The document discusses the use of wish to talk about present, past, and desired future situations. It provides rules and examples for using wish with the simple past, present perfect, and conditional (would/wouldn't) to express: desires about present situations that are not possible; past situations the speaker wishes had been different; and irritation with current situations. Examples are given for wishing for different past or present circumstances, as well as situations the speaker wants to change.
The document discusses various phrases used to express wishes, desires, and hypothetical situations in English. It provides examples of using "I wish" and "if only" with different tenses to talk about past regrets, present desires, and impossible wishes. It also explains phrases like "it's time", "what if", "would rather", and "as if" and provides examples of their use.
This document discusses different ways to express wishes in English using the verbs "wish" and "would". It explains:
- Using "wish" + past simple to express wishes about changing present situations (e.g. "I wish I didn't have to get up so early")
- Using "wish" + past perfect to express wishes about changing the past (e.g. "I wish I hadn't lost my pen")
- Using "wish" + "would" to express wanting someone else to do or not do something (e.g. "I wish you wouldn't be so rude")
- Several examples are provided to illustrate the different structures.
The past unreal conditional is used to describe imaginary situations in the past where the circumstances could have been different. It is formed using the past perfect (had + past participle) in the if-clause and would + have + past participle in the main clause. Examples are provided such as "If I had gone out less, I would have studied more" and "If Claudia hadn't saved money last year, she wouldn't have bought a new airplane this year." Special forms are also shown for modal verbs like "could have", "should have", and "might have."
Past Perfect and Past Perfect Continuous TenseSyed Adeel Ali
This document discusses the past perfect and past perfect continuous tenses. The past perfect tense is used to talk about an action that took place before some point in the past, such as "the train had left when we reached the station." The past perfect continuous tense describes an action that continued for some time before the past, like "it had been raining for 2 days when we reached Lahore." Both tenses express actions that were completed before another past event.
This document discusses the use of can and can't to express ability, possibility, permission, and offers/requests in English. It provides examples of affirmative, negative, and interrogative sentences using can/can't with different subjects. Key points covered include:
- Can is an auxiliary verb that does not change form for different subjects
- Affirmative sentences use "subject + can + verb + complement"
- Negative sentences use "subject + can't + verb + complement"
- Interrogative sentences use "Can + subject + verb + complement"
- Can expresses ability, possibility, permission, and offers/requests
- Examples are provided to illustrate usage
The document discusses the uses of the modal auxiliary verb "would" in English. It explains that would is used to talk about the past, the future in the past, and express conditional statements. It provides examples of how would is used for desires, polite requests, opinions, hopes, wishes, presumption, uncertainty, and regret. The summary provides a high-level overview of the key uses and functions of the modal verb "would" according to the document.
The document discusses various phrases used to express wishes, desires, and hypothetical situations in English. It provides examples of using "I wish" and "if only" with different tenses to talk about past regrets, present desires, and impossible wishes. It also explains phrases like "it's time", "what if", "would rather", and "as if" and provides examples of their use.
This document discusses different ways to express wishes in English using the verbs "wish" and "would". It explains:
- Using "wish" + past simple to express wishes about changing present situations (e.g. "I wish I didn't have to get up so early")
- Using "wish" + past perfect to express wishes about changing the past (e.g. "I wish I hadn't lost my pen")
- Using "wish" + "would" to express wanting someone else to do or not do something (e.g. "I wish you wouldn't be so rude")
- Several examples are provided to illustrate the different structures.
The past unreal conditional is used to describe imaginary situations in the past where the circumstances could have been different. It is formed using the past perfect (had + past participle) in the if-clause and would + have + past participle in the main clause. Examples are provided such as "If I had gone out less, I would have studied more" and "If Claudia hadn't saved money last year, she wouldn't have bought a new airplane this year." Special forms are also shown for modal verbs like "could have", "should have", and "might have."
Past Perfect and Past Perfect Continuous TenseSyed Adeel Ali
This document discusses the past perfect and past perfect continuous tenses. The past perfect tense is used to talk about an action that took place before some point in the past, such as "the train had left when we reached the station." The past perfect continuous tense describes an action that continued for some time before the past, like "it had been raining for 2 days when we reached Lahore." Both tenses express actions that were completed before another past event.
This document discusses the use of can and can't to express ability, possibility, permission, and offers/requests in English. It provides examples of affirmative, negative, and interrogative sentences using can/can't with different subjects. Key points covered include:
- Can is an auxiliary verb that does not change form for different subjects
- Affirmative sentences use "subject + can + verb + complement"
- Negative sentences use "subject + can't + verb + complement"
- Interrogative sentences use "Can + subject + verb + complement"
- Can expresses ability, possibility, permission, and offers/requests
- Examples are provided to illustrate usage
The document discusses the uses of the modal auxiliary verb "would" in English. It explains that would is used to talk about the past, the future in the past, and express conditional statements. It provides examples of how would is used for desires, polite requests, opinions, hopes, wishes, presumption, uncertainty, and regret. The summary provides a high-level overview of the key uses and functions of the modal verb "would" according to the document.
The document provides examples of language for different conversational situations in English, including asking for and providing information, asking questions, expressing cause and effect, contrasting ideas, giving instructions, making suggestions, offering help, and stating preferences. Key phrases and sentence structures are given for initiating, maintaining, and concluding conversations.
This document explains the difference between the adverbs "too" and "enough". "Too" is used to indicate excess and has a negative sense, preceding an adjective. "Enough" means sufficient and has a positive sense, coming after an adjective. Examples are provided to illustrate the patterns and usage of each adverb.
This document contains a series of conversations where Person A makes a statement about themselves and Person B responds with a similar statement about themselves or another person/thing. The goal seems to be filling in the blanks in Person B's response to mirror or relate it back to Person A's original statement. There are 30 total exchanges presented in the document following this conversational pattern of Person A's statement and Person B's related response.
The document discusses various ways to express future events in English, focusing on will, going to, and the present continuous tense. Will is used to make promises and predictions without evidence, while going to expresses plans and intentions. The present continuous expresses future arrangements involving another party. Examples are provided for each use.
This document discusses different ways to express unreality and conditionals in English, including real conditionals, unreal conditionals, present and past unreal conditionals, wishes, and "if only" statements. It provides examples and explanations of how to use conditional sentences and expressions like "wish" and "if only" to talk about unlikely, impossible, or regretted situations in the present, future, and past. Practice exercises are included to help readers apply these conditional and expression structures.
The document discusses using "ING" and "ED" adjectives to describe things and feelings. It provides examples of using adjectives like "boring", "fascinating", "exciting", "tired", and "frightened" to talk about hobbies, subjects, activities and emotional states. Adjectives ending in "ING" describe how something is, while those ending in "ED" describe how someone feels.
This document discusses the uses of "will" and "would" in the English language. "Will" is used for real situations and future plans that are likely to happen, such as stating that "I will visit my parents next year." "Would" is used for hypothetical or assumed situations that are difficult to achieve, like saying "It would be very cold on the moon" or "If I were rich, I would buy a castle." The document provides examples of sentences using both "will" and "would" to illustrate their proper uses.
The document discusses defining and non-defining relative clauses. It provides examples of defining relative clauses used with subjects, objects, prepositions, time, place, and possession. It also discusses the characteristics of non-defining relative clauses and provides examples of joining sentences using defining and non-defining relative clauses.
This document provides guidance on countable and uncountable nouns in English. It notes that words like behavior, traffic, and health are always uncountable. Words ending in -ics are also uncountable. Some words can be either countable or uncountable depending on their meaning, like glass, iron, time, and paper. Certain nouns like arms, clothes, and scissors are always plural. Irregular plural nouns like sheep and fish are also identified. Finally, collective nouns like crew, staff, and police can be used with either a singular or plural verb depending on the intended meaning.
The document discusses direct and indirect questions in English. Direct questions are questions asked directly without an introductory phrase, using question words like what, when, where, etc. Indirect questions are questions asked more politely using introductory phrases like "Do you know...", "I was wondering...", etc. followed by a clause rather than a direct question. Indirect questions are used to ask for information or ask personal questions in a polite way. Examples of both direct and indirect questions are provided.
The document discusses the second conditional, which is used to talk about impossible or unlikely situations. It provides examples of second conditional sentences using "if" clauses with "were" or past tense verbs, followed by main clauses with "would", "could", or "might". The document notes some key uses of the second conditional include giving advice, discussing unlikely events, and implying rather than stating the "if" clause. It compares the first and second conditional based on the speaker's attitude toward possibility.
This document summarizes the differences between countable and uncountable nouns in English. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of common countable and uncountable nouns. The document also discusses how to use "is/are some" and "isn't/aren't any" correctly depending on whether the noun is countable or uncountable. Finally, it presents different expressions of quantity and whether they are used with countable or uncountable nouns.
Would is an auxiliary verb used to talk about the past, future in the past, and conditional statements. It expresses ideas like desire, polite requests, opinions, hopes, wishes, and regret. Would is never conjugated and always takes the bare infinitive form of the main verb. Common uses of would include talking about past habits, unreal past situations, conditional sentences, expressing desires or inclinations, making polite requests, stating opinions or expectations, expressing wishes, and showing uncertainty.
The document discusses various ways to talk about the future in English, including:
1) Using the present continuous to talk about definite future arrangements that have already been planned.
2) Using the present simple to talk about schedules and timetables in the future.
3) Using "going to" + infinitive to talk about future plans and intentions.
4) Using "will" to talk about decisions made in the moment or to make predictions and guesses about the future.
This document defines and provides examples of different family relationships. It explains relationships such as boyfriend/girlfriend, fiancé, bride/groom, parents, siblings, children, and relatives through marriage including in-laws. Examples are given such as nieces, nephews, cousins, sister-in-law, daughter-in-law, mother-in-law, and father-in-law. The document aims to outline and clarify different types of family members and their relationships to one another.
The document discusses the use of the indefinite articles "a" and "an" in English. It states that "a" or "an" is used before countable nouns, like "I have a car", but not before uncountable nouns like water. It also notes that "a" or "an" is not used with substances, sports, weather conditions, or certain other nouns like love, help, money, and types of meals.
This document explains how to form the simple past tense in English. It discusses using the past form of irregular verbs and adding "-ed" to regular verbs. It provides examples of conjugating the verb "to be" and using auxiliary verbs like "did" and "was". Questions and negative sentences in the past tense are formed by changing word order or adding "not". Common time expressions that indicate the past tense are also listed.
This document provides instruction on Spanish prepositions of place and includes exercises for students to practice. It defines the prepositions "in", "on", "under", "next to", "behind", and "in front of" and provides examples of their usage. The document then includes 6 exercises for students to identify the preposition being used in each sentence, followed by the answers. It also includes 5 more advanced exercises using people and places, with answers.
This document discusses the use of wish and related expressions to talk about desires and regrets. It provides examples of using wish + present simple to express desires about present circumstances, wish + past perfect/could've to express regrets about the past, and wish + would to express a desire for someone to behave differently. It then prompts the reader to use wish expressions to talk about themselves, things that annoy them, possessions they wish they had, and how they wish people would behave. Finally, it provides examples for the reader to rewrite using I wish or should have.
The document discusses different structures used to express wishes in English. It explains using "wish + past simple" to express present wishes that are not currently true, such as "I wish I spoke English." It also describes using "wish + past tense verb" to express hypothetical wishes, like "I wish I were home." The document outlines using "wished + could/would have + past participle" to express regret about past opportunities or actions that did not occur, such as "I wished I could have gone with you." Finally, it distinguishes between using "could have" to express inability versus "would have" to emphasize unwillingness in a situation.
The document provides examples of language for different conversational situations in English, including asking for and providing information, asking questions, expressing cause and effect, contrasting ideas, giving instructions, making suggestions, offering help, and stating preferences. Key phrases and sentence structures are given for initiating, maintaining, and concluding conversations.
This document explains the difference between the adverbs "too" and "enough". "Too" is used to indicate excess and has a negative sense, preceding an adjective. "Enough" means sufficient and has a positive sense, coming after an adjective. Examples are provided to illustrate the patterns and usage of each adverb.
This document contains a series of conversations where Person A makes a statement about themselves and Person B responds with a similar statement about themselves or another person/thing. The goal seems to be filling in the blanks in Person B's response to mirror or relate it back to Person A's original statement. There are 30 total exchanges presented in the document following this conversational pattern of Person A's statement and Person B's related response.
The document discusses various ways to express future events in English, focusing on will, going to, and the present continuous tense. Will is used to make promises and predictions without evidence, while going to expresses plans and intentions. The present continuous expresses future arrangements involving another party. Examples are provided for each use.
This document discusses different ways to express unreality and conditionals in English, including real conditionals, unreal conditionals, present and past unreal conditionals, wishes, and "if only" statements. It provides examples and explanations of how to use conditional sentences and expressions like "wish" and "if only" to talk about unlikely, impossible, or regretted situations in the present, future, and past. Practice exercises are included to help readers apply these conditional and expression structures.
The document discusses using "ING" and "ED" adjectives to describe things and feelings. It provides examples of using adjectives like "boring", "fascinating", "exciting", "tired", and "frightened" to talk about hobbies, subjects, activities and emotional states. Adjectives ending in "ING" describe how something is, while those ending in "ED" describe how someone feels.
This document discusses the uses of "will" and "would" in the English language. "Will" is used for real situations and future plans that are likely to happen, such as stating that "I will visit my parents next year." "Would" is used for hypothetical or assumed situations that are difficult to achieve, like saying "It would be very cold on the moon" or "If I were rich, I would buy a castle." The document provides examples of sentences using both "will" and "would" to illustrate their proper uses.
The document discusses defining and non-defining relative clauses. It provides examples of defining relative clauses used with subjects, objects, prepositions, time, place, and possession. It also discusses the characteristics of non-defining relative clauses and provides examples of joining sentences using defining and non-defining relative clauses.
This document provides guidance on countable and uncountable nouns in English. It notes that words like behavior, traffic, and health are always uncountable. Words ending in -ics are also uncountable. Some words can be either countable or uncountable depending on their meaning, like glass, iron, time, and paper. Certain nouns like arms, clothes, and scissors are always plural. Irregular plural nouns like sheep and fish are also identified. Finally, collective nouns like crew, staff, and police can be used with either a singular or plural verb depending on the intended meaning.
The document discusses direct and indirect questions in English. Direct questions are questions asked directly without an introductory phrase, using question words like what, when, where, etc. Indirect questions are questions asked more politely using introductory phrases like "Do you know...", "I was wondering...", etc. followed by a clause rather than a direct question. Indirect questions are used to ask for information or ask personal questions in a polite way. Examples of both direct and indirect questions are provided.
The document discusses the second conditional, which is used to talk about impossible or unlikely situations. It provides examples of second conditional sentences using "if" clauses with "were" or past tense verbs, followed by main clauses with "would", "could", or "might". The document notes some key uses of the second conditional include giving advice, discussing unlikely events, and implying rather than stating the "if" clause. It compares the first and second conditional based on the speaker's attitude toward possibility.
This document summarizes the differences between countable and uncountable nouns in English. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of common countable and uncountable nouns. The document also discusses how to use "is/are some" and "isn't/aren't any" correctly depending on whether the noun is countable or uncountable. Finally, it presents different expressions of quantity and whether they are used with countable or uncountable nouns.
Would is an auxiliary verb used to talk about the past, future in the past, and conditional statements. It expresses ideas like desire, polite requests, opinions, hopes, wishes, and regret. Would is never conjugated and always takes the bare infinitive form of the main verb. Common uses of would include talking about past habits, unreal past situations, conditional sentences, expressing desires or inclinations, making polite requests, stating opinions or expectations, expressing wishes, and showing uncertainty.
The document discusses various ways to talk about the future in English, including:
1) Using the present continuous to talk about definite future arrangements that have already been planned.
2) Using the present simple to talk about schedules and timetables in the future.
3) Using "going to" + infinitive to talk about future plans and intentions.
4) Using "will" to talk about decisions made in the moment or to make predictions and guesses about the future.
This document defines and provides examples of different family relationships. It explains relationships such as boyfriend/girlfriend, fiancé, bride/groom, parents, siblings, children, and relatives through marriage including in-laws. Examples are given such as nieces, nephews, cousins, sister-in-law, daughter-in-law, mother-in-law, and father-in-law. The document aims to outline and clarify different types of family members and their relationships to one another.
The document discusses the use of the indefinite articles "a" and "an" in English. It states that "a" or "an" is used before countable nouns, like "I have a car", but not before uncountable nouns like water. It also notes that "a" or "an" is not used with substances, sports, weather conditions, or certain other nouns like love, help, money, and types of meals.
This document explains how to form the simple past tense in English. It discusses using the past form of irregular verbs and adding "-ed" to regular verbs. It provides examples of conjugating the verb "to be" and using auxiliary verbs like "did" and "was". Questions and negative sentences in the past tense are formed by changing word order or adding "not". Common time expressions that indicate the past tense are also listed.
This document provides instruction on Spanish prepositions of place and includes exercises for students to practice. It defines the prepositions "in", "on", "under", "next to", "behind", and "in front of" and provides examples of their usage. The document then includes 6 exercises for students to identify the preposition being used in each sentence, followed by the answers. It also includes 5 more advanced exercises using people and places, with answers.
This document discusses the use of wish and related expressions to talk about desires and regrets. It provides examples of using wish + present simple to express desires about present circumstances, wish + past perfect/could've to express regrets about the past, and wish + would to express a desire for someone to behave differently. It then prompts the reader to use wish expressions to talk about themselves, things that annoy them, possessions they wish they had, and how they wish people would behave. Finally, it provides examples for the reader to rewrite using I wish or should have.
The document discusses different structures used to express wishes in English. It explains using "wish + past simple" to express present wishes that are not currently true, such as "I wish I spoke English." It also describes using "wish + past tense verb" to express hypothetical wishes, like "I wish I were home." The document outlines using "wished + could/would have + past participle" to express regret about past opportunities or actions that did not occur, such as "I wished I could have gone with you." Finally, it distinguishes between using "could have" to express inability versus "would have" to emphasize unwillingness in a situation.
This document provides a lesson on expressing wishes in English using different verb tenses and structures. It discusses using "wish + past simple" to express present wishes about hypothetical situations. It also explains using "wished + could/would + have + past participle" to express regret about past opportunities or actions that did not occur. Finally, it distinguishes between using "could have" to express inability versus "would have" which emphasizes unwillingness in the context of wishes about hypothetical past situations.
The document provides instructions and activities for an English language lesson on using "wish" to talk about desires for the present, future, and past. Students are asked to work in pairs to complete several activities using examples sentences with "wish" and analyzing the differences between wishing and "ojalá." They are also given a song lyrics to identify the singer's wishes.
Daniela Varona lists 10 wishes, including wishing for a car to save money on transportation, a dog to care for and buy accessories for, a big house like a mansion if affordable, to spend more time with her father if he lived closer, to finish her degree this year to get a job and move to the USA, to do something more exciting with her life if given the chance, to have a sister to do everything with for fun, a nice boyfriend who would be a good husband, to have her own design business in two years, and to not have curly hair to avoid straightening it daily.
This document outlines Blessy Mareh P. Zonio's bucket list for life. It includes 15 goals: 1) Graduate high school and college with honors, 2) Find a high-paying job, 3) Make lots of money, 4) Own exotic pets like a sphynx cat and tibetan mastiff, 5) Care for more big dogs, 6) Buy her own dream home, 7) Have her own vehicle, 8) Open her own small business like a restaurant, 9) Collect different breeds of cats, 10) Eventually find a boyfriend, 11) Live in another country, 12) Have nieces and nephews to dote on, 13) Have a successful career, and 14
The document describes several wishes and imaginary situations, including wishing to travel to Spain to see family, work to buy a car, cook and open a successful restaurant, have a lot of money to travel and take pictures, live alone and stay in bed all day, sing well and become famous and rich, live in the USA to learn English and another language, be a doctor to help people and be a hero, have a sister to play with all day, and be a great dancer to open the greatest dance academy ever.
This document discusses the structure of wishes in English. It explains how to express wishes about present hypothetical situations using "wish + past tense verb" and wishes about past opportunities or actions using "wished + could/would have + past participle." The difference between "could have" and "would have" is also explained. "Could have" expresses inability or lost opportunity, while "would have" emphasizes unwillingness. Examples are provided to illustrate the use of these structures for various wishes.
The story is narrated in first person by Maya and describes traumatic events from her past and present. Eight years ago, Maya witnessed her father's death in a car accident, leaving her orphaned. In the present, Maya is interning at a company where she meets Ayan, who will be her supervisor for the next three months. Though Ayan was initially in an argument, Maya sees a kinder side to him and hopes her opinion of him will change over time. Maya fears that her past trauma will resurface during her internship.
Written in first person, the story revolves around Maya's Present and Past. Destiny puts her through pain '8 years ago, and 8 years later again' that she describes as still, dark black. She will find a touch of the ecstasy of love, but how long will it last?
This is a summary of a 10 generation legacy challenge being undertaken by a Sim player. They have introduced their founder, Fictional, a pleasure Sim who enjoys gaming. Fictional marries Jan and they have twins. The family grows over time, with the children reaching school age and Fictional's career advancing. Fictional's parents disapprove of his lifestyle choices at first but come to accept his family over time.
The document discusses the second conditional and provides examples of its use. It begins by explaining that the second conditional expresses hypothetical or unlikely situations in the present or future. It uses the past simple after "if" and "would" plus the base verb. Examples are given such as "If I had a million dollars, I would buy a big house." The document then provides additional examples and explanations of how to form second conditional sentences and the different uses of the structure.
This document provides a brief review of reported speech, second conditional sentences, and wishes. It gives examples of changing direct speech into reported speech for statements, commands, and requests. It also provides examples of type 2 conditional sentences and how to express wishes about present and hypothetical situations. The document aims to review these key grammar structures in English.
The document discusses different ways to express wishes and hypothetical situations using conditionals and the verbs "wish" and "if only". It outlines five categories:
1) Present states using "wish/if only" plus the past simple tense
2) Present actions using "wish/if only" plus "would"
3) Expressing irritation using "wish/if only" plus "would"
4) Present ability using "wish/if only" plus "could"
5) Wishes for the future or past situations using "wish/if only" plus "would" or the past perfect tense.
This summarizes a Facebook conversation between Raffy and Azizah that led to them meeting in person and beginning a romantic relationship. They exchanged flirty messages and decided to spontaneously meet that night. After some logistical difficulties, they met and felt an instant connection. They spent time together every day that week and made their relationship official after only knowing each other 3 days. Azizah fell deeply in love with Raffy and felt he was her better half.
This document discusses the use of subjunctives in English. It covers present and past subjunctives. For present subjunctives, it provides examples of their use in expressions of hope, wishes, hypothetical statements, and constructions with "should." For past subjunctives, it discusses their use after "wish" to express present or past regret, and with "as if/as though" to indicate something untrue, doubtful, or hypothetical in the present or past. It also discusses uses with "would rather/sooner" and "it is time." Exercises are provided to practice forming subjunctives in different contexts.
This document contains a variety of words, sentences, and short passages in English and Spanish with no clear overall theme or narrative. Some key elements include:
- Questions and statements about learning English, communicating, and speaking.
- Discussions of jobs like doctors, nurses, lawyers, and shoemakers.
- Lists of vocabulary words for different topics.
- Short dialogues and examples of verb conjugations.
- Mentions of friends, family, love, and drinking.
The document touches on language learning, occupations, vocabulary, grammar examples, relationships, and lifestyle topics but lacks a coherent story or central idea. It appears to be a collection of disconnected English and Spanish teaching examples
7th Gateway to Hell is my story from the 'Monster Attack' anthology - http://amzn.to/1AZPKhh.
"Discover the most gruesome beasts from Werewolves to Mermaids and the stories behind them, written by the most talented horror authors. Arnaldo Lopez Jr, Dana Wright, Andy Lockwood, Sharon L. Higa, Kyle Flak, Kevin S. Hall, Josh Walker, Kody Dibble, Matt Mesnard, Mathias Jansson, Lila L. Pinord, John M. Wills, Michael Shaw, Debbie Johnson, Victoria Pagac, Alex Winck, Anthony V. Pugliese, Shakeem Winn, Preston Peet, Randy Attwood, Matthew J. Hamblin, Stefan Vucak, Anthony Modungwo, Cecilia H. Doldan, Samie Sands Vered Ehsani and Robert Tozer."
The document expresses several wishes including having more money to afford transportation and support parents, living closer to university to avoid long commutes, owning a dog to avoid loneliness, having more free time to see movies, being able to fly to travel anywhere instantly, finishing school soon to get a job, helping poor children by buying toys, being able to eat without gaining weight, taking a trip to London and Paris next year, and having all family in Colombia to spend Christmas with.
Aca f16 actividades - plan de apoyo apa 10 mos readyjolehidy6
This document provides information about an English assessment for 10th grade students during the second period of 2015. It lists the conditions for receiving the assessment work, which includes being presented or sent to the specified teacher. It states that once the activity is approved, the grade for the period will be a 3.0. It provides details on the breakdown of marks between a written work (40%) and presentation (60%). Deadlines for submission and the presentation dates are provided. The plan of support outlines activities to be completed related to simple present, present continuous, simple future, future continuous, simple past, and regular and irregular nouns/verbs.
Aca f16 actividades - plan de apoyo apa 10 mos readyjolehidy6
This document provides information about an English class for 10th grade students in 2015, including:
1. The work students will do covers topics from the second period.
2. Students must submit the work to their teacher, Jhon Alexander D’leon Palacios, by certain dates to receive a grade of 3.0 for the period.
3. The work consists of a 40% written assignment and 60% oral presentation, to be completed by specific dates in August and presented according to each subject's scheduled time.
Aca f16 actividades - plan de apoyo apa grado 9venos 2015jolehidy6
This document provides instructions for a student assignment in English for the second period. It states that the assignment covers competencies and topics from the second period. It lists the name and subject of the teacher and the year and grade. It provides details on submission such as the due dates of August 10th to 14th and dates for presentations. It also lists activities for students such as completing the assignment step by step and presenting their notebook.
Aca f16 actividades - plan de apoyo apa 7mos 2do periodojolehidy6
This document provides information about an English exam for 7th grade students in 2015. It lists the teacher, Jhon D'leon, and states that the exam will cover topics from the second period. Students must submit their work to the teacher by certain dates in order to receive a grade of 3.0 for the period. The exam will consist of a 40% written portion and a 60% oral presentation portion. Students must complete assigned activities like a workbook and study for their presentation.
Here are the key details from the conversation:
- Martha is having a party this Saturday and invites Jane
- Peter and Mark will help with the cooking
- Jane offers to make lasagna
- Martha says some Italian cousins will be there
- Martha plans to hire a clown for entertainment
The conversation provides context about plans for an upcoming social gathering.
This document discusses how to politely agree and disagree in English. It provides examples of agreeing positively using phrases like "I agree" or "You're right." It also discusses agreeing with positive statements using "so" and negative statements using "neither." Examples are given for disagreeing directly by saying "I disagree" or stating the opposite opinion. Ways to politely disagree include using hedging language like "I'm not sure" or "You may be right, but..." Overall, the document outlines linguistic strategies for expressing agreement and disagreement in a polite manner in English.
El documento explica las reglas para formar el presente progresivo en inglés. Se usa para acciones que ocurren en el momento del habla y se forma con el verbo to be en su forma apropiada más el gerundio del verbo principal. Explica seis reglas para la formación del gerundio dependiendo de la terminación del verbo y algunas excepciones. También muestra ejemplos de oraciones afirmativas, negativas e interrogativas en presente progresivo y cómo se forma el pasado progresivo.
Describing people personality and appearance upjolehidy6
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Este documento describe los adverbios de frecuencia en inglés y sus porcentajes de uso aproximados, así como reglas para su ubicación en oraciones. Siempre se usa el 100% del tiempo, frecuentemente el 90%, usualmente el 70%, a menudo el 60%, a veces el 40%, rara vez el 20% y nunca el 0% del tiempo. Normalmente van entre el sujeto y el verbo, o después del auxiliar en oraciones pasivas. También se colocan antes del verbo principal en preguntas o en oraciones negativas.
The document lists daily routines and activities in Spanish such as waking up, eating meals, going to school, doing chores, grooming, entertainment activities, and exercising. It also includes frequency adverbs to describe how often certain activities are done, ranging from always to never, as well as sequencing adverbs to describe the order of activities throughout the day.
Este documento describe los cuatro tipos principales de condicionales en inglés: el condicional cero, el condicional presente, el condicional hipotético y el condicional pasado. Explica la estructura gramatical de cada uno y proporciona ejemplos para ilustrar su uso. También cubre el uso de "wish" para expresar deseos sobre situaciones irrealistas o frustradas en el pasado, así como para expresar desagrado.
Este documento explica los verbos modales en inglés, incluyendo can, must, may, might, will, would, should, have to y ought to. Estos verbos se usan con otros verbos para expresar habilidad, obligación, posibilidad y más. El documento también proporciona ejemplos del uso de cada verbo modal.
Relative clauses are clauses that add information about a noun or pronoun. They contain a relative pronoun like who, whom, whose, which, or that to connect the clause to the noun or pronoun it modifies. Relative clauses provide essential or non-essential information about a noun.
El perro se quedó al lado de su amo toda la noche. Varias ubicaciones se describen en relación con otras, como un banco junto a una comisaría, una estación a menos de dos millas y un río más allá de unas montañas. También se mencionan una gran distancia entre dos ciudades, ver a un hijo entre una multitud y un nombre antes que otro en una lista.
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I wish
1. I wish, l were, l could or simple past.
Se usa wish (ojala) para hablar de situaciones en el presente, situaciones ya
pasadas y situaciones que quiere que cambien. Abajo tiene las reglas de uso y
ejemplos. Después hay un ejercicio para practicar.
Situaciones en el presente
Se usa el sujeto + wish + sujeto + verbo en el pasado simple
(haga clic aquí para màs información sobre le pasado simple)
I wish I couldswim – ojala supiera nadar
I wish I knew the answer – ojala supiera la respuesta
Tips (consejos)
Se usa wishessi el sujeto es he ò she
He wishes he werefamous – ojala el fuera famoso
Se puede usar were para todos los sujetos
I wish I werefamous – ojala fuera famoso
Situaciones ya pasadas
Se usa el sujeto + wish + sujeto + verbo en el pasado perfecto
(haga clic aqui para màs información sobre el pasado perfecto)
I wish I had passedallmyexams – ojala hubiera aprobado todos mis examenes
I wish I had been able to buy tickets for that concert – ojala hubiera podido comprar
entradas para aquel concierto
Situaciones que quiere que cambien
Se puede usar wish en frases para expresar que quiere que cambie una situación en el
presente
Se usa el sujeto + wish + sujeto + would/wouldn´t + verbo infinitivo sin to
I wish the neighbours would stop making so much noise – ojala los vecinos dejen de hacer
tanto ruido
I wish you wouldn´t leaveyourroom so untidy – ojala no dejes tu habitaciòn tan
desordenada
I wish it would stop snowing – ojala deje de nevar
2. Tips (consejos)
No se puede usar I wish I would
Expresamos desagrado o irritación formando el condicional con wish seguido de would: I
wish you would stop making that noise. Aquí tienes algunos ejemplos traducidos.
Wish + Would
Se usa para expresar desagrado o irritación sobre algo que pasa y que probablemente no se
pueda remediar
I wish you would stop making that noise.
Ojalá dejaras de hacer ese ruido.
I wish they would stop fighting.
Ojalá dejaran de pelear.
I wish you would just shut up!
¡Ojalá te callaras!
I wish Tom wouldn't snore so much...
Ojalá Tom no roncara tanto...
I wish that dog would stop barking!
¡Ojalá ese perro dejara de ladrar!
I wish this computer would stop crashing.
Ojalá esta computadora dejara de colgarse.
I wish my neighbor would turn that awful music down.
Ojalá mi vecino bajara esa música horrible.
I wish this phone would stop ringing!
¡Ojalá este teléfono dejara de sonar!
El condicional formado con wish y el pasado perfecto expresa deseos sobre el pasado: "I
wish I had learned English when I was younger". Aquí tienes algunos ejemplos traducidos.
Wish + Past Perfect
Se usa para expresar un deseo frustrado sobre el pasado
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I wish I had learned English when I was younger.
Ojalá hubiera aprendido inglés cuando era más joven.
I wish I had stayed at the party.
Ojalá me hubiera quedado en la fiesta.
I wish I hadn't seen Mark and Lucy together!
¡Desearía no haber visto a Mark y a Lucy juntos!
I wish I had listened to you.
Ojalá te hubiera escuchado.
3. I wish I had brought my camera!
¡Ojalá hubiera traído mi cámara!
I wish I hadn't drunk so much beer last night.
Desearía no haber tomado tanta cerveza anoche.
I wish I had studied more for this test!
¡Ojalá hubiera estudiado más para esta prueba!
I wish I had asked Penny to stay...
Ojalá le hubiera pedido a Penny que se quedara...
Utilizamos el condicional formado con wish y pasado simple para expresar un deseo sobre
una situación irreal: I wish I wererich (though I am not). Aquí tienes algunos ejemplos
traducidos.
Wish + Past simple
Se usa para expresar un deseo sobre una situación irreal
I wish I wererich (but I am not)
Yo deseo/ojalá que fuera rico (pero no lo soy)
I wish I could fly.
Ojalá pudiera volar.
I wish I spoke English more fluently.
Ojalá hablara inglés más fluídamente.
I wish I lived in a housenear the beach
Ojalá viviera en una casa cerca de la playa.
I wish I knew how to dance Tango.
Ojalá supiera bailar tango.
I wish it were not so cold today.
Ojalá no estuviera tan frío hoy.
I wish I had more money.
Ojalá tuviera más dinero.
I wish I didn't have to work tomorrow.
Ojalá no tuviera que trabajar mañana.
I wish I had a betterjob
Ojalá tuviera un trabajo mejor.
PLEASE, GO ON THE SENTENSES BELOW.
1. It´s raining. I……………………………..
2. I´m not famous. I.............................................
4. 3. I love the beach but I´m at work. I………………………….
4. I failed my exam. I………………………………………….
5. I bought a dress but now I don´t like it. I.............................
6. I ate too much yesterday. I........................................
7. It´s cloudy. I……………………………………….
8. I have to go to the dentist´s this afternoon. I…………………………
9. I can´t speak another language. I …………………………………..
10. I didn´t take any photos. I...............................................
Choose the correct answer for each question.
1 I don't have anything to smoke.
I wish I knew more people.
I wish I had more time.
I wish I had a cigarette.
I wish I knew something about cars.
I wish I understood it better.
2 Simon has gone on holiday and I really need to speak to him.
I wish I was twenty again.
I wish I was better-looking.
I wish they were smaller.
I wish he was here.
I wish I could as I love visiting Spain on holiday.
3 Girls don't like me because I'm ugly!
I wish I was twenty again.
I wish I was better-looking.
5. I wish I had a more powerful one
I wish I had an interesting one.
I wish I could as I love visiting Spain on holiday.
4 I don't have much time.
I wish I knew more people.
I wish I had more time.
I wish I wasn't working.
I wish I knew something about cars.
I wish I understood it better.
5 My computer is old and slow.
I wish it were possible as it is a country I love
I wish I earned more money.
I wish I had a more powerful one
I wish I lived in a hotter country.
I wish I finished earlier.
6 It's really cold here. The climate is awful.
I wish I knew more people.
I wish I had more time.
I wish I had a cigarette.
I wish I lived in a hotter country.
I wish I understood it better.
7 I'm lonely.
I wish I knew more people.
I wish I were a better cook.
I wish I wasn't working.
I wish I knew something about cars.
I wish I understood it better.
8 Mark and Sally are going to India but it's not possible for me to go
with them.
I wish it were possible as it is a country I love.
6. I wish I had more food.
I wish I had a cigarette.
I wish I lived in a smaller country.
I wish I finished earlier.
9 I feelreallyold.
I wish I was twenty again.
I wish I earned more money.
I wish I had a more powerful one
I wish I had an interesting one.
I wish I could as I love visiting Spain on holiday.
10 My job is really boring.
I wish it were possible as it is a country I love
I wish I saved more money.
I wish I had a more powerful one
I wish I had an interesting one.
I wish I finished earlier.
11 I don't speakSpanish.
I wish it were possible as it is a country I love
I wish I earned more money.
I wish I had a more powerful one
I wish I had an interesting one.
I wish I could as I love visiting Spain on holiday.
12 I don't understand English as well as I want.
I wish I lived in Paris.
I wish I were a better cook.
I wish I wasn't working.
I wish I knew something about cars.
I wish I understood it better.
13 My job pays really badly.
7. I wish it were possible as it is a country I love
I wish I earned more money.
I wish I had a cigarette.
I wish I lived in a hotter country.
I wish I finished earlier.
14 Sorry. I've burnt the spaghetti again.
I wish I lived in London.
I wish I were a better cook.
I wish they were smaller.
I wish he was here.
I wish I could have the wekend off.
15 This town is so boring.
I wish I lived in London.
I wish I was better-looking.
I wish they were smaller.
I wish he was here.
I wish I could have the wekend off.
16 I don't like working late at night.
I wish I knew more people.
I wish I had more friends.
I wish I had a cigarette.
I wish I lived in a hotter country.
I wish I finished earlier.
17 I cannot go to the wedding as I've got to work.
I wish I lived in London.
I wish I were a better cook.
I wish I wasn't working.
I wish he was here.
I wish I could have the wekend off.
8. 18 My car has broken down and I don't know what to do.
I wish I lived in London.
I wish I were a better cook.
I wish I wasn't working.
I wish I knew something about cars.
I wish I could have the wekend off.
19 I've got to work on Saturday.
I wish I was twenty again.
I wish I was better-looking.
I wish they were smaller.
I wish he was here.
I wish I could have the wekend off.
20 I cannot buy trainers in ordinary shops because my feet are too big.
I wish I was twenty again.
I wish I was better-looking.
I wish they were smaller.
I wish I had an interesting one.
I wish I could as I love visiting Spain on holiday.