uncountable nouns in English. It provides tables that show the affirmative, negative, and interrogative forms of quantifiers like some, any, much, many, a few, a lot of/lots of for both singular and plural countable nouns and uncountable nouns. It also includes examples and a practice section with questions to test understanding of using quantifiers correctly.
This document discusses countable and uncountable nouns in English. It provides examples of countable nouns that take plural forms like "dog" becoming "dogs", and uncountable nouns that stay singular like "water". It also demonstrates how to use quantifiers like "many", "a few", "much", and "a little" correctly with countable and uncountable nouns. Specifically when asking questions using "how many" for countable nouns and "how much" for uncountable nouns. It concludes by listing additional uncountable nouns that may not be as commonly known.
The document discusses countable and uncountable nouns in English. It provides examples of countable nouns like "bird" and "apple" that can take indefinite articles "a" or "an". Uncountable nouns like "butter" or "honey" cannot take indefinite articles but can be used with quantifiers like "some" or "a lot of". It also discusses using quantity expressions like "a bottle of milk" with uncountable nouns. The document explains using "there is/there are" and questions with "is there/are there". It concludes with examples of using "how many" with countable nouns and "how much" with uncountable nouns
Quantifiers are words that modify nouns by indicating quantity or number. This document provides examples of common quantifiers like some, many, any, both, all, every, each, as well as comparative quantifiers and the use of enough. It explains the differences between a little/few and little/few, and provides rules for using quantifiers correctly with countable and uncountable nouns.
The document discusses the use of quantifiers like "a lot of", "much", "many", "a little", and "a few" with countable and uncountable nouns. It explains that "a lot of" and "lots of" are used with plural countable nouns and uncountable nouns in positive statements. "Much" is normally used with uncountable nouns in questions and negatives. "Many" is normally used with plural countable nouns in questions and negatives. It also discusses the differences between "a little" and "little" as well as "a few" and "few".
This document discusses countable and uncountable nouns. It provides examples of countable nouns that have both singular and plural forms, such as apple-apples, and uncountable nouns that only have a singular form like money or water. It also discusses using a/an with countable nouns and some/any with countable and uncountable nouns. The document explains how to use how many with countable nouns and how much with uncountable nouns. It includes exercises to practice these concepts.
The document discusses quantifiers such as "much", "many", "a lot of", "few", and "a few". It explains that "many" is used with plural countable nouns, "much" is used with non-countable singular nouns, and "a lot of" can be used for both plural and non-countable nouns. Additionally, "few" indicates a negative or insufficient amount while "a few" indicates a positive but limited amount. Examples are provided to illustrate the proper usage of these quantifiers in different contexts.
This document discusses quantifiers such as "much", "many", "a lot of", "few", and "a few". It explains that "many" is used with plural countable nouns, "much" is used with non-countable singular nouns, and "a lot of" can be used with both plural and non-countable nouns. It also distinguishes between "few" which has a negative meaning and "a few" which has a positive meaning. Examples are provided to illustrate the proper usage of these quantifiers in different contexts.
This document contains a variety of English language exercises focused on vocabulary, grammar structures, and physical movement. It includes rhymes, questions, and lists related to topics like food, household chores, animals, and parts of the body. The exercises are meant to practice structures like "there is/are", countable and uncountable nouns, and the use of articles. Students are directed to complete written exercises in their workbooks matching words and writing examples.
The document discusses the use of quantifiers like "a lot of", "much", "many", "a little", and "a few" with countable and uncountable nouns. It explains that "a lot of" and "many" are used with countable nouns affirmatively, while "much" and "a little" are used with uncountable nouns. It also provides examples of asking and answering questions using these quantifiers.
This document asks a series of questions using the phrase "Il y a combien de" and provides answers about the quantities of different animals. It finds that there are 3 clowns, 2 rabbits, 3 teddy bears, 6 lions, 7 puppies, and 12 dolphins. There are also 4 babies and 1 fox. The document explains that "Il y a" means "there is/are" in French and provides examples of questions and answers about quantities to be singular or plural depending on the number.
The document discusses the proper usage of quantifiers like "a/an", "some", "any", "much", "many", "a lot/lots of" with countable and uncountable nouns. It explains that "a/an" is used with singular countable nouns, "some" is used with plural countable and uncountable nouns in positive sentences and questions, and "any" is used in questions and negatives. It also discusses the differences between "much" which is used with uncountable nouns and "many" which is used with plural countable nouns. Examples are provided to illustrate the correct usage of these quantifiers.
The document discusses the use of quantifiers like "a lot of", "much", "many", "a little", and "a few" in English. It explains that "a lot of" and "lots of" are used with plural countable nouns and uncountable nouns in positive statements. "Much" is normally used with uncountable nouns in questions and negatives, while "many" is used with plural countable nouns. "A little" is used with uncountable nouns to mean "not much but enough", while "a few" is used with plural countable nouns to also mean "not many but enough".
This document asks a series of questions beginning with "Il y a combien de" and provides the answers. It introduces the French phrase "Il y a" which means "there is/are". It explains that "Il y a combien de" translates to "How many/much" and asks the reader to write this down with the translation "How many/much...are there?" in their exercise book.
This document contains lyrics to several classic children's songs that are commonly sung at school, including "Wheels on the Bus," "Miss Polly Had a Dolly," "Five Little Ducks," "Ten Little Indians," and "If You're Happy and You Know It." The songs cover a variety of topics using rhyme and repetition to tell stories, describe actions, and encourage participation through call-and-response sections.
This document provides instruction on using there is/there are to talk about things that exist or are present in a place. It distinguishes between singular and plural forms, countable and uncountable nouns, and provides examples of affirmative, negative and interrogative sentences. Key rules are explained, such as only using plural forms with uncountable nouns and using "how many" to ask about exact quantities of countable nouns. Practice questions are provided to help the reader apply the rules.
There is a discussion of grammar structures for expressing existence in the present and past tenses using "there is/there are" and "there was/there were". Examples are provided to demonstrate use with singular and plural nouns. The document also covers use of the present simple and present continuous tenses. Vocabulary lists places in towns and buildings. Phonetic symbols for certain letter combinations are presented.
This document contains lyrics and instructions for songs, rhymes, chants and games that can be used to teach language in a fun and engaging way for children. It discusses how music, movement and play are natural ways for children to learn and acquire language. Songs, rhymes and chants provide repetition, teach stress and intonation patterns, and make language memorable. They also build community and allow children to express themselves. The document emphasizes finding joy in language learning through interactive activities rather than making it feel like work.
This document provides guidance on using articles (a/an) with nouns based on their sound, and on using much vs. many based on whether the noun is singular or plural. It also explains the use of there is/there are to indicate existence or non-existence of nouns, including contractions and question forms. Additional quantifiers like some, a few, plenty are also defined for use with countable and uncountable nouns.
The document discusses the use of quantifiers like "a lot of", "much", "many", "a little", and "a few" when used with countable and uncountable nouns. It explains that "a lot of" and "lots of" are used with plural countable nouns and uncountable nouns in positive statements. "Much" is normally used with uncountable nouns in questions and negatives, while "many" is used with plural countable nouns. "A little" is used with uncountable nouns and "a few" is used with plural countable nouns.
The document discusses the use of quantifiers such as countable and uncountable nouns to express quantities in English. It provides examples of quantifiers used for large quantities like "a lot of" and "many", small quantities like "a few" and "a little", and quantifiers that do not indicate a specific amount like "some" and "any". The document also covers quantifiers for sufficient quantities like "enough" and "plenty", zero quantities with "no", and informal expressions of quantity.
Course 4-Unit 10: How many, how much, is there any, are there any.Martin Caicedo
The document discusses the proper use of question words like "how many", "how much", "is there any", and "are there any" in English and Spanish. It explains that "how many" is used for count nouns like onions that are plural, while "how much" is used for non-count nouns. It also explains that "there are" is used for plural nouns, while "there is" is used for singular nouns. Examples are provided asking about onions, eggs, and fruit to illustrate when to use "how many", "how much", "is there any", and "are there any".
The document discusses the proper use of question words like "how many", "how much", "is there any", and "are there any" in English and Spanish. It explains that "how many" is used for count nouns like onions that are plural, while "how much" is used for non-count nouns. It also explains that "there are" is used for plural nouns, while "there is" is used for singular nouns. Examples are provided asking about onions, eggs, and fruit to illustrate when to use "how many", "how much", "is there any", and "are there any" depending on whether the noun is count/non-count and singular/plural.
El documento presenta una lista de pronombres personales en inglés, divididos en tres categorías: pronombres sujeto, pronombres objeto y pronombres posesivos. Explica cada categoría con ejemplos de los pronombres correspondientes a cada persona. Adicionalmente, incluye ejercicios de práctica para reforzar el uso y diferenciación de los diferentes tipos de pronombres.
Este documento explica el uso del posesivo "'s" en inglés. Indica que "'s" se usa para indicar posesión o pertenencia, como en "el perro de Santiago" que se escribe "Santiago's dog". También se usa para indicar relaciones familiares. No se usa con objetos inanimados, en su lugar se usa "of". Existen excepciones como con elementos geográficos o naturales. El documento también aclara que cuando se usan calificativos no se refiere a posesión, sino a una descripción.
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Similar to How much. how many. a an. some. any. quantifiers.
Quantifiers are words that modify nouns by indicating quantity or number. This document provides examples of common quantifiers like some, many, any, both, all, every, each, as well as comparative quantifiers and the use of enough. It explains the differences between a little/few and little/few, and provides rules for using quantifiers correctly with countable and uncountable nouns.
The document discusses the use of quantifiers like "a lot of", "much", "many", "a little", and "a few" with countable and uncountable nouns. It explains that "a lot of" and "lots of" are used with plural countable nouns and uncountable nouns in positive statements. "Much" is normally used with uncountable nouns in questions and negatives. "Many" is normally used with plural countable nouns in questions and negatives. It also discusses the differences between "a little" and "little" as well as "a few" and "few".
This document discusses countable and uncountable nouns. It provides examples of countable nouns that have both singular and plural forms, such as apple-apples, and uncountable nouns that only have a singular form like money or water. It also discusses using a/an with countable nouns and some/any with countable and uncountable nouns. The document explains how to use how many with countable nouns and how much with uncountable nouns. It includes exercises to practice these concepts.
The document discusses quantifiers such as "much", "many", "a lot of", "few", and "a few". It explains that "many" is used with plural countable nouns, "much" is used with non-countable singular nouns, and "a lot of" can be used for both plural and non-countable nouns. Additionally, "few" indicates a negative or insufficient amount while "a few" indicates a positive but limited amount. Examples are provided to illustrate the proper usage of these quantifiers in different contexts.
This document discusses quantifiers such as "much", "many", "a lot of", "few", and "a few". It explains that "many" is used with plural countable nouns, "much" is used with non-countable singular nouns, and "a lot of" can be used with both plural and non-countable nouns. It also distinguishes between "few" which has a negative meaning and "a few" which has a positive meaning. Examples are provided to illustrate the proper usage of these quantifiers in different contexts.
This document contains a variety of English language exercises focused on vocabulary, grammar structures, and physical movement. It includes rhymes, questions, and lists related to topics like food, household chores, animals, and parts of the body. The exercises are meant to practice structures like "there is/are", countable and uncountable nouns, and the use of articles. Students are directed to complete written exercises in their workbooks matching words and writing examples.
The document discusses the use of quantifiers like "a lot of", "much", "many", "a little", and "a few" with countable and uncountable nouns. It explains that "a lot of" and "many" are used with countable nouns affirmatively, while "much" and "a little" are used with uncountable nouns. It also provides examples of asking and answering questions using these quantifiers.
This document asks a series of questions using the phrase "Il y a combien de" and provides answers about the quantities of different animals. It finds that there are 3 clowns, 2 rabbits, 3 teddy bears, 6 lions, 7 puppies, and 12 dolphins. There are also 4 babies and 1 fox. The document explains that "Il y a" means "there is/are" in French and provides examples of questions and answers about quantities to be singular or plural depending on the number.
The document discusses the proper usage of quantifiers like "a/an", "some", "any", "much", "many", "a lot/lots of" with countable and uncountable nouns. It explains that "a/an" is used with singular countable nouns, "some" is used with plural countable and uncountable nouns in positive sentences and questions, and "any" is used in questions and negatives. It also discusses the differences between "much" which is used with uncountable nouns and "many" which is used with plural countable nouns. Examples are provided to illustrate the correct usage of these quantifiers.
The document discusses the use of quantifiers like "a lot of", "much", "many", "a little", and "a few" in English. It explains that "a lot of" and "lots of" are used with plural countable nouns and uncountable nouns in positive statements. "Much" is normally used with uncountable nouns in questions and negatives, while "many" is used with plural countable nouns. "A little" is used with uncountable nouns to mean "not much but enough", while "a few" is used with plural countable nouns to also mean "not many but enough".
This document asks a series of questions beginning with "Il y a combien de" and provides the answers. It introduces the French phrase "Il y a" which means "there is/are". It explains that "Il y a combien de" translates to "How many/much" and asks the reader to write this down with the translation "How many/much...are there?" in their exercise book.
This document contains lyrics to several classic children's songs that are commonly sung at school, including "Wheels on the Bus," "Miss Polly Had a Dolly," "Five Little Ducks," "Ten Little Indians," and "If You're Happy and You Know It." The songs cover a variety of topics using rhyme and repetition to tell stories, describe actions, and encourage participation through call-and-response sections.
This document provides instruction on using there is/there are to talk about things that exist or are present in a place. It distinguishes between singular and plural forms, countable and uncountable nouns, and provides examples of affirmative, negative and interrogative sentences. Key rules are explained, such as only using plural forms with uncountable nouns and using "how many" to ask about exact quantities of countable nouns. Practice questions are provided to help the reader apply the rules.
There is a discussion of grammar structures for expressing existence in the present and past tenses using "there is/there are" and "there was/there were". Examples are provided to demonstrate use with singular and plural nouns. The document also covers use of the present simple and present continuous tenses. Vocabulary lists places in towns and buildings. Phonetic symbols for certain letter combinations are presented.
This document contains lyrics and instructions for songs, rhymes, chants and games that can be used to teach language in a fun and engaging way for children. It discusses how music, movement and play are natural ways for children to learn and acquire language. Songs, rhymes and chants provide repetition, teach stress and intonation patterns, and make language memorable. They also build community and allow children to express themselves. The document emphasizes finding joy in language learning through interactive activities rather than making it feel like work.
This document provides guidance on using articles (a/an) with nouns based on their sound, and on using much vs. many based on whether the noun is singular or plural. It also explains the use of there is/there are to indicate existence or non-existence of nouns, including contractions and question forms. Additional quantifiers like some, a few, plenty are also defined for use with countable and uncountable nouns.
The document discusses the use of quantifiers like "a lot of", "much", "many", "a little", and "a few" when used with countable and uncountable nouns. It explains that "a lot of" and "lots of" are used with plural countable nouns and uncountable nouns in positive statements. "Much" is normally used with uncountable nouns in questions and negatives, while "many" is used with plural countable nouns. "A little" is used with uncountable nouns and "a few" is used with plural countable nouns.
The document discusses the use of quantifiers such as countable and uncountable nouns to express quantities in English. It provides examples of quantifiers used for large quantities like "a lot of" and "many", small quantities like "a few" and "a little", and quantifiers that do not indicate a specific amount like "some" and "any". The document also covers quantifiers for sufficient quantities like "enough" and "plenty", zero quantities with "no", and informal expressions of quantity.
Course 4-Unit 10: How many, how much, is there any, are there any.Martin Caicedo
The document discusses the proper use of question words like "how many", "how much", "is there any", and "are there any" in English and Spanish. It explains that "how many" is used for count nouns like onions that are plural, while "how much" is used for non-count nouns. It also explains that "there are" is used for plural nouns, while "there is" is used for singular nouns. Examples are provided asking about onions, eggs, and fruit to illustrate when to use "how many", "how much", "is there any", and "are there any".
The document discusses the proper use of question words like "how many", "how much", "is there any", and "are there any" in English and Spanish. It explains that "how many" is used for count nouns like onions that are plural, while "how much" is used for non-count nouns. It also explains that "there are" is used for plural nouns, while "there is" is used for singular nouns. Examples are provided asking about onions, eggs, and fruit to illustrate when to use "how many", "how much", "is there any", and "are there any" depending on whether the noun is count/non-count and singular/plural.
Similar to How much. how many. a an. some. any. quantifiers. (20)
El documento presenta una lista de pronombres personales en inglés, divididos en tres categorías: pronombres sujeto, pronombres objeto y pronombres posesivos. Explica cada categoría con ejemplos de los pronombres correspondientes a cada persona. Adicionalmente, incluye ejercicios de práctica para reforzar el uso y diferenciación de los diferentes tipos de pronombres.
Este documento explica el uso del posesivo "'s" en inglés. Indica que "'s" se usa para indicar posesión o pertenencia, como en "el perro de Santiago" que se escribe "Santiago's dog". También se usa para indicar relaciones familiares. No se usa con objetos inanimados, en su lugar se usa "of". Existen excepciones como con elementos geográficos o naturales. El documento también aclara que cuando se usan calificativos no se refiere a posesión, sino a una descripción.
Classroom requests are polite questions or statements used in class or conversations to communicate effectively. Examples provided include asking someone to speak more slowly, asking how to say words in another language, asking for clarification or repetition, requesting to use the restroom, and asking the teacher a question. Classroom requests help students participate appropriately and understand lessons and discussions better.
El documento lista varias categorías de sustantivos en español, incluyendo deportes, materias académicas, idiomas, lugares geográficos, fechas y eventos del pasado y futuro. Dentro de cada categoría se enumeran de 5 a 10 ejemplos de sustantivos en español.
The document discusses Spanish frequency adverbs and their English equivalents. It provides examples of sentences using different adverbs like "always", "usually", "sometimes", "rarely", and "never". Charts then show the adverbs and approximate percentages to indicate how often something occurs. Further examples are given using the adverbs to describe daily activities and responsibilities.
The document discusses the simple present and present continuous tenses in English. The simple present is used for general truths, habits, and permanent states like "lions hunt" and "a driver drives." The present continuous expresses something that is happening now, like "I am talking," or annoying habits with "always" like "my dog is always barking." It also discusses using the present continuous for future arrangements like "I am having a medical appointment."
El documento explica el uso de "CAN" en español colombiano. CAN significa: 1) saber hacer algo debido a capacidad o conocimiento, 2) poder o ser capaz de hacer algo con entrenamiento o disposición, 3) poder para ofrecer ayuda o pedir permiso. Usamos CAN en presente y pasado con I, you, we, they, he, she, it. El pasado de CAN es COULD. Be able to significa poder o ser capaz de hacer algo temporalmente, y se usa para eventos futuros, en tiempo perfecto, y en oraciones infinitivas.
Will se usa para hacer predicciones, tomar decisiones en el momento y hacer promesas sobre el futuro. Going to se usa para planes futuros con certeza de cumplimiento y predicciones basadas en evidencia. El presente continuo (be + ing) se usa para planes, citas y arreglos sociales en el futuro.
Este documento presenta los pronombres personales en inglés y español, tanto sujetos como objetos. Explica que los pronombres personales se usan para reemplazar nombres de personas o cosas mencionadas anteriormente. Proporciona ejemplos comunes de cómo y cuándo usar cada pronombre personal en inglés y español.
These rules apply for who and what questions in Spanish. Someone, somebody, something, who, writes, wants, seems, likes, sleeps, makes, does, studies, watches, eats can be used to ask who questions. Quién (who), a quién (to/for who), qué (what) are used to ask what questions. Several examples are provided to demonstrate asking who and what questions in Spanish.
The document provides a list of common breakfast, lunch, and dinner foods in both English and Spanish, including items like bacon, cereal, toast, pancakes, fruit juice, salad, sandwiches, soup, meat, fish, and more. It also includes utensils and dishes used for eating like forks, knives, spoons, cups, glasses, plates, tablecloths, and napkins. The document concludes with the words for bill/check and tip in Spanish.
Este documento explica el uso del pasado simple en inglés. Se usa el pasado simple para hablar de eventos ocurridos en el pasado que incluyen un referente como una fecha o período de tiempo. El pasado simple se usa también para eventos que no se repetirán, como la carrera de Heath Ledger que hizo 18 películas entre 1979-2008. El documento también presenta ejemplos de la conjugación del verbo "to be" en pasado simple y preguntas en pasado simple.
El documento presenta una lista de palabras en inglés relacionadas con el uso de "there is/there are" y "some/any" para hablar sobre la existencia de cosas. Explica cuándo se usa "there is" versus "there are", y cómo "some" se usa para afirmaciones mientras "any" se usa para preguntas y negaciones. También incluye ejemplos de oraciones que ilustran estas reglas gramaticales.
El documento presenta varios ejemplos del uso de las palabras "también", "tampoco" y "too" en oraciones para expresar ideas similares o apoyar una opinión negativa. Explica que "también" se usa para expresar la misma opinión y va al final de la oración, mientras que "tampoco" apoya una opinión negativa y puede ir al final o en el medio de la oración completa.
This document contains common greetings, farewells, and expressions of thanks in English. It begins several greeting phrases like "Hello!", "Hi!", and "How are you?" as well as responses like "I'm good" and questions like "How are you doing?". It then lists farewell expressions such as "Goodbye" and "bye". Finally, it provides thank you phrases including "Thank you", "Thanks", and responses like "You're welcome".
El documento explica la diferencia entre el pasado simple y el presente perfecto en inglés. Indica que se usa el pasado simple cuando se especifica cuándo ocurrió la acción, mientras que se usa el presente perfecto cuando no se especifica el momento o cuando la acción puede continuar o volver a ocurrir. Proporciona ejemplos para ilustrar estas reglas y resalta que el presente perfecto implica una conexión entre el pasado y el presente.
El documento explica la diferencia entre la voz pasiva y activa en inglés y español a través de ejemplos en presente simple, pasado simple, presente continuo y futuro. Se ilustran oraciones que describen acciones como pintar cuadros, construir casas y escribir libros utilizando ambas voces gramaticales.
El documento resume el uso de las palabras "ya", "todavía" y "acabar de" en el inglés para expresar el tiempo perfecto. Explica que "ya" se usa para oraciones afirmativas, "todavía no" para negativas, y "acabar de" para acciones recientes. Proporciona ejemplos como "ya pagué el alquiler", "todavía no he terminado" y "acabo de llegar".
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
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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 💊💊
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
10. An apple
An elephant
An umbrella
An ape
A pen
A car
A computer
A phone
Apples
Elephants
Umbrellas
Apes
Pens
Cars
Computers
Phones
11.
12. Vowel letter but consonant sound
a European country you-ro-pe-an
a one-day conference won-day
a university you-ni-ver-si-ty
Consonant letter but vowel sound
an honest man on-est
an hour our
an FBI agent eff-bee-eye
15. How many…
are there in the picture?
do you have?
are there in Manizales?
does Lucas have?
does your aunt have?
do you want?
do you know?
Cuántos/
cuántas…?
¿cuántos gatos hay en la foto?
¿cuántos libros tiene usted?
¿cuántas universidades hay en Manizales?
¿cuántas chaquetas tiene Lucas?
¿cuántos hijos tiene su tía?
¿cuántas de azúcar (quiere ud.)?
¿cuántos tipos de pan conoce usted?
Types of
17. How much…
do you want?
do we have?
can you drink?
me?
do you
do you drink per day?
Do you
?
Cuánto/ cuánta…?
¿cuánto pan quiere?
¿cuánta plata tenemos?
¿cuánto guaro aguanta usted?
¿cuánto me quiere usted?
¿qué tanto lee usted?
¿cuánta agua toma usted en el
dia?
Qué tanto/ tanta…?
19. Biscuits milk an apple rice
yogurt sugar bread water
eggs coffee sausages soup meat
vegetables cheese a banana
orange juice a croissant tea jam
fruits cereal olives tomatoes
many much much
much much much much
much much much
much
much much much
much
many
many many
many many
many
many many many
28. cuando preguntamos con There is
hacemos la pregunta con is
(si no está some)
Caso número UNO
Questions
29. Questions
There is a man Is there a man?
There is a dog
on the sofa
Is there a dog on
the sofá?
There is a fly in
the soup
Is there a fly in
the soup?
Hay un hombre ¿Hay un hombre?
Hay un perro en el sofá ¿Hay un perro en el sofá?
Hay una mosca en la sopa ¿Hay una mosca en la sopa?
30. Si en la oración con There is está
some, reemplazamos some por any
en la pregunta
Caso número DOS
Questions
31. There is some money
There is some
liquor
Hay plata
Hay trago
Hay amor
There is some love
¿Hay plata?
Is there any money?
¿Hay amor?
Is there any love?
¿Hay trago?
Is there any
liquor?
35. How much…
do you want?
do we have?
can you drink?
me?
do you
do you drink per day?
Do you
?
Cuánto/
cuánta…?
¿cuánto pan quiere?
¿cuánta plata tenemos?
¿cuánto guaro es capaz de tomar usted?
¿cuánto me quiere usted?
¿qué tanto lee usted?
¿cuánta agua toma usted en el
dia?
Qué tanto/
tanta…?
36. Questions
There is some butter Is there any butter?
There is some pizza Is there any pizza?
There is some money Is there any money?
There is…
Hay mantequilla
¿Hay mantequilla?
Hay una muchacha ¿Hay una muchacha?
There is a girl Is there a girl?
Hay pizza ¿Hay pizza?
Hay un error
Is there a mistake
¿Hay un error?
There is a mistake
Hay plata ¿Hay plata?
41. There is an egg
and
a chicken
There are
some women
in a black
dress
There is a
cowboy
Is there an egg and
a chicken?
Are there any women in
a black dress ?
Is there a cowboy?
There are some
indians
Are there any
indians?
Hay un huevo y un pollito
¿Hay un huevo y un pollito?
¿Hay un vaquero?
Hay mujeres de negro
¿Hay mujeres de negro?
Hay indios
¿Hay indios?
Hay un vaquero
42. There are
some eggs
There is some water
Are there any
eggs?
Is there any
water?
There is some
shampoo
is there any
shampoo?
There were some policemen at
the concert
Were there any
policemen at the concert?
¿Hay huevos?
Hay huevos
¿Había policías en el concierto?
Había policías en el concierto
Hay agua
¿Hay agua?
¿Hay shampoo?
Hay shampoo
43. There isn’t
any water
Are there
any eggs?
There isn’t
any meat
There isn’t
any chicken
Is there
any milk?
No hay leche
No hay pollo
No hay carne
¿Hay huevos?
No hay agua
¿Hay agua?
Is there any
water?
No hay huevos
There aren’t
any eggs
¿Hay carne?
Is there any
meat?
¿Hay pollo?
Is there any
chicken?
¿Hay leche?
There isn’t
any milk
44. There is
some water
Is there
any pizza?
There are
some oranges
There is some
chicken
Is there
any milk?
Hay leche
Hay pollo
Hay naranjas
¿Hay pizza?
Hay agua
¿Hay agua?
Is there any
water?
Hay pizza
There is
some pizza
¿Hay naranjas?
Are there any
oranges?
¿Hay pollo?
Is there any
chicken?
¿Hay leche?
There is
some
milk
45. There are some
Cats
Students
Women
are there any
Cats
Students
Women
?
There is
a
Cat
Student
Woman
an
Old man
Egg
Orange
some
Rice
Water
Bread
is there
Cat
Student
Woman
a
an
Old man
Egg
Orange
any
Rice
Water
Bread
?
?
?
48. Some
Se usa en oraciones afirmativas
con There are para decir que hay
varios de un mismo elemento.
Se usa en oraciones afirmativas
con There is para decir que hay un
elemento no contable.
Se usa en preguntas solamente cuando se
hace un ofrecimiento o una solicitud
Any
Se usa para negaciones
Se usa para preguntas sobre varios
elementos y para preguntar sobre un
elemento no contable
Se usa también en oraciones con IF
56. There are a few cars in the highway
There are a few people at the
stadium
There are a few books
in the shelve
Hay poquitos libros en la estantería
Hay poquita gente en el estadio
Hay poquitos carros en la carretera
58. In Manizales few people recycle
Few people believe in politicians
In Colombia few people read
Few students like English
In Manizales, casi nadie recicla
Muy poquitos creen en los políticos
En Colombia, muy poquita gente lee
A muy poquitos estudiantes les gusta el Inglés
61. There are not many
cars in the highway
There are not many
people at the stadium
There are not many
books in the shelve
62. There are not many cars in the
highway
There are not many people at
the stadium
There are not many books in
the shelve
There are a few cars in the
highway
There are a few people at the
stadium
There are few books in the
shelve
There are few cars in the
highway
There are few people at the
stadium
There are few books in the
shelve
A few= Few=
Not many
68. Lots of people travel on holidays
A lot of people travel on holidays
Lots of water is wasted
A lot of water is wasted
There are lots of T-shirts
There are a lot of T-shirts
She puts lots of sugar on her coffee
She puts a lot of sugar on her coffee
69. Much Many
A few (poquit0s-as)
Few (poquitos-as)
Not many (no muchos)
Lots of (muchos-as)
A lot (muchos-as)
Some (algunos-as)
Lots of (mucho-a)
A lot (mucho-a)
A bit of (un poquito)
A Little bit (un poquito)
Not much (no mucho)
Some (alguno-a)