This document provides examples of irregular verbs in the present simple, past simple, and questions for several common irregular verbs in English. It lists the verbs begin, break, bring, build, buy, catch, choose, come, cut, do, draw, drink, drive, eat, fall, feel, fight, fly, forget, forgive, freeze, get, give, have, and hear along with their irregular forms and sample sentences in both the positive and negative for the present simple and past simple tenses. The examples are intended to illustrate how to use these irregular verbs.
The document contains definitions for various words like glorious, studio, model, concerned, smeared, ruined, yanked, streak, schedule, and feast. It also includes example sentences that utilize some of these words.
The document discusses the near future tense (le futur proche) in French. It explains that the near future tense is formed by conjugating the present tense of the verb "aller" followed by the infinitive of the main verb. It provides examples of common verbs in the infinitive form and sample sentences using the near future tense, including translations of sentences into the near future tense form.
Timo Honkela: Linking Cognitive Systems, Digital Humanities and Brain Cancer ...Timo Honkela
Neuroscience seminar series, Host Prof. Eero Castrén
University of Helsinki, 18 Sep 2015
Abstract
Cognitive systems research in modern artificial intelligence in which statistical machine learning and neural network methods are applied on big data to model complex cognitive phenomena. Often the term socio-cognitive systems is used to emphasize the distributed intelligence point of view in the computational modeling. Digital humanities is an active research area in which topics in humanities and social sciences are studied with the help of methods and tools of computer science. The range of potential topics is vast from the study of historical language to social media discussions, from social network analysis to automatic extraction of topics in peer support groups. In this presentation, methods and research results in cognitive systems and digital humanities are discussed. In addition, personal experiences on brain cancer are viewed with the theoretical background provided by the reseacher in cognitive systems, machine learning and digital humanities. Some ideas on potential future directions for research in medicine and healthcase are also given.
1. Many students described their favorite sports like golf, athletics, hockey, American football, swimming, volleyball, tennis, and more.
2. They often mentioned their favorite athlete or player within that sport like Tiger Woods, Mireia Belmonte, Rafael Nadal, and others.
3. Details were provided about the athletes, such as their country, accomplishments, skills, and ages.
The document contains summaries of several days from different students' diaries. It describes waking up and going to bed times, meals, activities like school, sports, parties, and time with family and friends. The diaries provide a high-level look at portions of each day and basic scheduling information.
This document contains summaries of several students' diaries. The diaries describe their daily routines and activities, including what time they wake up, go to school, have meals, do chores, spend time with friends, and go to bed. They document both weekday and weekend schedules. The diaries are written from the perspective of the students and marked as private.
1) Many students describe their favorite sports like athletics, volleyball, tennis, swimming, and handball.
2) Their favorite athletes include Usain Bolt, Rafael Nadal, Mireia Belmonte, and Jorge Maqueda.
3) The students explain why they enjoy these sports and athletes, noting accomplishments like Olympic medals and world records.
The document contains definitions for various words like glorious, studio, model, concerned, smeared, ruined, yanked, streak, schedule, and feast. It also includes example sentences that utilize some of these words.
The document discusses the near future tense (le futur proche) in French. It explains that the near future tense is formed by conjugating the present tense of the verb "aller" followed by the infinitive of the main verb. It provides examples of common verbs in the infinitive form and sample sentences using the near future tense, including translations of sentences into the near future tense form.
Timo Honkela: Linking Cognitive Systems, Digital Humanities and Brain Cancer ...Timo Honkela
Neuroscience seminar series, Host Prof. Eero Castrén
University of Helsinki, 18 Sep 2015
Abstract
Cognitive systems research in modern artificial intelligence in which statistical machine learning and neural network methods are applied on big data to model complex cognitive phenomena. Often the term socio-cognitive systems is used to emphasize the distributed intelligence point of view in the computational modeling. Digital humanities is an active research area in which topics in humanities and social sciences are studied with the help of methods and tools of computer science. The range of potential topics is vast from the study of historical language to social media discussions, from social network analysis to automatic extraction of topics in peer support groups. In this presentation, methods and research results in cognitive systems and digital humanities are discussed. In addition, personal experiences on brain cancer are viewed with the theoretical background provided by the reseacher in cognitive systems, machine learning and digital humanities. Some ideas on potential future directions for research in medicine and healthcase are also given.
1. Many students described their favorite sports like golf, athletics, hockey, American football, swimming, volleyball, tennis, and more.
2. They often mentioned their favorite athlete or player within that sport like Tiger Woods, Mireia Belmonte, Rafael Nadal, and others.
3. Details were provided about the athletes, such as their country, accomplishments, skills, and ages.
The document contains summaries of several days from different students' diaries. It describes waking up and going to bed times, meals, activities like school, sports, parties, and time with family and friends. The diaries provide a high-level look at portions of each day and basic scheduling information.
This document contains summaries of several students' diaries. The diaries describe their daily routines and activities, including what time they wake up, go to school, have meals, do chores, spend time with friends, and go to bed. They document both weekday and weekend schedules. The diaries are written from the perspective of the students and marked as private.
1) Many students describe their favorite sports like athletics, volleyball, tennis, swimming, and handball.
2) Their favorite athletes include Usain Bolt, Rafael Nadal, Mireia Belmonte, and Jorge Maqueda.
3) The students explain why they enjoy these sports and athletes, noting accomplishments like Olympic medals and world records.
This document contains reviews of books, films, and other media from several students. It includes reviews of Diary of a Wimpy Kid, Divergent, The Maze Runner, The Hobbit, Jurassic Park, and Harry Potter among others. The reviews provide the title, author, main characters, and a brief reason for why each reviewer liked the book or film in 1-3 sentences.
This document contains information about 6 units that cover different topics: heroes and villains, fame and fortune, work and play, past times, life at home, and our planet. Each unit includes vocabulary words, grammar points, and activities related to the topic. For example, unit 1 covers adjectives to describe people and grammar structures to compare people. Unit 2 discusses accessories, clothes, sports, and hobbies. The final unit talks about seasonal activities, grammar for talking about plans, and describing weather.
This document contains a curriculum covering 6 units: Family and Friends, Healthy Eating, My City, Sports and Hobbies, My Country, and Animals. Each unit includes vocabulary and grammar lessons related to the topic. Vocabulary lists cover parts of the body, clothes, food groups, places in a city, sports, hobbies, countries, continents, and more. Grammar lessons teach possession, present continuous tense, comparatives, and question formation. The document provides a comprehensive overview of the content and structure of an English language learning program.
This document contains reports from several students about family members and teachers when they were younger. It includes details about the schools they attended, subjects they were good or bad at, and names of friends. Overall it provides biographical information about past experiences and performances of relatives from the perspective of the student authors.
This document contains summaries written by students about teachers, family members, and friends from their childhood. The summaries provide the name of the person, where they went to school, what their teachers and subjects were like, and who their best friend was. They are mostly 3 sentences or less as requested. The document shows the students' ability to summarize key details concisely about people from the past.
This document contains profiles of famous people written by students. The profiles provide information about the famous person's name, occupation, where they are from, what they like to do in their free time, and what they typically wear when participating in their occupation or hobbies.
The document contains profiles of famous people written by students. The profiles provide information about the famous person's name, country of origin, hobbies, fashion style, and careers. Details include singers, athletes, and their interests outside of their main occupations.
My Hero and Villain. Sherlock Holmes vs. Professor Moriarty. 6Bdenisbelgranoschool
1. The document contains summaries from multiple students comparing the characters Sherlock Holmes and Professor/Mr. Moriarty.
2. Most summaries state that Sherlock Holmes is taller, smarter, and generally portrayed in a more positive light than Moriarty, who is often described as the villain.
3. The students each express a preference for Sherlock Holmes over Moriarty as their hero.
My Hero and Villain. Sherlock Holmes vs. Professor Moriarty. 6Adenisbelgranoschool
The document contains summaries written by students comparing the characters Sherlock Holmes and Professor/Mr. Moriarty. Most of the students describe Sherlock Holmes as taller, thinner, smarter, and generally a hero compared to Moriarty, who is described as shorter, older, malevolent, and the villain. Several students express a preference for Sherlock Holmes over Moriarty.
The document contains summaries of several children's diaries describing their mornings, afternoons, and evenings over weekends and holidays. Many of the diaries describe birthdays, including waking up late and having breakfast, friends and family arriving in the afternoon with presents, and going to movies or restaurants in the evening before bed. Other diaries describe weekends at home, trips to parks and cruises with family, and holidays like Christmas and Holy Week.
Lucia wrote about her weekend. On Sunday morning, she got up early and had breakfast at a coffee shop with her Granny. In the afternoon, she went to the cinema with her family to see "The Impossible" and ate a lot of candies.
The document describes the daily routines of several students. It provides answers to questions about what time each student got up, had breakfast, went to school, had lessons, lunch, went home, dinner, and went to bed the previous day. The responses are in both text and image format and provide specifics about activities between 7am-11pm for several students, including waking up, eating meals with family, attending school, doing homework, and going to sleep.
The document contains daily routine schedules from multiple students in 6oB class. The routines describe typical times for waking up, having meals, attending school, having lessons, returning home, and going to bed. Times vary slightly between students but generally involve waking up around 8am, having breakfast and attending school from 8-9am, having lessons from 9am, lunch around 2pm, returning home in the afternoon, dinner from 8-9pm, and going to bed at 10pm.
The document contains summaries from several students of their favorite films from last year. The films described include Monsters Inc., Harry Potter and the Half-Blood Prince, Terminator 2, Despicable Me, Monsters University, Thor, Ender's Game, King Kong, Harry Potter and the Sorcerer's Stone, Fast & Furious 6, and Zipi Zape y el club de la canica. The main characters and basic plots are provided for each film.
This document contains profiles of friends written by students in a class. Each profile follows a similar structure - it introduces a friend, lists two activities they don't like and one they do like, shows them in class, and gives their favorite hobby. Various friends are profiled, including Manu, Leire, Angel, Jose Antonio, Alejandro, Sergio, Ruben, Daniel, Samuel, Adrian, Sergio, Maria, Javier, Antonio, Miguel, Nerea, Francis, Raul, Paola, Helena and Sergio.
This document contains profiles of friends written by other friends. Each profile includes what activities the person does not like, what they love doing, and their favorite hobby. There are profiles of Ana, Alba, Cayetana, Rocio, Gonzalo, Carlos, Erika, Susana, Alicia, Jordi, Mario, Alonso, Ariadna, David, Nicolás, Anaís, Marta, Pablo, Miriam, Sandra, Rodrigo and Diego. The profiles are written in both English and Spanish and provide information about their favorite activities at school and during free time.
This document contains summaries from several students about their favorite books and films from last year. The summaries are in 1-3 sentences and provide the main character, plot points, and why they liked the story. Students discussed enjoying books and movies because they were funny, exciting, interesting or provided adventure and love stories. Films mentioned include The Hunger Games, Thor, Iron Man and Spiderman.
Este documento resume la promoción de estudiantes que asistió a la escuela primaria CEIP Pintor Denis Belgrano entre 2002 y 2011. Comenzaron en infantil y pasaron a ciclo, experimentando varios cambios como nuevas aulas e instalaciones. Además de estudiar, se divirtieron con viajes, excursiones y actividades extracurriculares como cine, teatro y senderismo. Al final, el documento enumera a los maestros y estudiantes que formaron parte de esta promoción durante sus nueve años de educación primaria.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This document contains reviews of books, films, and other media from several students. It includes reviews of Diary of a Wimpy Kid, Divergent, The Maze Runner, The Hobbit, Jurassic Park, and Harry Potter among others. The reviews provide the title, author, main characters, and a brief reason for why each reviewer liked the book or film in 1-3 sentences.
This document contains information about 6 units that cover different topics: heroes and villains, fame and fortune, work and play, past times, life at home, and our planet. Each unit includes vocabulary words, grammar points, and activities related to the topic. For example, unit 1 covers adjectives to describe people and grammar structures to compare people. Unit 2 discusses accessories, clothes, sports, and hobbies. The final unit talks about seasonal activities, grammar for talking about plans, and describing weather.
This document contains a curriculum covering 6 units: Family and Friends, Healthy Eating, My City, Sports and Hobbies, My Country, and Animals. Each unit includes vocabulary and grammar lessons related to the topic. Vocabulary lists cover parts of the body, clothes, food groups, places in a city, sports, hobbies, countries, continents, and more. Grammar lessons teach possession, present continuous tense, comparatives, and question formation. The document provides a comprehensive overview of the content and structure of an English language learning program.
This document contains reports from several students about family members and teachers when they were younger. It includes details about the schools they attended, subjects they were good or bad at, and names of friends. Overall it provides biographical information about past experiences and performances of relatives from the perspective of the student authors.
This document contains summaries written by students about teachers, family members, and friends from their childhood. The summaries provide the name of the person, where they went to school, what their teachers and subjects were like, and who their best friend was. They are mostly 3 sentences or less as requested. The document shows the students' ability to summarize key details concisely about people from the past.
This document contains profiles of famous people written by students. The profiles provide information about the famous person's name, occupation, where they are from, what they like to do in their free time, and what they typically wear when participating in their occupation or hobbies.
The document contains profiles of famous people written by students. The profiles provide information about the famous person's name, country of origin, hobbies, fashion style, and careers. Details include singers, athletes, and their interests outside of their main occupations.
My Hero and Villain. Sherlock Holmes vs. Professor Moriarty. 6Bdenisbelgranoschool
1. The document contains summaries from multiple students comparing the characters Sherlock Holmes and Professor/Mr. Moriarty.
2. Most summaries state that Sherlock Holmes is taller, smarter, and generally portrayed in a more positive light than Moriarty, who is often described as the villain.
3. The students each express a preference for Sherlock Holmes over Moriarty as their hero.
My Hero and Villain. Sherlock Holmes vs. Professor Moriarty. 6Adenisbelgranoschool
The document contains summaries written by students comparing the characters Sherlock Holmes and Professor/Mr. Moriarty. Most of the students describe Sherlock Holmes as taller, thinner, smarter, and generally a hero compared to Moriarty, who is described as shorter, older, malevolent, and the villain. Several students express a preference for Sherlock Holmes over Moriarty.
The document contains summaries of several children's diaries describing their mornings, afternoons, and evenings over weekends and holidays. Many of the diaries describe birthdays, including waking up late and having breakfast, friends and family arriving in the afternoon with presents, and going to movies or restaurants in the evening before bed. Other diaries describe weekends at home, trips to parks and cruises with family, and holidays like Christmas and Holy Week.
Lucia wrote about her weekend. On Sunday morning, she got up early and had breakfast at a coffee shop with her Granny. In the afternoon, she went to the cinema with her family to see "The Impossible" and ate a lot of candies.
The document describes the daily routines of several students. It provides answers to questions about what time each student got up, had breakfast, went to school, had lessons, lunch, went home, dinner, and went to bed the previous day. The responses are in both text and image format and provide specifics about activities between 7am-11pm for several students, including waking up, eating meals with family, attending school, doing homework, and going to sleep.
The document contains daily routine schedules from multiple students in 6oB class. The routines describe typical times for waking up, having meals, attending school, having lessons, returning home, and going to bed. Times vary slightly between students but generally involve waking up around 8am, having breakfast and attending school from 8-9am, having lessons from 9am, lunch around 2pm, returning home in the afternoon, dinner from 8-9pm, and going to bed at 10pm.
The document contains summaries from several students of their favorite films from last year. The films described include Monsters Inc., Harry Potter and the Half-Blood Prince, Terminator 2, Despicable Me, Monsters University, Thor, Ender's Game, King Kong, Harry Potter and the Sorcerer's Stone, Fast & Furious 6, and Zipi Zape y el club de la canica. The main characters and basic plots are provided for each film.
This document contains profiles of friends written by students in a class. Each profile follows a similar structure - it introduces a friend, lists two activities they don't like and one they do like, shows them in class, and gives their favorite hobby. Various friends are profiled, including Manu, Leire, Angel, Jose Antonio, Alejandro, Sergio, Ruben, Daniel, Samuel, Adrian, Sergio, Maria, Javier, Antonio, Miguel, Nerea, Francis, Raul, Paola, Helena and Sergio.
This document contains profiles of friends written by other friends. Each profile includes what activities the person does not like, what they love doing, and their favorite hobby. There are profiles of Ana, Alba, Cayetana, Rocio, Gonzalo, Carlos, Erika, Susana, Alicia, Jordi, Mario, Alonso, Ariadna, David, Nicolás, Anaís, Marta, Pablo, Miriam, Sandra, Rodrigo and Diego. The profiles are written in both English and Spanish and provide information about their favorite activities at school and during free time.
This document contains summaries from several students about their favorite books and films from last year. The summaries are in 1-3 sentences and provide the main character, plot points, and why they liked the story. Students discussed enjoying books and movies because they were funny, exciting, interesting or provided adventure and love stories. Films mentioned include The Hunger Games, Thor, Iron Man and Spiderman.
Este documento resume la promoción de estudiantes que asistió a la escuela primaria CEIP Pintor Denis Belgrano entre 2002 y 2011. Comenzaron en infantil y pasaron a ciclo, experimentando varios cambios como nuevas aulas e instalaciones. Además de estudiar, se divirtieron con viajes, excursiones y actividades extracurriculares como cine, teatro y senderismo. Al final, el documento enumera a los maestros y estudiantes que formaron parte de esta promoción durante sus nueve años de educación primaria.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
2. BeginBegin ((bigubiguíínn))-- beganbegan ((bigbigááanan)) –– begunbegun ((bigbigáánn): empezar): empezar
Present Simple
• (A) My holidays begin in
July.
Past Simple
• (A) The film began at 3
o´clock.
• (N) My holidays don´t
begin in March.
•. (I) Do my holidays begin in
July?
• (N) The film didn´t begin
at 3 o´clock.
• (I) Did the film begin at 3
o´clock?
3. Break (Break (brbrééikik))-- brokebroke ((brbróóukuk)) –– brokenbroken ((brbróóukenuken): romper): romper
Present Simple
• (A) I break a glass.
• (N) I don´t break a glass
Past Simple
• (A) I broke the window.
• (N) I didn´t break the• (N) I don´t break a glass
•. (I) Do I break a glass?
• (N) I didn´t break the
window.
•. (I) Did I break the window?
4. bringbring ((bringbring))-- broughtbrought ((brotbrot)) –– broughtbrought ((brotbrot): traer): traer
Present Simple
• (A) She brings a book.
• (N) She doesn´t bring a
Past Simple
• (A) I brought the food.
• (N) I didnt bring the food.• (N) She doesn´t bring a
book.
•. (I) Does she bring a book?
• (N) I didnt bring the food.
• (I) Did I bring the food?
5. buildbuild ((bildbild))-- builtbuilt ((biltbilt)) –– builtbuilt ((biltbilt): construir): construir
Present Simple
• (A) I build a house.
• (N) I don´t build a house.
Past Simple
• (A) I built a bridge.
• (N) I didnt build a bridge.• (N) I don´t build a house.
•. (I) Do you build a house?
• (N) I didnt build a bridge.
• (I) Did I build a bridge?
6. buybuy ((bbááii))-- boughtbought ((botbot)) –– boughtbought ((botbot): comprar): comprar
Present Simple
• (A) I buy a pencil for my
mother.
Past Simple
• (A) I bought a ice-cream.
• (N) I didnt buy a ice-
• (N) I don´t buy a pencil for
my mother.
•. (I) Do you buy a pencil for
your mother?
• (N) I didnt buy a ice-
cream.
• (I) Did you buy a
ice-cream?
7. catch (catch (kachkach))-- caughtcaught ((kotkot)) –– caughtcaught ((kotkot): atrapar, asir, tomar): atrapar, asir, tomar
Present Simple
• (A) The policeman catchs
the thief.
Past Simple
• (A) The dog caught the cat.
• (N) The dog didn´t cactch
• (N) The policeman doesn´t
catch the thief.
•. (I) Does the policeman catch
the thief?
• (N) The dog didn´t cactch
the cat.
• (I) Did the dog catch the
cat?
8. choosechoose ((chchúúusus))-- chosechose ((chchóóusus)) –– chosenchosen ((chchóóusenusen): elegir): elegir
Present Simple
• (A) I choose my present.
• (N) I don´tchoose my
Past Simple
• (A) I chose the book.
• (N) I didnt choose the• (N) I don´tchoose my
present.
•. (I) Do I choose my present?
• (N) I didnt choose the
book.
• (I) Did I choose the book?
9. come (come (kamkam))-- camecame ((kkééimim)) –– come (come (kamkam): venir): venir
Present Simple
• (A) She comes this
afternoon.
Past Simple
• (A) I came with my sister.
• (N) I didnt come with my
• (N) She doesn´t come this
afternoon.
•. (I) Does she come this
afternoon?
• (N) I didnt come with my
sister.
• (I) Did I come with my
sister?
10. cutcut ((katkat))-- cutcut ((katkat)) –– cutcut ((katkat): cortar): cortar
Present Simple
• (A) I cut the bread.
• (N) I don´t cut the bread.
Past Simple
• (A) I cut the fruit.
• (N) I didnt cut the fruit.• (N) I don´t cut the bread.
• (I) Do I cut the bread?
• (N) I didnt cut the fruit.
• (I) Did I cut the fruit?
11. do (du)do (du)-- diddid((diddid)) –– done (dan): hacerdone (dan): hacer
Present Simple
• (A) You do your
homeworks.
Past Simple
• (A) I did my bed this
morning.
• (N) You don´t do your
homeworks.
•. (I) Do you do your
homework?
• (N) I didnt do my bed this
morning.
• (I) Did I do my bed this
morning?
12. drawdraw ((drdróóoo))-- drewdrew ((drudru)) –– drawndrawn ((drdróóonon): dibujar, extraer,): dibujar, extraer,
hacerhacer
Present Simple
• (A) I draw a picture.
• (N) I don´t draw a picture.
Past Simple
• (A) I drew at school.
• (N) I didnt draw at school .• (N) I don´t draw a picture.
• (I) Do I draw a picture?
• (N) I didnt draw at school .
• (I) Did I draw at school?
13. Break (Break (brbrééikik))-- brokebroke ((brbróóukuk)) –– brokenbroken ((brbróóukenuken): romper): romper
Present Simple
• (A) I break a glass.
• (N) I don´t break a glass
Past Simple
• (A) I broke the window.
• (N) I didn´t break the• (N) I don´t break a glass
•. (I) Do I break a glass?
• (N) I didn´t break the
window.
•. (I) Did I break the window?
14. drinkdrink ((drinkdrink))-- drankdrank ((draankdraank)) –– drunkdrunk ((drankdrank): beber): beber
Present Simple
• (A) Idrink a glass of water.
• (N) I don´t drink a glass of
Past Simple
• (A) I drank a lot of beer.
• (N) I didnt drink a lot of• (N) I don´t drink a glass of
water.
• (I) Do I drink a glass of
water?
• (N) I didnt drink a lot of
beer.
• (I) Did Idrink a lot of beer?
15. drive (drive (drdrááiviv))-- drovedrove ((drdróóuvuv)) –– drivendriven ((drdríívenven): conducir, ir en): conducir, ir en
coche, llevar en cochecoche, llevar en coche
Present Simple
• (A) My father drives a blue
car.
Past Simple
• (A) I drove to my
grandmother´s house .
• (N) My father doesn´t a
blue car.
• (I) Does my father drive a
blue car?
• (N) I didnt drive to my
grandmother´s house..
• (I) Did I drive to my
grandmother´s house?
16. eateat ((ííitit))-- ate (ate (ééitit)) –– eateneaten ((ííiteniten): comer): comer
Present Simple
• (A) I eat eggs and
sausages.
Past Simple
• (A) I ate at home
yesterday.
• (N) I don´t eat eggs and
sausages.
• (I) Do I eat eggs and
sausages?
• (N) I didnt eat at home
yesterday.
• (I) Did I eat at home
yesterday?
17. fallfall ((folfol))-- fellfell ((felfel)) –– fallen (fallen (ffóólenlen): caer, caerse): caer, caerse
Present Simple
• (A) I fall of my chair.
• (N) I don´t fall of my chair.
Past Simple
• (A) I fell of a big horse.
• (N) I didnt fall of a big• (N) I don´t fall of my chair.
• (I) Do I fall of my chair?
• (N) I didnt fall of a big
horse.
• (I) Did I fall of a big horse?
18. FeelFeel ((ffííilil))-- feltfelt ((feltfelt)) –– feltfelt ((feltfelt):sentir/sentirse, palpar, tocar):sentir/sentirse, palpar, tocar
Present Simple
• (A) I feel my heart.
• (N) I don´t feel my heart.
Past Simple
• (A) I felt diseased.
• (N) I didnt feel diseased.• (N) I don´t feel my heart.
• (I) Do I feel my heart?
• (N) I didnt feel diseased.
• (I) Did I feel diseased?
19. FightFight ((ffááitit)) -- foughtfought ((fotfot)) –– foughtfought ((fotfot): pelear, combatir): pelear, combatir
Present Simple
• (A) I fight with my brother.
• (N) I don´t fight with my
Past Simple
• (A) I fought with a strong
man.
• (N) I don´t fight with my
brother.
• (I) Do I fight with my
brother?
• (N) I didn´t fight with a
strong man.
• (I) Did I fight with a
strong man?
20. bringbring ((bringbring))-- broughtbrought ((brotbrot)) –– broughtbrought ((brotbrot): traer): traer
Present Simple
• (A) She brings a book.
• (N) She doesn´t bring a
Past Simple
• (A) I brought the food.
• (N) I didnt bring the food.• (N) She doesn´t bring a
book.
•. (I) Does she bring a book?
• (N) I didnt bring the food.
• (I) Did I bring the food?
21. FlyFly ((flflááii)) -- flewflew ((fluflu)) –– flownflown ((flflóóunun): volar): volar
Present Simple
• (A) I fly in summner.
• (N) I don´t fly in summer
Past Simple
• (A) I flew to Paris last
week.
• (N) I don´t fly in summer
• (I) Do I fly in summer?
• (N) I didn´tfly to Paris last
week.
• (I) Did I fly to Paris last
week?
22. forgetforget ((forguforguéétt)) -- forgotforgot ((forgforgóótt)) –– forgottenforgotten ((forgforgóótenten):):
olvidarolvidar
Present Simple
• (A) You forget to read the
book.
Past Simple
• (A) I forgot to do my
homework.
• (N) You don´t forget to read
the book.
• (I) Do you forget to read the
book?
• (N) I didn´t forget to do
my homework.
• (I) Did I forget to do my
homework?
23. ForgiveForgive ((forguforguíívv)) -- forgaveforgave ((forguforguééiviv)) –– forgivenforgiven ((forguforguíívenven):):
perdonarperdonar
Present Simple
• (A) I forgive my friend.
• (N) I don´t forgive my
Past Simple
• (A) I forgave my sister.
• (N) I didn´t forgive my• (N) I don´t forgive my
friend.
• (I) Do I forgive my friend?
• (N) I didn´t forgive my
sister.
• (I) Did I forgive my sister?
24. freezefreeze ((frfrííississ)) -- frozefroze ((frfróóussuss)) –– frozenfrozen ((frfróóussenussen): congelar): congelar
Present Simple
• (A) I freeze the fish.
• (N) I don´t freeze the fish.
Past Simple
• (A) I froze the water for
the race
• (N) I don´t freeze the fish.
• (I) Do I freeze the fish?
• (N) I didn´t freeze the
water for the race.
• (I) Did I freeze the water
for the race?
25. getget ((getget)) -- gotgot ((gotgot)) –– gotgot//gottengotten ((gotengoten): conseguir, recibir,): conseguir, recibir,
ponerse, llegar.ponerse, llegar.
Present Simple
• (A) I get up at 8 o´clock.
• (N) I don´t get up at 8
Past Simple
• (A) I got a wrong idea.
• (N) I didn´t get a wrong• (N) I don´t get up at 8
o´clock.
• (I) Do I get up at 8 o´clock?
• (N) I didn´t get a wrong
idea.
• (I) Did I get a wrong
idea?
26. givegive ((guguíívv)) –– gavegave ((guguééiviv)) –– givengiven ((guguíívenven): dar): dar
Present Simple
• (A) I give a present.
• (N) I don´t give a present.
Past Simple
• (A) I gave the book to my
sister.
• (N) I don´t give a present.
• (I) Do I give a present?
• (N) I didn´t give the book
to my sister.
• (I) Did I give the book to
my sister?
27. buildbuild ((bildbild))-- builtbuilt ((biltbilt)) –– builtbuilt ((biltbilt): construir): construir
Present Simple
• (A) I build a house.
• (N) I don´t build a house.
Past Simple
• (A) I built a bridge.
• (N) I didnt build a bridge.• (N) I don´t build a house.
•. (I) Do you build a house?
• (N) I didnt build a bridge.
• (I) Did I build a bridge?
28. havehave ((jjááavav)) –– hadhad ((jjááadad)) –– hadhad ((jjááadad): tener): tener
Present Simple
• (A) I have my room very
tidy.
• (N) I don´t have my room
Past Simple
• (A) I had a lot of money in
my piggy bank.
• (N) I don´t have my room
very tidy.
• (I) Do I have my room very
tidy?
• (N) I didn´t have a lot of
money in my piggy bank.
• (I) Did I have a lot of
money in my piggy bank?
29. hearhear ((jjííierier)) –– heardheard ((jerdjerd)) –– heardheard ((jerdjerd):): oiroir
Present Simple
• (A) I hear the birds outside
my window.
Past Simple
• (A) I heard very noise at
night.
• (N) I don´t hear the birds
outside my window.
• (I) Do I hear the birds
outside my window?
• (N) I didn´t hear very
noise at night.
• (I) Did I hear very noise at
night?
30. hidehide ((jjááidid)) –– hidhid ((jidjid)) –– hiddenhidden ((jjíídenden): esconderse): esconderse
Present Simple
• (A) He hides when he´s
scared.
Past Simple
• (A) He hid from his father.
• (N) He didn´t hide from
• (N) He doe´sn´t hide when
he´s scared.
• (I) Does he hide when he´s
scared?
• (N) He didn´t hide from
his father.
• (I) Did he hide from his
father?
31. hit (hit (jitjit)) –– hit (hit (jitjit)) –– hit (hit (jitjit): golpear, pegar): golpear, pegar
Present Simple
• (A) I hit the ball with my
feet.
Past Simple
• (A) I hit my friend´s face.
• (N) I didn´t hit my friend´s
• (N) I don´t hit the ball with
my feet.
• (I) Do I hit the ball with my
feet?
• (N) I didn´t hit my friend´s
face.
• (I) Did I hit my friend´s
face?
32. keepkeep ((kkííipip)) –– keptkept ((keptkept)) –– keptkept ((keptkept):guardar, continuar,):guardar, continuar,
criarsecriarse
Present Simple
• (A) She keeps the clothes
into the wardrobe.
Past Simple
• (A) I kept the book into
the desk.
• (N) She doesn´t keep the
clothes into the wardrobe.
• (I) Does she keep the clothes
into the wardrobe?
• (N) I didn´t keep the book
into the desk.
• (I) Did I keep the book
into the desk.
33. knowknow ((nnóóuu)) –– knewknew ((niniúú)) –– knownknown ((nnóóunun): saber, conocer): saber, conocer
Present Simple
• (A) I know what you want.
• (N) I don´t know what you
Past Simple
• (A) I knew the story.
• (N) I didn´t know the• (N) I don´t know what you
want.
• (I) Do I know what you
want?
• (N) I didn´t know the
story.
• (I) Did I know the story?
34. buybuy ((bbááii))-- boughtbought ((botbot)) –– boughtbought ((botbot): comprar): comprar
Present Simple
• (A) I buy a pencil for my
mother.
Past Simple
• (A) I bought a ice-cream.
• (N) I didnt buy a ice-
• (N) I don´t buy a pencil for
my mother.
•. (I) Do you buy a pencil for
your mother?
• (N) I didnt buy a ice-
cream.
• (I) Did you buy a
ice-cream?
35. lead (lead (llííidid)) –– ledled ((ledled)) –– ledled ((ledled):guiar, llevar, conducir):guiar, llevar, conducir
Present Simple
• (A) I lead the flock.
• (N) I don´t lead the flock.
Past Simple
• (A) I led the cat in the
garden.
• (N) I don´t lead the flock.
• (I) Do I lead the flock?
• (N) I didn´t lead the cat in
the garden.
• (I) Did I lead the cat in the
garden?
36. leaveleave ((llííiviv)) –– leftleft ((leftleft)) –– leftleft ((leftleft): irse, dejar, marcharse): irse, dejar, marcharse
Present Simple
• (A) I leave the school very
early.
Past Simple
• (A) I left home at half-past
four.
• (N) I don´t leave the school
very early.
• (I) Do I leave the school
very early?
• (N) I didn´t leave home at
half-past four.
• (I) Did I leave home at
half-past four?
37. lendlend ((lendlend)) –– lentlent ((lentlent)) –– lentlent ((lentlent): prestar): prestar
Present Simple
• (A) I lend my things to
friends.
Past Simple
• (A) I lent my ball to play
football.
• (N) I don´t lend my thigs to
friends.
• (I) Do I lend my thigs to
friends?
• (N) I didn´t lend my ball
to play football.
• (I) Did I lend my ball to
play football?
38. letlet ((letlet)) –– letlet ((letlet)) –– letlet ((letlet): dejar, permitir): dejar, permitir
Present Simple
• (A) I let to entry my room.
• (N) I don´t let to entry my
Past Simple
• (A) I let very high music.
• (N) I didn´t let very high• (N) I don´t let to entry my
room.
• (I) Do I let to entry my
room?
• (N) I didn´t let very high
music.
• (I) Did I let very high
music?
39. lie (lie (llááii)) –– lay (lay (llééii)) –– lainlain ((llééinin): yacer, echarse, quedar): yacer, echarse, quedar
Present Simple
• (A) I lie when l am tired.
• (N) I don´t lie when I am
Past Simple
• (A) I lay after lunch.
• (N) I didn´t lie after lunch.• (N) I don´t lie when I am
tired.
• (I) Do I lie when I am tired?
• (N) I didn´t lie after lunch.
• (I) Did I lie after lunch?
40. light (light (llááitit)) –– litlit ((litlit)) –– litlit ((litlit): encender): encender
Present Simple
• (A) I light a fire in the field.
• (N) I don´t light a fire in the
Past Simple
• (A) I lit the light in my
bedroom..
• (N) I don´t light a fire in the
field.
• (I) Do I light a fire in the
field?
• (N) I didn´t light the light
in my bedroom.
• (I) Did I light the light in
my bedroom?
41. catch (catch (kachkach))-- caughtcaught ((kotkot)) –– caughtcaught ((kotkot): atrapar, asir, tomar): atrapar, asir, tomar
Present Simple
• (A) The policeman catchs
the thief.
Past Simple
• (A) The dog caught the cat.
• (N) The dog didn´t cactch
• (N) The policeman doesn´t
catch the thief.
•. (I) Does the policeman catch
the thief?
• (N) The dog didn´t cactch
the cat.
• (I) Did the dog catch the
cat?
42. MakeMake ((mmééikik)) –– mademade ((mmééidid)) –– mademade ((mmééidid): hacer): hacer
Present Simple
• (A) She makes her bed.
• (N) She doesn´t make her
Past Simple
• (A) I made a cake for my
birthday.
• (N) She doesn´t make her
bed.
• (I) Does she make her bed?
• (N) I didn´t make a cake
for my birthday.
• (I) Did I make a cake for
my birthday?
43. mean (mean (mmííinin)) –– meantmeant ((mentment)) –– meantmeant ((mentment): significar,): significar,
querer decir, tener la intenciquerer decir, tener la intencióón den de
Present Simple
• (A) This word means peace.
• (N) This word doesn´t mean
Past Simple
• (A) I meant a poem.
• (N) I didn´t mean a poem.• (N) This word doesn´t mean
peace.
• (I) Does this word mean
peace?
• (N) I didn´t mean a poem.
• (I) Did I mean a poem?
44. mistakemistake ((mistmistééikik)) –– mistookmistook ((mistmistúúukuk)) –– mistakenmistaken ((mistmistééikeniken):):
confundir, interpretar malconfundir, interpretar mal
Present Simple
• (A) I mistake the question.
• (N) I don´t mistake the
Past Simple
• (A) I mistook the words of
the test.
• (N) I don´t mistake the
question
• (I) Do I mistake the
question?
• (N) I didn´t mistake the
words of the test.
• (I) Did I mistake the words
of the test?
45. misunderstandmisunderstand ((misanderstmisanderstáándnd)) ––
misunderstoodmisunderstood((misanderstmisanderstúúudud)) –– misunderstoodmisunderstood
((misanderstmisanderstúúudud):): enterderenterder malmal
Present Simple
• (A) I misunderstand the
explication very bad.
Past Simple
• (A) I misunderstood the
traslation..
• (N) I don´t misunderstand
the explication very bad.
• (I) Do I misunderstand the
explication very bad?
• (N) I didn´t misunderstand
the traslation.
• (I) Did I misunderstand the
traslation?
46. paypay ((ppééii)) –– paidpaid ((ppééidid)) –– paidpaid ((ppééidid): pagar): pagar
Present Simple
• (A) I pay the present with
my money.
Past Simple
• (A) I paid the food in the
restaurant.
• (N) I don´t pay the present
with my money.
• (I) Do I pay the present with
my money?
• (N) I didn´t pay the food
in the restaurant.
• (I) Did I pay the food in
the restaurant?
47. putput ((putput)) –– putput ((putput)) –– putput ((putput) : poner) : poner
Present Simple
• (A) I put the book on my
desk.
• (N) I don´t put the book on
Past Simple
• (A) I put the dishes for
lunch.
• (N) I don´t put the book on
my desk.
• (I) Do I put the book on my
desk?
• (N) I didn´t put the dishes
for lunch.
• (I) Did I put the dishes for
lunch?
48. choosechoose ((chchúúusus))-- chosechose ((chchóóusus)) –– chosenchosen ((chchóóusenusen): elegir): elegir
Present Simple
• (A) I choose my present.
• (N) I don´tchoose my
Past Simple
• (A) I chose the book.
• (N) I didnt choose the• (N) I don´tchoose my
present.
•. (I) Do I choose my present?
• (N) I didnt choose the
book.
• (I) Did I choose the book?
49. ridrid ((ridrid)) –– ridrid ((ridrid)) –– ridrid ((ridrid): librar, desembarazar): librar, desembarazar
Present Simple
• (A) I rid from penalty.
• (N) I don´t rid from penalty
Past Simple
• (A) I rid to study for the
exam in September.
• (N) I don´t rid from penalty
• (I) Do I rid from penalty?
• (N) I didn´t rid to study for
the exam in September.
• (I) Did I rid to study for the
exam in September?
50. rideride ((rrááidid)) –– roderode ((rróóudud)) –– riddenridden ((rríídenden): andar en, pasear en,): andar en, pasear en,
montarmontar
Present Simple
• (A) I ride a bike at the
weekend.
Past Simple
• (A) I rode a horse four
years ago.
• (N) I don´t ride a bike at the
weekend.
• (I) Do I ride a bike at the
weekend?
• (N) I didn´t ride a horse
four years ago.
• (I) Did I ride a horse four
years ago?
51. runrun ((ranran)) –– ranran ((raanraan)) –– runrun ((ranran): correr): correr
Present Simple
• (A) I run very fast.
• (N) I don´t run very fast.
Past Simple
• (A) I ran a race last month.
• (N) I didn´t run a race last• (N) I don´t run very fast.
• (I) Do I run very fast?
• (N) I didn´t run a race last
month.
• (I) Did I run a race last
month?
52. saysay ((ssééii)) –– saidsaid (sed)(sed) –– saidsaid (sed): decir(sed): decir
Present Simple
• (A) I always say the truth.
• (N) I don´t aylways say the
Past Simple
• (A) I said the correct
answer.
• (N) I don´t aylways say the
truth.
• (I) Do I always say the truth
?
• (N) I didn´t say the correct
answer.
• (I) Did I say the correct
answer?
53. seesee ((ssííii)) –– sawsaw (so)(so) –– seenseen ((ssííinin): ver): ver
Present Simple
• (A) I see the children in the
garden.
Past Simple
• (A) I saw my father before
the travel.
• (N) I don´t see the children
in the garden.
• (I) Do I see the children in
the garden?
• (N) I didn´t see my father
before the travel.
• (I) Did I see my father
before the travel?
54. sellsell ((selsel)) –– soldsold ((ssóóulduld)) –– soldsold ((ssóóulduld): vender): vender
Present Simple
• (A) I sell an old bike.
• (N) I don´t sell an old bike.
Past Simple
• (A) I sold a book to my
friend.
• (N) I don´t sell an old bike.
• (I) Do I sell an old bike?
• (N) I didn´t sell a book to
my friend.
• (I) Did I sell a book to my
friend?
55. come (come (kamkam))-- camecame ((kkééimim)) –– come (come (kamkam): venir): venir
Present Simple
• (A) She comes this
afternoon.
Past Simple
• (A) I came with my sister.
• (N) I didnt come with my
• (N) She doesn´t come this
afternoon.
•. (I) Does she come this
afternoon?
• (N) I didnt come with my
sister.
• (I) Did I come with my
sister?
56. shineshine ((shshááinin)) –– shoneshone ((shshóóunun)) –– shoneshone ((shshóóunun): brillar, lustrar): brillar, lustrar
Present Simple
• (A) The sun shines in
summer.
Past Simple
• (A) The sun shone with the
rain.
• (N) The sun doesn´t shine in
summer.
• (I) Does the sun shine in
summer?
• (N) The sun didn´t shine
with the rain.
• (I) Did the sun shine with
the rain?
57. ShootShoot ((shshúúutut)) –– shotshot ((shotshot)) –– shotshot ((shotshot): disparar, matar a): disparar, matar a
tirostiros
Present Simple
• (A) My father shoots his
gun.
Past Simple
• (A) I shot a gun in the
field.
• (N) My father doesn´t shoot
his gun.
• (I) Does my father shoot his
gun?
• (N) I didn´t shoot a gun in
the field.
• (I) Did I shoot a gun in the
field?
58. show (show (shshóóuu)) –– showedshowed ((shshóóudud)) –– shownshown ((shshóóunun): mostrar,): mostrar,
exhibirexhibir
Present Simple
• (A) I show my new dress.
• (N) I don´t show my new
Past Simple
• (A) I showed my test
notes.
• (N) I don´t show my new
dress.
• (I) Do I show my new dress?
• (N) I didn´t show my test
notes.
• (I) Did I show my test
notes.
59. singsing ((singsing)) –– sangsang ((saangsaang)) –– sungsung ((sangsang): cantar): cantar
Present Simple
• (A) I sing and dance at the
party.
Past Simple
• (A) I sang very bad at
school.
• (N) I don´t sing and dance
at the party.
• (I) Do I sing and dance at
the party?
• (N) I didn´t sing very bad
at school.
• (I) Did I sing very bad at
school.
60. sitsit ((sitsit)) –– satsat ((satsat)) –– satsat ((satsat): sentarse): sentarse
Present Simple
• (A) I sit at the table for
lunch.
Past Simple
• (A) I sat when my mather
told me.
• (N) I don´t sit at the table
for lunch.
• (I) Do I sit at the table for
lunch?
• (N) I didn´t sit when my
mather told me.
• (I) Did I sit when my
mather told me?
61. sleepsleep ((slslííipip)) –– sleptslept ((sleptslept)) –– sleptslept ((sleptslept): dormir): dormir
Present Simple
• (A) I sleep with my sister in
our room.
Past Simple
• (A) I slept very little after
the party.
• (N) I don´t sleep with my
sister in our room.
• (I) Do I sleep with my sister
in our room?
• (N) I didn´t sleep very
little after the party.
• (I) Did I sleep very little
after the party?
62. cutcut ((katkat))-- cutcut ((katkat)) –– cutcut ((katkat): cortar): cortar
Present Simple
• (A) I cut the bread.
• (N) I don´t cut the bread.
Past Simple
• (A) I cut the fruit.
• (N) I didnt cut the fruit.• (N) I don´t cut the bread.
• (I) Do I cut the bread?
• (N) I didnt cut the fruit.
• (I) Did I cut the fruit?
63. slingsling ((slingsling)) –– slungslung ((slangslang)) –– slungslung ((slangslang): tirar, arrojar): tirar, arrojar
Present Simple
• (A) I sling the arrow.
• (N) I don´t sling the arrow.
Past Simple
• (A) He slung me a stone.
• (N) He didn´t sling me a• (N) I don´t sling the arrow.
• (I) Do I sling the arrow?
• (N) He didn´t sling me a
stone.
• (I) Did He sling me a
stone?
64. smellsmell ((smelsmel)) –– smeltsmelt ((smeltsmelt)) –– smeltsmelt ((smeltsmelt): oler): oler
Present Simple
• (A) The food smells very
well.
Past Simple
• (A) I smelt the fire in the
forest.
• (N) The food doesn´t smell
very well.
• (I) Does the food smell very
well?
• (N) I didn´t smell the fire
in the forest.
• (I) Did I smell the fire in
the forest?
65. speakspeak ((spspííikik)) –– spokespoke ((spspóóukuk)) –– spokenspoken ((spspóóukenuken): hablar): hablar
Present Simple
• (A) I speak English correctly.
• (N) I don´t speak English
Past Simple
• (A) I spoke English when I
went to London.
• (N) I don´t speak English
correctly.
• (I) Do I speak English
correctly?
• (N) I didn´t speak English
when I went to London.
• (I) Did I speak english
when I went to London.
66. spellspell ((spspééll)) –– speltspelt ((spspééltlt)) –– speltspelt ((spspééltlt): deletrear): deletrear
Present Simple
• (A) I spell the dictation
words..
Past Simple
• (A) I spelt very well in the
exam.
• (N) I don´t spell the
dictation words.
• (I) Do I spell the dictation
words?
• (N) I didn´t spell very
well in the exam.
• (I) Did I spell very well in
the exam?
67. spendspend ((spendspend)) –– spentspent ((spentspent)) –– spentspent ((spentspent): gastar, pasar): gastar, pasar
Present Simple
• (A) I spend a lot of money
on holidays.
Past Simple
• (A) I spent a lot of time in
the hospital.
• (N) I didn´t spend a lot of
• (N) I don´t spend a lot of
money on holidays.
• (I) Do I spend a lot of money
on holidays?
• (N) I didn´t spend a lot of
time in the hospital.
• (I) Did I spend a lot of time
in the hospital?
68. spoilspoil ((spspóóilil)) –– spoiltspoilt ((spspóóiltilt)) –– spoiltspoilt ((spspóóiltilt): estropear, echar a): estropear, echar a
perder, arruinarperder, arruinar
Present Simple
• (A) The fruit spoils in the
summer.
Past Simple
• (A) The car spoilt in the
travel.
• (N) The fruit doesn´t spoil in
the summer.
• (I) Does the fruit spoil in the
summer?
• (N) The car didn´t spoil in
the travel.
• (I) Did the car spoil in the
travel?
69. do (du)do (du)-- diddid((diddid)) –– done (dan): hacerdone (dan): hacer
Present Simple
• (A) You do your
homeworks.
Past Simple
• (A) I did my bed this
morning.
• (N) You don´t do your
homeworks.
•. (I) Do you do your
homework?
• (N) I didnt do my bed this
morning.
• (I) Did I do my bed this
morning?
70. stealsteal ((ststííilil)) –– stolestole ((ststóóulul)) –– stolenstolen ((ststóóulenulen): robar): robar
Present Simple
• (A) The thief steals at night.
• (N) The thief doesn´t steal
Past Simple
• (A) He stole a watch.
• (N) He didn´t stole a• (N) The thief doesn´t steal
at night.
• (I) Does the thief steal at
night?
• (N) He didn´t stole a
watch.
• (I) Did He stole a watch?
71. taketake ((ttééikik)) –– tooktook ((ttúúukuk)) –– takentaken ((ttééikeniken): tomar, llevar): tomar, llevar
Present Simple
• (A) I take a good photo.
• (N) I don´t take a good
Past Simple
• (A) I took a very heavy
suitcase.
• (N) I didn´t take a very• (N) I don´t take a good
photo.
• (I) Do I take a good photo?
• (N) I didn´t take a very
heavy suitcase.
• (I) Did I take a very heavy
suitcase?
72. teachteach ((ttííichich)) –– taughttaught ((tottot)) –– taughttaught ((tottot): ense): enseññarar
Present Simple
• (A) I teach English this
course.
Past Simple
• (A) I taught my favourite
subject.
• (N) I don´t teach English this
course.
• (I) Do I teach English this
course?
• (N) I didn´t teach my
favourite subject.
• (I) Did I teach my
favourite subject?
73. telltell ((teltel)) –– toldtold ((ttóóulduld)) –– toldtold ((ttóóulduld): decir, contar): decir, contar
Present Simple
• (A) I tell a story to my little
sister.
Past Simple
• (A) I told you the truth.
• (N) I didn´t tell you the
• (N) I don´t tell a story to my
little sister.
• (I) Do I tell a story to my
little sister.
• (N) I didn´t tell you the
truth.
• (I) Did I tell you the truth?
74. thinkthink ((zinkzink)) –– thoughtthought ((zotzot)) –– thoughtthought ((zotzot): pensar): pensar
Present Simple
• (A) I think of my holidays.
• (N) I don´t think of my
Past Simple
• (A) I thought about you
said.
• (N) I don´t think of my
holidays.
• (I) Do I think of my
holidays?
• (N) I didn´t think about
you said.
• (I) Did I think about you
said?
75. throwthrow ((zrzróóuu)) –– threwthrew ((zrzrúú)) –– thrownthrown ((zrzróóunun): tirar, arrojar): tirar, arrojar
Present Simple
• (A) I throw a stone through
the window.
Past Simple
• (A) I threw a paper in the
bin.
• (N) I don´t throw a stone
throug the window.
• (I) Do I throw a stone
throug the window?
• (N) I didn´t throw a paper
in the bin.
• (I) Did I throw a paper in
the bin?
76. drawdraw ((drdróóoo))-- drewdrew ((drudru)) –– drawndrawn ((drdróóonon): dibujar, extraer,): dibujar, extraer,
hacerhacer
Present Simple
• (A) I draw a picture.
• (N) I don´t draw a picture.
Past Simple
• (A) I drew at school.
• (N) I didnt draw at school .• (N) I don´t draw a picture.
• (I) Do I draw a picture?
• (N) I didnt draw at school .
• (I) Did I draw at school?
77. wakewake ((uuééikik)) –– wokewoke ((uuóóukuk)) –– wokenwoken ((uuóóukenuken): despertar): despertar
Present Simple
• (A) I wake at half-past eight
every days.
Past Simple
• (A) I woke very scared.
• (N) I didn´t wake very
• (N) I don´t wake at half-
past eight every days.
• (I) Do I wake at half-past
eight every days?
• (N) I didn´t wake very
scared.
• (I) Did I wake very
scared?
78. wearwear ((uuééerer)) –– worewore ((uuóóoror)) –– wornworn ((uuóórnrn): usar, vestir): usar, vestir
Present Simple
• (A) I wear a blue dress for
the party.
Past Simple
• (A) I wore a shorts.
• (N) I didn´t wear a shorts.
• (N) I don´t wear a blue
dress for the party.
• (I) Do I wear a blue dress
for the party?
• (N) I didn´t wear a shorts.
• (I) Did I wear a shorts?
79. winwin ((wwíínn)) –– won (won (wwáánn)) –– won (won (wwáánn): ganar): ganar
Present Simple
• (A) I win the match with my
sister.
Past Simple
• (A) I won the race last
weekend.
• (N) I don´t win the match
with my sister.
• (I) Do I win the match with
my sister?
• (N) I didn´t win the race
last weekend.
• (I) Did I win the race last
weekend?
80. writewrite ((rrááitit)) –– wrotewrote ((rróóutut)) –– writtenwritten ((rríítenten): escribir): escribir
Present Simple
• (A) I write the letter with a
pencil.
Past Simple
• (A) I wrote my last song.
• (N) I didn´t write my last
• (N) I don´t write the letter
with a pencil.
• (I) Do I write the letter with
a pencil?
• (N) I didn´t write my last
song.
• (I) Did I write my last
song?