The document contains information about English verb conjugations. It discusses the present, past, and future forms of the verb "to be" including positive, negative, and interrogative examples using subject pronouns. It also provides a key for pronouncing letters of the alphabet in Spanish.
The document discusses the uses of the verb "to be" in English. It can represent a permanent characteristic by saying "I am a student". It can represent a temporary characteristic by saying "She is angry". It also discusses the affirmative, negative, and interrogative forms of the verb and provides examples of how to use it correctly in different contexts.
Via is the main character who has a large role in the events of the book. She has a family that includes her siblings Nate, Isabel, August, and Daisy. Via participates in major story events like when Daisy died and when August received an award. Via is considered a static character because she does not significantly change throughout the book, even when experiencing events like getting a boyfriend or filling in for a play. However, she is also seen as a round character since the story provides insights into her past, such as when her grandmother died, and her feelings on topics like people staring at her brother August.
A noun is a name given to a person, place, thing, animal, day, month, event or happening. There are two kinds of nouns: common nouns and proper nouns. Common nouns use lowercase letters and refer to general categories, while proper nouns always start with a capital letter and refer to specific names of people, places or things.
This document provides information about verb conjugations and personal pronouns for the verb "to be" in English. It includes affirmative, negative, and interrogative forms of the verb in the present simple tense. Examples are given for conjugating the verb based on different subjects. There are also exercises for learners to practice using these verb forms in sentences.
This document provides information about a third grade student who recently moved to the US from Mexico. It notes that he has learned little English and his parents cannot help much with homework due to language barriers. It then shows examples of spelling, pronoun, verb and other errors in the student's work. Finally, it discusses instructional strategies and implications for teaching English to students learning the language, including vocabulary instruction, read-alouds, shared reading activities and writing practice.
This document discusses possessive adjectives and how they are used to indicate possession. Possessive adjectives include my, your, his, her, its, our, and their. They come before the noun they modify and show that the noun is possessed by the subject. Examples are provided of possessive adjectives being used correctly with singular and plural nouns, such as "This is my book" and "Those are his erasers."
The document discusses the song "Super Duper Love" by Joss Stone. It analyzes the lyrics, which describe a relationship where the female protagonist wants confirmation of her partner's faithfulness. The genre of soul music often addresses issues of strong-minded women seeking power within relationships. Joss Stone's powerful voice and the soul music genre reinforce the message of the lyrics. All elements of the song come together cohesively to create a fun and impactful listening experience for the audience.
Case study 3 - Alicia keys - Teenage Love AffairruteBanon
This document provides an analysis of the music video for Alicia Keys' song "Teenage Love Affair". It summarizes the narrative structure, genres conventions, representation, camera work, lyrics, and visual synchronization within the video. Key points analyzed include the linear storyline, conventions of R&B/soul genres, positive portrayal of females and maturation of males, effective editing/lighting techniques, and alignment of lyrics and visuals. The document concludes by noting ideas for incorporating elements from this video analysis into another creative work.
The document discusses the uses of the verb "to be" in English. It can represent a permanent characteristic by saying "I am a student". It can represent a temporary characteristic by saying "She is angry". It also discusses the affirmative, negative, and interrogative forms of the verb and provides examples of how to use it correctly in different contexts.
Via is the main character who has a large role in the events of the book. She has a family that includes her siblings Nate, Isabel, August, and Daisy. Via participates in major story events like when Daisy died and when August received an award. Via is considered a static character because she does not significantly change throughout the book, even when experiencing events like getting a boyfriend or filling in for a play. However, she is also seen as a round character since the story provides insights into her past, such as when her grandmother died, and her feelings on topics like people staring at her brother August.
A noun is a name given to a person, place, thing, animal, day, month, event or happening. There are two kinds of nouns: common nouns and proper nouns. Common nouns use lowercase letters and refer to general categories, while proper nouns always start with a capital letter and refer to specific names of people, places or things.
This document provides information about verb conjugations and personal pronouns for the verb "to be" in English. It includes affirmative, negative, and interrogative forms of the verb in the present simple tense. Examples are given for conjugating the verb based on different subjects. There are also exercises for learners to practice using these verb forms in sentences.
This document provides information about a third grade student who recently moved to the US from Mexico. It notes that he has learned little English and his parents cannot help much with homework due to language barriers. It then shows examples of spelling, pronoun, verb and other errors in the student's work. Finally, it discusses instructional strategies and implications for teaching English to students learning the language, including vocabulary instruction, read-alouds, shared reading activities and writing practice.
This document discusses possessive adjectives and how they are used to indicate possession. Possessive adjectives include my, your, his, her, its, our, and their. They come before the noun they modify and show that the noun is possessed by the subject. Examples are provided of possessive adjectives being used correctly with singular and plural nouns, such as "This is my book" and "Those are his erasers."
The document discusses the song "Super Duper Love" by Joss Stone. It analyzes the lyrics, which describe a relationship where the female protagonist wants confirmation of her partner's faithfulness. The genre of soul music often addresses issues of strong-minded women seeking power within relationships. Joss Stone's powerful voice and the soul music genre reinforce the message of the lyrics. All elements of the song come together cohesively to create a fun and impactful listening experience for the audience.
Case study 3 - Alicia keys - Teenage Love AffairruteBanon
This document provides an analysis of the music video for Alicia Keys' song "Teenage Love Affair". It summarizes the narrative structure, genres conventions, representation, camera work, lyrics, and visual synchronization within the video. Key points analyzed include the linear storyline, conventions of R&B/soul genres, positive portrayal of females and maturation of males, effective editing/lighting techniques, and alignment of lyrics and visuals. The document concludes by noting ideas for incorporating elements from this video analysis into another creative work.
aula 04- personal pronouns, reflexive ponounsAndré Camargo
The document discusses personal and reflexive pronouns in English. It provides lists of subjective and objective personal pronouns and defines when they are used. Reflexive pronouns are introduced and examples are given to illustrate how they are used when the subject and object of a sentence are the same person or thing. Examples sentences are also provided to demonstrate the usage of different pronouns.
Personal pronoun, possesive adjectivesYoselin Lizz
This document reinforces knowledge of possessive adjectives and nouns. It provides examples of singular and plural possessive constructions, including how to add apostrophes to indicate possession for nouns ending or not ending in "s". It also includes some exercises for the reader to practice these rules.
This document discusses the character Justin from a story. It provides some basic details about Justin, including that he has a mom and dad, dislikes tics, likes hanging out with Via, and had a lead role in a school play. The document also analyzes Justin as a minor, static, and flat character, noting he is minor because little is known about him, static because he does not change, and flat because he is not fully developed or explained.
The document provides examples and explanations for forming sentences in the past continuous (progressive) tense in affirmative, negative, and interrogative forms in English. It gives examples of using the past continuous to describe two simultaneous past actions or an ongoing action that was interrupted by another action in simple past tense. It also provides exercises for writing sentences, questions, and negative sentences using various verbs in the past continuous form.
This document discusses the difference between proper nouns and common nouns. It explains that proper nouns name a specific person, place, or thing, like Kayley or Indiana, while common nouns refer to general categories, like girl or state. Proper nouns are always capitalized. Examples of proper nouns include names of people, days, months, holidays, cities, states, songs, books, movies, and titles like Dr. or Aunt. The document provides practice identifying proper nouns and correcting sentences that do not follow capitalization rules for proper nouns.
The document discusses the verb "to be" and its uses in affirmative, negative, and interrogative sentences. It provides examples of using "to be" for descriptions, definitions, locations, ages, occupations, nationalities and other attributes. Forms of the verb include am, is, are, was, were etc. Examples are given for simple sentences and questions about people's attributes and locations.
This document is a list by Natasha Santiago of the top 10 people in her life currently. It provides brief descriptions of her mother, younger sister, boyfriend, friends Autumn, Francisco, Peter, Ariel, Ciera, and Clarissa, praising their positive qualities and influence on her life. Natasha expresses love and gratitude for their support and hopes they achieve their goals.
Facultad de Filosofia Escuela de Idiomas Carla Veloz Carlita Veloz
The document provides information about verb conjugations in English. It discusses the simple present and past forms of the verb "to be" for indicating personal information and location. It then discusses adding "ed" or "d" to form the past tense of regular verbs, with exceptions for verbs ending in "w", "x", or "y" which often just add "ed". Finally, it lists some common irregular verbs and their past tense forms.
Lessons in Grammar from EL Paper 1 (Prelims 2010)btvssmedia
This document provides a summary of common errors in language accuracy seen in EL Paper 1 Prelims from 2010. It identifies issues related to idioms, articles, pronouns, verbs, punctuation, vocabulary choice and other grammar rules. Examples of incorrect usage are shown alongside the correct forms. The document emphasizes the importance of fully understanding grammar concepts like subject-verb agreement, tense consistency and parts of speech in order to communicate effectively.
The document describes two characters from the TV show Waterloo Road:
1) Grantly Budgen, played by Phillip Martin Brown. He is the head of English who is nearing retirement. He is scruffy, tired, and lacks conviction since failing to write his novel. However, he is witty and gets laughs from colleagues.
2) Rachel Mason, played by Eva Pope. She is the young, attractive, and assertive headteacher. She is well-dressed, sophisticated, and loves helping students. Unlike Grantly, she is organized and prefers solutions over problems.
Audio books were first developed in 1932 to help blind and visually impaired people access books without braille. The Talking Book Service of the Royal National Institute of Blind People provides a wide range of audio books recorded by professional narrators. Audio guides for places like museums and tourist attractions provide educational information through spoken word to describe exhibits, history, and directions for all ages and abilities. Producing high quality audio books and guides requires skilled narrators who can interpret scripts through voice acting, emphasis, and consistent characterization without overshadowing the story.
This document provides tips for using handbags according to their pattern, shape, color, and size. It aims to inform readers that handbags can reveal aspects of their owner's personality and style. The document advises that slouchy or rounded bags are popular shapes, while colors like dark blue represent power and green symbolizes nature. It also comments that small bags are best for evenings, while larger bags can be used during the day, and concludes by stating that style through handbags can express identity without speaking.
The document describes a turn services system provided by General Management, Inc. It involves a 16 step process to manage unit turnovers, including sales outreach, asset surveys, creating unit databases and a client portal, managing work crews, and providing final invoices. The system aims to streamline turnover processes and provide transparency to clients through digital tools and remote oversight of work sites.
This document provides instructions for making Sardine Lawa. It begins with an introduction stating the purpose is to inform the audience about the recipe. The main ideas section outlines the chronological order of before, during, and after the process. Before involves listing the ingredients of sardine fillet, kesum leaf, long beans, lime, and chili. During explains the steps of slicing the fish and salad, mashing the chili and salt, and mixing all ingredients. After notes how to decorate and serve the finished dish by placing it in a plate and fridge. The conclusion emphasizes that Sardine Lawa is a nutritious food that is easy to make using fresh ingredients.
This document provides information about basic English grammar rules including:
- Subject pronouns and forms of the verb "to be" for present and past tense.
- Regular and irregular plural nouns.
- Common contractions.
- Use of auxiliary verbs like can, do/does, have/has, and should.
- Question formation and negatives with auxiliary verbs.
- Questions words like who, what, when, where, why and how.
This document provides examples of using the present tense of the verb "to be" in Spanish (ser/estar). It demonstrates the affirmative, negative, and interrogative forms of the verb through example sentences describing common subjects and their locations or attributes. Key forms highlighted include soy/eres/es/somos/sois/son and no soy/no eres/no es/no somos/no sois/no son.
This document provides instruction on conjugating the verb "to be" in English in the present tense. It lists the affirmative and negative forms of the verb, including contractions. Examples of sentences using the verb "to be" are given for affirmative and negative forms. Question forms using "to be" are presented along with answer patterns using "yes" or "no". The document serves as a reference for conjugating the verb "to be" in the present tense in English.
The document provides information about the verb "to be" in English, including:
1) Examples of positive sentences using the verb "to be" with subjects like I, you, he, she, it, we, and they.
2) Examples of negative forms and contractions of the verb "to be".
3) Exercises for students to practice using the verb "to be" in affirmative, negative, and interrogative sentences.
4) Questions types like yes/no and information questions that can be formed with the verb "to be".
aula 04- personal pronouns, reflexive ponounsAndré Camargo
The document discusses personal and reflexive pronouns in English. It provides lists of subjective and objective personal pronouns and defines when they are used. Reflexive pronouns are introduced and examples are given to illustrate how they are used when the subject and object of a sentence are the same person or thing. Examples sentences are also provided to demonstrate the usage of different pronouns.
Personal pronoun, possesive adjectivesYoselin Lizz
This document reinforces knowledge of possessive adjectives and nouns. It provides examples of singular and plural possessive constructions, including how to add apostrophes to indicate possession for nouns ending or not ending in "s". It also includes some exercises for the reader to practice these rules.
This document discusses the character Justin from a story. It provides some basic details about Justin, including that he has a mom and dad, dislikes tics, likes hanging out with Via, and had a lead role in a school play. The document also analyzes Justin as a minor, static, and flat character, noting he is minor because little is known about him, static because he does not change, and flat because he is not fully developed or explained.
The document provides examples and explanations for forming sentences in the past continuous (progressive) tense in affirmative, negative, and interrogative forms in English. It gives examples of using the past continuous to describe two simultaneous past actions or an ongoing action that was interrupted by another action in simple past tense. It also provides exercises for writing sentences, questions, and negative sentences using various verbs in the past continuous form.
This document discusses the difference between proper nouns and common nouns. It explains that proper nouns name a specific person, place, or thing, like Kayley or Indiana, while common nouns refer to general categories, like girl or state. Proper nouns are always capitalized. Examples of proper nouns include names of people, days, months, holidays, cities, states, songs, books, movies, and titles like Dr. or Aunt. The document provides practice identifying proper nouns and correcting sentences that do not follow capitalization rules for proper nouns.
The document discusses the verb "to be" and its uses in affirmative, negative, and interrogative sentences. It provides examples of using "to be" for descriptions, definitions, locations, ages, occupations, nationalities and other attributes. Forms of the verb include am, is, are, was, were etc. Examples are given for simple sentences and questions about people's attributes and locations.
This document is a list by Natasha Santiago of the top 10 people in her life currently. It provides brief descriptions of her mother, younger sister, boyfriend, friends Autumn, Francisco, Peter, Ariel, Ciera, and Clarissa, praising their positive qualities and influence on her life. Natasha expresses love and gratitude for their support and hopes they achieve their goals.
Facultad de Filosofia Escuela de Idiomas Carla Veloz Carlita Veloz
The document provides information about verb conjugations in English. It discusses the simple present and past forms of the verb "to be" for indicating personal information and location. It then discusses adding "ed" or "d" to form the past tense of regular verbs, with exceptions for verbs ending in "w", "x", or "y" which often just add "ed". Finally, it lists some common irregular verbs and their past tense forms.
Lessons in Grammar from EL Paper 1 (Prelims 2010)btvssmedia
This document provides a summary of common errors in language accuracy seen in EL Paper 1 Prelims from 2010. It identifies issues related to idioms, articles, pronouns, verbs, punctuation, vocabulary choice and other grammar rules. Examples of incorrect usage are shown alongside the correct forms. The document emphasizes the importance of fully understanding grammar concepts like subject-verb agreement, tense consistency and parts of speech in order to communicate effectively.
The document describes two characters from the TV show Waterloo Road:
1) Grantly Budgen, played by Phillip Martin Brown. He is the head of English who is nearing retirement. He is scruffy, tired, and lacks conviction since failing to write his novel. However, he is witty and gets laughs from colleagues.
2) Rachel Mason, played by Eva Pope. She is the young, attractive, and assertive headteacher. She is well-dressed, sophisticated, and loves helping students. Unlike Grantly, she is organized and prefers solutions over problems.
Audio books were first developed in 1932 to help blind and visually impaired people access books without braille. The Talking Book Service of the Royal National Institute of Blind People provides a wide range of audio books recorded by professional narrators. Audio guides for places like museums and tourist attractions provide educational information through spoken word to describe exhibits, history, and directions for all ages and abilities. Producing high quality audio books and guides requires skilled narrators who can interpret scripts through voice acting, emphasis, and consistent characterization without overshadowing the story.
This document provides tips for using handbags according to their pattern, shape, color, and size. It aims to inform readers that handbags can reveal aspects of their owner's personality and style. The document advises that slouchy or rounded bags are popular shapes, while colors like dark blue represent power and green symbolizes nature. It also comments that small bags are best for evenings, while larger bags can be used during the day, and concludes by stating that style through handbags can express identity without speaking.
The document describes a turn services system provided by General Management, Inc. It involves a 16 step process to manage unit turnovers, including sales outreach, asset surveys, creating unit databases and a client portal, managing work crews, and providing final invoices. The system aims to streamline turnover processes and provide transparency to clients through digital tools and remote oversight of work sites.
This document provides instructions for making Sardine Lawa. It begins with an introduction stating the purpose is to inform the audience about the recipe. The main ideas section outlines the chronological order of before, during, and after the process. Before involves listing the ingredients of sardine fillet, kesum leaf, long beans, lime, and chili. During explains the steps of slicing the fish and salad, mashing the chili and salt, and mixing all ingredients. After notes how to decorate and serve the finished dish by placing it in a plate and fridge. The conclusion emphasizes that Sardine Lawa is a nutritious food that is easy to make using fresh ingredients.
This document provides information about basic English grammar rules including:
- Subject pronouns and forms of the verb "to be" for present and past tense.
- Regular and irregular plural nouns.
- Common contractions.
- Use of auxiliary verbs like can, do/does, have/has, and should.
- Question formation and negatives with auxiliary verbs.
- Questions words like who, what, when, where, why and how.
This document provides examples of using the present tense of the verb "to be" in Spanish (ser/estar). It demonstrates the affirmative, negative, and interrogative forms of the verb through example sentences describing common subjects and their locations or attributes. Key forms highlighted include soy/eres/es/somos/sois/son and no soy/no eres/no es/no somos/no sois/no son.
This document provides instruction on conjugating the verb "to be" in English in the present tense. It lists the affirmative and negative forms of the verb, including contractions. Examples of sentences using the verb "to be" are given for affirmative and negative forms. Question forms using "to be" are presented along with answer patterns using "yes" or "no". The document serves as a reference for conjugating the verb "to be" in the present tense in English.
The document provides information about the verb "to be" in English, including:
1) Examples of positive sentences using the verb "to be" with subjects like I, you, he, she, it, we, and they.
2) Examples of negative forms and contractions of the verb "to be".
3) Exercises for students to practice using the verb "to be" in affirmative, negative, and interrogative sentences.
4) Questions types like yes/no and information questions that can be formed with the verb "to be".
The document provides instructions for English grammar lessons including commands for body movements, personal pronouns, verbs to be and contractions, affirmative and negative sentences, and a classwork assignment with examples. It teaches the basics of subject-verb agreement and sentence structure using be verbs like am, is, are, and contractions like I'm and they're. Students are asked to complete sentences using correct forms of be and rearrange words to make negative sentences.
The document provides information about pronouns in English, including personal pronouns, possessive forms, and reflexive pronouns. It gives examples of different pronoun types and includes exercises for learners to practice using pronouns correctly in sentences. The exercises focus on selecting the appropriate pronoun to complete sentences based on the subject or object being referred to.
The document provides information on several English grammar topics:
1) It discusses possessive adjectives like "my, your, his, her, its, our, your, their" and how to form the possessive 's.
2) It covers adjectives - how they are used to describe nouns, can be before or after verbs like "to be", and do not change form based on gender or number.
3) Comparative and superlative forms of adjectives are explained, like "taller, tallest" and using "more, most, less, least".
4) The past tense of "to be" is outlined as "was/were".
This document provides information about pronouns in English, including personal pronouns, possessive forms, and reflexive pronouns. It defines the different pronoun forms and gives examples of how to use them correctly in sentences. The document also includes three exercises for the reader to practice using pronouns, with answers provided to check the work.
This document discusses the past simple form of the verb "to be" in English. It was/were are used to talk about finished past events. The forms are provided for the affirmative (was/were), negative (was/were not), and short answers for questions (Yes, I/she/they was/were or No, I/she/he/they wasn't/weren't). Examples are given to illustrate use in affirmative, negative, and interrogative sentences.
This document provides an overview of using the verb "be" in English, including:
1. It introduces the basic forms of the verb "be" for the first person singular and plural and third person singular and plural.
2. It explains how the verb "be" is used before nouns, adjectives, and prepositional phrases.
3. It discusses the use of contractions with the verb "be".
4. It covers forming questions and negatives with the verb "be".
The document is a lesson on using the verbs "to be" and "ser"/"estar" in Spanish. It includes examples of affirmative, negative, and interrogative sentences using common forms of "to be" like "I am", "you are", etc. It then provides a short text to answer comprehension questions on, examples to complete sentences with forms of "to be", exercises to complete sentences using "I am/I am not" and other forms, questions to answer, and an incomplete paragraph to fill in details about a person named Leila.
The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like BE, demonstratives like THIS/THAT, and possessive adjectives.
2) Other topics covered include present continuous tense, can/can't ability, and prepositions of place.
3) Examples are given for affirmative and negative statements, yes/no and WH- questions, and irregular plurals.
The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like BE, demonstratives like THIS/THAT, and possessive adjectives.
2) Other topics covered include present continuous tense, can/can't ability, and prepositions of place.
3) Examples are given for affirmative and negative statements, yes/no and WH- questions, and irregular plurals.
The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like BE, demonstratives like THIS/THAT, and possessive adjectives.
2) Other topics covered include present continuous tense, can/can't ability, and prepositions of place.
3) Examples are given for affirmative and negative statements, yes/no and WH- questions, and irregular plurals.
This document provides an overview of basic English grammar concepts including:
1) Present tense verbs like BE, demonstratives like THIS/THAT, and possessive adjectives like MY/HIS.
2) How to form affirmative and negative sentences, yes/no and WH- questions.
3) Other topics covered include plural nouns, irregular plurals, prepositions of place, the present continuous tense, and ability with CAN/CAN'T.
The document provides examples and notes on using different verb tenses including simple past, present, and future tenses. It discusses forming questions and answers in the affirmative and negative for these tenses. Examples are given for using verbs to discuss intentions, plans, predictions, requests, and past events.
The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like BE, demonstratives like THIS/THAT, and possessive adjectives.
2) Examples of affirmative and negative statements, yes/no questions, and WH- questions using the present tense verb BE.
3) Explanations of plural nouns, irregular plurals, possessive forms, and prepositions of place.
4) Descriptions of the present continuous tense, CAN/CAN'T for showing ability, and their negative and question forms.
This document discusses the uses and conjugations of the Spanish verb "ser" (to be). It provides examples of when "ser" means "to be" in terms of identity and when it means "estar" (to be located). It also covers contractions, negative forms, and questions using the verb "ser" and gives short affirmative and negative answers.
This document discusses the uses and conjugations of the Spanish verb "ser" (to be). It provides examples of when "ser" means "to be" in terms of identity and when it means "estar" (to be located). It also covers contractions, negative forms, and questions using the verb "ser" and gives short affirmative and negative answers.
1. ENGLISH
STUDENT NAME: LISSETH GUALPA CUASAPÁS
LEVEL: THIRD “B”
TEACHER: GARY JACOME
2012
2.
3. A. - PRESENTE
1. - Forms am, is, are
Pronoun + TO BE
Pronoun TO BE Contraction Example
I am I´m I´m student.
You are You´re You´re in the class.
He is He´s He´s my brother.
She Is She´s She´s my best friend.
It Is It´s It´s my book.
We Are We´re We´re in the San Gabriel city.
You Are You´re You´re the first to arrive
They Are They´re They´re sad.
2.- NEGATIVE
Pronoun + TO BE + not
Pronoun TO BE Negative Contraction Example
I am Not I am not student.
You are Not You aren´t You aren’t in the class.
He is Not He isn´t He isn´t my brother.
She Is Not She isn´t She isn´t my best friend.
It Is Not It isn´t It isn´t my book.
We Are Not We aren´t We aren’t in the San Gabriel city.
You Are Not You aren´t You aren´t the first to arrive
They Are Not They aren´t They aren´t sad.
3. - INTERROGATIVE
TO BE + Pronoun
Pronoun TO BE Example
I Am Am I not student?
You Are Are You in the class?
He Is Is He my brother?
She Is Is She my best friend?
It Is Is It my book?
We Are Are We in the San Gabriel city?
You Are Are You the first to arrive?
They Are Are They sad?
4. B.- PAST
1.- FORMS WAS WERE
PRONOUN + PAST TO BE
Pronoun TO BE Example
I Was I was student.
You Were You were in the class.
He Was He was my brother.
She Was She was my best friend.
It Was It was my book.
We Were We were in the San Gabriel city.
You Were You were the first to arrive
They were They were sad.
2. - NEGATIVE
Pronoun+ past TO BE + not
Pronoun TO BE Negative Contraction Example
I Was Not Wasn´t I wasn´t student.
You Were Not Weren´t You weren´t in the class.
He Was Not Wasn´t He wasn´t my brother.
She Was Not Wasn´t She wasn´t my best friend.
It Was Not Wasn´t It wasn’t my book.
We Were Not Weren´t We weren´t in the San Gabriel city.
You Were Not Weren´t You weren´t the first to arrive
They were Not Weren´t They weren´t sad.
3. - INTERROGATIVE
Past TO BE + Pronoun
Pronoun TO BE Negative Example
I Was Not Was I not student?
You Were Not Were You in the class?
He Was Not Was He my brother?
She Was Not Was She my best friend?
It Was Not Was It my book?
We Were Not Were We in the San Gabriel city?
You Were Not Were You the first to arrive?
They Were Not Were They sad?
5. C.- FUTURE
1.- Forms WILL BE
Pronoun + will be
Pronoun TO BE Example
I Will be I will be student.
You Will be You will be in the class.
He Will be He will be my brother.
She Will be She will be my best friend.
It Will be It will be my book.
We Will be We will be in the San Gabriel city.
You Will be You will be the first to arrive
They Will be They will be sad.
2.- NEGATIVE
Pronoun Negative TO BE Example
I Not Will be I will be student.
You Not Will be You will be in the class.
He Not Will be He will be my brother.
She Not Will be She will be my best friend.
It Not Will be It will be my book.
We Not Will be We will be in the San Gabriel city.
You Not Will be You will be the first to arrive
They Not Will be They will be sad.
3.- INTERROGATIVE
WILL + PRONOUN
Pronoun TO BE Example
I Will be Will I be student?
You Will be Will You be in the class?
He Will be will He be my brother?
She Will be will She be my best friend?
It Will be Will It be my book?
We Will be Will We be in the San Gabriel city?
You Will be You will be the first to arrive ?
They Will be will They be sad?
6.
7. A = (ei)
B = (bi)
C = (ci)
D = (di)
E= (i)
F = (ef)
G = (yi)
H = (eich)
I = (ai)
J = (yei)
K = (key)
L = (el)
M = (em)
N = (en)
O = (ou)
P = (pi)
Q = (kiu)
R = (ar)
S = (es)
T = (ti)
U = (iu)
V = (vi)
W = (dabliu)
X = (ex)
Y= (uai)
Z = (zi
EXAMPLES
LISSETH (el)(ai)(es)(es)(ti)(eich)
GUALPA (yi)(iu)(ei)(el)(pi)(ei)
CUASAPAS (ci)(iu)(ei)(es)(ei)(pi)(ei)(es)