INGLES BÁSICO
PARA EMPEZAR DESDE CERO.
EMPEZANDO POR LA PRESENTACION:
HELLO! MY NAME IS.....
MY LASTNAME IS.... I AM 31 YEARS OLD.
I AM FROM.....- PERÚ
MY EMAIL ADDRESS IS...…..
WHERE ARE YOU FROM?
WHERE EXACTLY?
WHAT IS YOUR NATIONATITY?
This document contains a lesson plan on introducing yourself in Spanish. It includes sections on stating your name, last name, age, location, email address, phone number, and job. Examples are provided for common greetings and ways to answer questions about personal details. Students do practice activities where they state their own personal information in full sentences. The document also includes sections on feelings, jobs, and sample dialogues of introductions.
This document contains information and materials for an English class, including:
- Introduction and welcome from the teacher
- Sections on classroom language, routines, frequency adverbs, telling time, and making complaints
- Exercises matching types of complaints to situations and identifying keywords
- Guidelines for making complaints in a polite and respectful manner
The document discusses wh-questions and how they are used to ask questions. It provides examples of wh-questions using who, what, when, where, why, and how to ask about statements, facts, times, locations, reasons, and manners. The document also provides practice identifying the wh-question being asked in example prompts and answering them.
The document discusses wh-questions and how they are used to ask questions. It provides examples of wh-questions using who, what, when, where, why and how to ask about statements. The document then provides practice examples of matching wh-questions to statements. It concludes with a riddle asking why the chicken crossed the road.
The document is a lesson on using the verb "be" in English. It provides examples of how to use the verb "be" in affirmative and negative sentences, as well as yes/no and information questions. It includes exercises for students to practice conjugating the verb "be" and forming questions. The lesson also introduces vocabulary related to entertainment.
This document provides a review sheet for Unit 1 of an English class. It covers verb conjugations in the present tense, contractions, possessive adjectives, question words, and yes/no questions. It also reviews family members, the present continuous tense, jobs, time expressions, TV/music preferences, and object pronouns. The review sheet aims to help students study extensively for a final exam on Unit 1.
This document contains a lesson plan on introducing yourself in Spanish. It includes sections on stating your name, last name, age, location, email address, phone number, and job. Examples are provided for common greetings and ways to answer questions about personal details. Students do practice activities where they state their own personal information in full sentences. The document also includes sections on feelings, jobs, and sample dialogues of introductions.
This document contains information and materials for an English class, including:
- Introduction and welcome from the teacher
- Sections on classroom language, routines, frequency adverbs, telling time, and making complaints
- Exercises matching types of complaints to situations and identifying keywords
- Guidelines for making complaints in a polite and respectful manner
The document discusses wh-questions and how they are used to ask questions. It provides examples of wh-questions using who, what, when, where, why, and how to ask about statements, facts, times, locations, reasons, and manners. The document also provides practice identifying the wh-question being asked in example prompts and answering them.
The document discusses wh-questions and how they are used to ask questions. It provides examples of wh-questions using who, what, when, where, why and how to ask about statements. The document then provides practice examples of matching wh-questions to statements. It concludes with a riddle asking why the chicken crossed the road.
The document is a lesson on using the verb "be" in English. It provides examples of how to use the verb "be" in affirmative and negative sentences, as well as yes/no and information questions. It includes exercises for students to practice conjugating the verb "be" and forming questions. The lesson also introduces vocabulary related to entertainment.
This document provides a review sheet for Unit 1 of an English class. It covers verb conjugations in the present tense, contractions, possessive adjectives, question words, and yes/no questions. It also reviews family members, the present continuous tense, jobs, time expressions, TV/music preferences, and object pronouns. The review sheet aims to help students study extensively for a final exam on Unit 1.
The document discusses various professions including doctor, nurse, engineer, lawyer, teacher, policeman, postman, and farmer. It provides brief descriptions of the jobs each profession entails and typical work locations. It includes sample dialogues asking and responding about occupations. At the end, it instructs students to form pairs, create simple job-related dialogues, and perform them for the class.
The document discusses various professions. It describes several professions including doctor, nurse, engineer, lawyer, teacher, policeman, postman, and farmer. For each profession it provides details about what the job involves and typical work locations. It then has assessment questions asking about the professions. At the end it instructs students to work in pairs doing a simple dialogue asking and answering about professions, and to perform their dialogue for the class.
The document provides vocabulary exercises related to adjectives, questions, and foods. It includes lists of adjectives with their definitions, rearranging scrambled questions into proper question form, and listing various fruits, vegetables and other foods. The goal appears to be practicing and demonstrating understanding of descriptive words, questioning structure, and food-related terminology in English.
Jeopardy! review game English High classAdam Wateman
This document provides instructions for playing the game show Jeopardy in a classroom setting. It explains how to use the buttons to scroll through categories and clues, keep score, select the daily double, and advance to Final Jeopardy. It also includes links to summaries of the official rules and a full episode video for reference. The goal is to recreate the Jeopardy experience for students in a fun and engaging way.
This document provides an introduction to 100 English exercises. It begins by welcoming the reader and explaining that regular practice with the exercises will help them develop basic conversational English skills. Some advantages of self-study are listed, such as setting one's own pace and practicing in the comfort of home. The introduction concludes by encouraging the reader to begin the first lesson in order to improve their English. An index then previews the 10 tests included in the exercises.
This document appears to be from an English language learning assessment class. It contains a series of lessons, vocabulary words, reading passages and questions about topics like weather, food, colors, seasons and activities. The lessons are divided into different levels and units covering basic greetings, feelings, descriptions, sizes, locations and possessions.
This document provides contact information for Marisa Constantinides and George Vassilakis, who are CELTA and Delta course tutors at CELT Athens, an international teacher development center. It includes their email, links to blogs and social media profiles where more information can be found about their tutoring and the courses offered at CELT Athens.
This document contains greetings, questions to get to know someone, parts of the body and related vocabulary, questions about birthdays, food preferences, and sample questions for self-introduction. It includes greetings like "What's happening?" and "What's up?", questions about name, age, where one is from, relationship status, and the date. It lists parts of the body like legs, arms, head, fingers, nails, foot, and ankle and has the learner spell these words. It asks about one's birthday and encourages using numbers when stating the date. It asks about food preferences at birthday parties and things one does not like to eat. It provides sample self-introduction questions and sentences to identify if they are
The document is a grammar worksheet containing exercises about modal verbs and verb tenses. It includes exercises where students must write sentences using modal verbs, answer questions using modal verbs, and complete a dialogue with the correct modal verb forms. The worksheet covers modal verbs like can, may, must, should and tenses like past and future.
This document summarizes a school newsletter from Megrine Pioneer Prep School. It discusses various activities at the school including chatting with friends during breaks, eating lunch in the cafeteria, playing in the schoolyard, a difficult math test, a student being elected to children's parliament, favorite teachers, Halloween games and quizzes, and traditions associated with Halloween.
This document contains a survey for parents to help their children fill out as part of a "My Personal Profile" school project. The survey asks for information such as the child's birthday, parents' jobs, family members' birthdays and Chinese zodiac signs. It also asks about the child's daily routine including wake up time, breakfast time, school start time, after school activities, homework time, bedtime, favorite color, subject, sport and food. Sample responses are provided in Chinese for each question. Parents are asked to return the completed survey paper to school by Friday August 24th.
This document is a workbook for a Spanish language course. It contains exercises practicing the use of adverbs of frequency in sentences, rewriting sentences using adverbs in different positions, completing sentences with adverbs, and answering questions about how often certain activities are done. The workbook also contains exercises rearranging word order in questions.
The document provides marking criteria for evaluating students' reading aloud skills in primary school. It evaluates students on pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with variation, and appropriate use of stress/intonation to convey meaning. Lower scores are given for issues like mispronunciation, slow/jerky reading, and inappropriate stress/intonation.
The document discusses exams and exam preparation. It provides activities to help students prepare for exams by practicing different exam skills like introducing themselves, finding similarities between pictures, and reflecting on the relevance of exam activities. It also discusses ways to reduce student stress around exams by clarifying exam requirements and building various study skills.
This document discusses daily routines. It begins by asking about routines on Fridays when school is not in session. It then provides vocabulary and grammar structures related to describing routines, such as time expressions and verbs. It presents a listening activity with common routine activities and has students classify them by time of day. Finally, it has students complete sentences about morning, afternoon, and evening routines.
This document is a lesson plan focusing on the short e sound. It includes activities like flashcards, questions, songs and stories about words with the short e sound like egg, elephant and escalator. The plan involves learning, practicing, reviewing and reinforcing the short e sound through different engaging activities like spelling, reading, coloring and games.
The document provides marking criteria for evaluating students' reading aloud skills in Primary 3. It assesses pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with appropriate variation, and correct stress/intonation to convey meaning. Lower scores mean more mistakes in pronunciation and reading that is slow, hesitant with little expression or awareness of purpose/audience.
The document contains an English worksheet for Year 4 students. It includes activities like searching for words in word searches, listening and singing songs, matching pictures to stories, filling in sentences, answering questions and more. The topics covered are what's the matter (illnesses), safety at home, germs, and the story of Ali Baba and the 40 thieves. The worksheet aims to teach students about health, safety, hygiene and comprehension through different exercises.
This document contains sample dialogues, questions, and forms related to introducing oneself and getting to know someone. It includes questions about name, age, occupation, contact information. It also has examples of asking about and describing family members, schedule, transportation, living situation, food preferences, and typical eating habits in different countries. The document is meant to provide language practice for basic conversation skills and learning about others.
Inspire: Igniting the Spark of Human Potentialgauravingole9
Inspire: Igniting the Spark of Human Potential
Inspiration is the force that propels individuals from ordinary to extraordinary. It transforms ideas into innovations, dreams into realities, and individuals into icons. This article delves into the multifaceted nature of inspiration, exploring its sources such as nature, art, personal experiences, and the achievements of others, and its profound impact on personal growth, societal progress, and cultural evolution. Through the lens of historical figures and timeless quotes, we uncover how inspiration fuels creativity, drives societal change, and ignites the spark of human potential.
More Related Content
Similar to INGLES BÁSICO PARA PRINCIPIANTES ........
The document discusses various professions including doctor, nurse, engineer, lawyer, teacher, policeman, postman, and farmer. It provides brief descriptions of the jobs each profession entails and typical work locations. It includes sample dialogues asking and responding about occupations. At the end, it instructs students to form pairs, create simple job-related dialogues, and perform them for the class.
The document discusses various professions. It describes several professions including doctor, nurse, engineer, lawyer, teacher, policeman, postman, and farmer. For each profession it provides details about what the job involves and typical work locations. It then has assessment questions asking about the professions. At the end it instructs students to work in pairs doing a simple dialogue asking and answering about professions, and to perform their dialogue for the class.
The document provides vocabulary exercises related to adjectives, questions, and foods. It includes lists of adjectives with their definitions, rearranging scrambled questions into proper question form, and listing various fruits, vegetables and other foods. The goal appears to be practicing and demonstrating understanding of descriptive words, questioning structure, and food-related terminology in English.
Jeopardy! review game English High classAdam Wateman
This document provides instructions for playing the game show Jeopardy in a classroom setting. It explains how to use the buttons to scroll through categories and clues, keep score, select the daily double, and advance to Final Jeopardy. It also includes links to summaries of the official rules and a full episode video for reference. The goal is to recreate the Jeopardy experience for students in a fun and engaging way.
This document provides an introduction to 100 English exercises. It begins by welcoming the reader and explaining that regular practice with the exercises will help them develop basic conversational English skills. Some advantages of self-study are listed, such as setting one's own pace and practicing in the comfort of home. The introduction concludes by encouraging the reader to begin the first lesson in order to improve their English. An index then previews the 10 tests included in the exercises.
This document appears to be from an English language learning assessment class. It contains a series of lessons, vocabulary words, reading passages and questions about topics like weather, food, colors, seasons and activities. The lessons are divided into different levels and units covering basic greetings, feelings, descriptions, sizes, locations and possessions.
This document provides contact information for Marisa Constantinides and George Vassilakis, who are CELTA and Delta course tutors at CELT Athens, an international teacher development center. It includes their email, links to blogs and social media profiles where more information can be found about their tutoring and the courses offered at CELT Athens.
This document contains greetings, questions to get to know someone, parts of the body and related vocabulary, questions about birthdays, food preferences, and sample questions for self-introduction. It includes greetings like "What's happening?" and "What's up?", questions about name, age, where one is from, relationship status, and the date. It lists parts of the body like legs, arms, head, fingers, nails, foot, and ankle and has the learner spell these words. It asks about one's birthday and encourages using numbers when stating the date. It asks about food preferences at birthday parties and things one does not like to eat. It provides sample self-introduction questions and sentences to identify if they are
The document is a grammar worksheet containing exercises about modal verbs and verb tenses. It includes exercises where students must write sentences using modal verbs, answer questions using modal verbs, and complete a dialogue with the correct modal verb forms. The worksheet covers modal verbs like can, may, must, should and tenses like past and future.
This document summarizes a school newsletter from Megrine Pioneer Prep School. It discusses various activities at the school including chatting with friends during breaks, eating lunch in the cafeteria, playing in the schoolyard, a difficult math test, a student being elected to children's parliament, favorite teachers, Halloween games and quizzes, and traditions associated with Halloween.
This document contains a survey for parents to help their children fill out as part of a "My Personal Profile" school project. The survey asks for information such as the child's birthday, parents' jobs, family members' birthdays and Chinese zodiac signs. It also asks about the child's daily routine including wake up time, breakfast time, school start time, after school activities, homework time, bedtime, favorite color, subject, sport and food. Sample responses are provided in Chinese for each question. Parents are asked to return the completed survey paper to school by Friday August 24th.
This document is a workbook for a Spanish language course. It contains exercises practicing the use of adverbs of frequency in sentences, rewriting sentences using adverbs in different positions, completing sentences with adverbs, and answering questions about how often certain activities are done. The workbook also contains exercises rearranging word order in questions.
The document provides marking criteria for evaluating students' reading aloud skills in primary school. It evaluates students on pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with variation, and appropriate use of stress/intonation to convey meaning. Lower scores are given for issues like mispronunciation, slow/jerky reading, and inappropriate stress/intonation.
The document discusses exams and exam preparation. It provides activities to help students prepare for exams by practicing different exam skills like introducing themselves, finding similarities between pictures, and reflecting on the relevance of exam activities. It also discusses ways to reduce student stress around exams by clarifying exam requirements and building various study skills.
This document discusses daily routines. It begins by asking about routines on Fridays when school is not in session. It then provides vocabulary and grammar structures related to describing routines, such as time expressions and verbs. It presents a listening activity with common routine activities and has students classify them by time of day. Finally, it has students complete sentences about morning, afternoon, and evening routines.
This document is a lesson plan focusing on the short e sound. It includes activities like flashcards, questions, songs and stories about words with the short e sound like egg, elephant and escalator. The plan involves learning, practicing, reviewing and reinforcing the short e sound through different engaging activities like spelling, reading, coloring and games.
The document provides marking criteria for evaluating students' reading aloud skills in Primary 3. It assesses pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with appropriate variation, and correct stress/intonation to convey meaning. Lower scores mean more mistakes in pronunciation and reading that is slow, hesitant with little expression or awareness of purpose/audience.
The document contains an English worksheet for Year 4 students. It includes activities like searching for words in word searches, listening and singing songs, matching pictures to stories, filling in sentences, answering questions and more. The topics covered are what's the matter (illnesses), safety at home, germs, and the story of Ali Baba and the 40 thieves. The worksheet aims to teach students about health, safety, hygiene and comprehension through different exercises.
This document contains sample dialogues, questions, and forms related to introducing oneself and getting to know someone. It includes questions about name, age, occupation, contact information. It also has examples of asking about and describing family members, schedule, transportation, living situation, food preferences, and typical eating habits in different countries. The document is meant to provide language practice for basic conversation skills and learning about others.
Similar to INGLES BÁSICO PARA PRINCIPIANTES ........ (20)
Inspire: Igniting the Spark of Human Potentialgauravingole9
Inspire: Igniting the Spark of Human Potential
Inspiration is the force that propels individuals from ordinary to extraordinary. It transforms ideas into innovations, dreams into realities, and individuals into icons. This article delves into the multifaceted nature of inspiration, exploring its sources such as nature, art, personal experiences, and the achievements of others, and its profound impact on personal growth, societal progress, and cultural evolution. Through the lens of historical figures and timeless quotes, we uncover how inspiration fuels creativity, drives societal change, and ignites the spark of human potential.
As we navigate through the ebbs and flows of life, it is natural to experience moments of low motivation and dwindling passion for our goals.
However, it is important to remember that this is a common hurdle that can be overcome with the right strategies in place.
In this guide, we will explore ways to rekindle the fire within you and stay motivated towards your aspirations.
Procrastination is a common challenge that many individuals face when it comes to completing tasks and achieving goals. It can hinder productivity and lead to feelings of stress and frustration.
However, with the right strategies and mindset, it is possible to overcome procrastination and increase productivity.
In this article, we will explore the causes of procrastination, how to recognize the signs of procrastination in oneself, and effective strategies for overcoming procrastination and boosting productivity.
Understanding of Self - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
You may be stressed about revealing your cancer diagnosis to your child or children.
Children love stories and these often provide parents with a means of broaching tricky subjects and so the ‘The Secret Warrior’ book was especially written for CANSA TLC, by creative writer and social worker, Sally Ann Carter.
Find out more:
https://cansa.org.za/resources-to-help-share-a-parent-or-loved-ones-cancer-diagnosis-with-a-child/
The Secret Warrior - Help Share a Parent or Loved Ones’ Cancer Diagnosis with...
INGLES BÁSICO PARA PRINCIPIANTES ........
1. TODAS LAS ARTES
Instituto de educación superior tecnológico público
- C AR R ER A: C O N S TR U C C IÓ N C IV IL
- SEM EST R E: I V
- C U R SO : C O M U N I C AC I Ó N I N T ER PER SO N AL
- D O C EN T E: IN G . J A C K E LIN E S E B A S TIA N A LIMA C H I C C O IC C A
9. INTRODUCING YOURSELF
•My first name is Jackeline.
•My last name is Limachi.
•My short name is Jackie.
•I am 31 years old.
•I am from Andahuaylas.
10. Name / last name
❑ What is your name?
- My name is ………………………………………
- I am ………………………………………………….
- This is ………………………………………………
❑ What is your last name/ surname?
- My last name/ surname is …………
- It is ……………………………………………
❑How do you spell it (name/surname) ?
It is spelled ………………………..
11. Age
❑ How old are you?
- I am (I’m) ……. Years old.
- I am ……………
12. Hi! What is your name?
• My name is _________
What is your lastname?
My lastname is _________
What is your nickname?
My nickname is _________
13. What is your address?
• My address is _________
• It’s___________________
What is your e-mail address?
My e-mail address is _________
It’s___________________
What is your cellphone number?
My cellphone number is_________
It’s ________________________
17. Where are you from?
• I am from____________
Where exactly?
I am from____________
What is your nationality?
I am ____________
18. Writing time
•Hello, I am Jackeline. You can
call me Jackie. My lastname is
Limachi. I am from
Andahuaylas. I am Peruvian. I
am 31 years old. My phone
number is 958464638. My
address is 119 Cesar Ramos
Velasco Avenue. My e-mail
address is jslimachi@gmail.com
20. • What is your name?
• What is your lastname?
• How do you spell it?
• How old are you?
• Where are you from?
• Where exactly?
• What is your email-address?
• What is your address?
• What is your cellphone number?
My name is Jackeline.
It’s Limachi.
L-I-M-A-C-H-I
I am 31 years old.
I am from Peru.
Andahuaylas
jslimachi@gmail.com
119 Cesar Ramos Avenue
It’s 958464638
21. Hello! My name is Jackeline. My
lastname is Limachi. I am 31 years
old. I am from Andahuaylas – Peru.
My email address is
jslimachi@gmail.com. My address is
119 Cesar Ramos Avenue. My phone
number is 958464638.
38. •How are you?
1. I am _________
2. I am ________
3. I am ________
4. I am _______
1. I am _______
2. I am _______
3. I am ________
4. I am _________
1. I am _________
2. I am ________
3. I am ________
4. I am _______
1. I am _______
2. I am _______
3. I am ________
4. I am _________
64. What is your job?
I am ____________
What do you do?
I am ______________
65. Juan: Hi! I am Juan!
Juan: Nice to meet you!
Juan: I am super happy, thanks. How about you?
Juan: I am a chef. What about you?
Juan: : Wooo that’s super cool.
Juan: I love my job too, because I cook super Delicious food.
Naty: Hello!. I am Naty.
Naty: Nice to meet you too! How are you?
Naty: I am sad! Anyway, What do you do?
Naty: I am an actress.
Naty: Yes, It is a nice job. I love it. How about you?
Naty: How interesting! I want to try them.
102. What is your favorite fruit?
What is your favorite vegetable?
What is your favorite food?
What is your favorite music?
What is your favorite movie?
What is your favorite sport?
My favorite fruit is___
My favorite vegetable is___
My favorite food is___
My favorite music is___
My favorite movie is___
My favorite sport is___