This document provides examples and exercises to practice using the past simple and past continuous tenses in English. It includes:
1) Sentences to complete using irregular verbs in the past simple, such as "wrote", "sat", "came", "had", "ate", "drank", "got up".
2) More sentences to complete using other past tense verbs like "taught", "fell", "sold", "cost", "caught", "bought".
3) Sentences using common verbs like "watched", "cleaned", "smoked", "finished", "happened", "lived", "opened", "played", "rained", "stayed", "wanted".
This document contains an English grammar lesson for grade 6 students focusing on personal pronouns. It includes multiple choice, fill-in-the-blank, and matching exercises to practice using personal pronouns like I, me, my, you, your, etc. correctly in sentences. The exercises cover topics like subject and object pronouns, possessive adjectives, and distinguishing between pronouns and possessive determiners. The lesson aims to help students properly apply personal pronouns in their speech and writing.
This document contains fill-in-the-blank exercises using the words "something, anything, nothing, somebody, anybody, nobody". It asks the reader to choose the correct word to fill in each blank from the options provided. It also contains a short story about four characters - Everybody, Somebody, Anybody and Nobody - where an important job needs to be done but through a series of assumptions, the job does not get completed.
This document provides a summary of lessons on using verbs in the past tense in English. It covers using the past tense of "be" verbs, forming yes/no and information questions in the past tense, and using the past tense with regular and irregular verbs. Key points covered include using "was/were" to talk about past time, forming negatives with "wasn't/weren't", adding "-ed" to regular verbs for the simple past, and how common irregular verbs change in the past tense. Examples are provided to illustrate each grammar point.
This document provides information about using the simple present and present continuous tenses to talk about the future. It discusses how the simple present is used for events based on schedules, like "The train leaves at 11:30." It also notes the simple present is used for fixed dates and plans, like "Tomorrow is Tuesday." Meanwhile, the present continuous is used to talk about people's plans and arrangements, like "I'm meeting Bill next week." The document includes examples of these tenses and questions to distinguish their uses for talking about the future.
This document provides information about and examples of using the present simple tense in English. It discusses the affirmative, interrogative, and negative forms. It also covers using the present simple tense to describe habitual actions, facts, opinions, and schedules/frequencies. Examples are provided to illustrate spelling rules for the third person singular as well as using frequency adverbs like "usually", "often", and time expressions like "every day". Exercises at the end practice forming verbs in the present simple tense based on subjects and time expressions.
This document provides examples and exercises to practice using the past simple and past continuous tenses in English. It includes:
1) Sentences to complete using irregular verbs in the past simple, such as "wrote", "sat", "came", "had", "ate", "drank", "got up".
2) More sentences to complete using other past tense verbs like "taught", "fell", "sold", "cost", "caught", "bought".
3) Sentences using common verbs like "watched", "cleaned", "smoked", "finished", "happened", "lived", "opened", "played", "rained", "stayed", "wanted".
This document contains an English grammar lesson for grade 6 students focusing on personal pronouns. It includes multiple choice, fill-in-the-blank, and matching exercises to practice using personal pronouns like I, me, my, you, your, etc. correctly in sentences. The exercises cover topics like subject and object pronouns, possessive adjectives, and distinguishing between pronouns and possessive determiners. The lesson aims to help students properly apply personal pronouns in their speech and writing.
This document contains fill-in-the-blank exercises using the words "something, anything, nothing, somebody, anybody, nobody". It asks the reader to choose the correct word to fill in each blank from the options provided. It also contains a short story about four characters - Everybody, Somebody, Anybody and Nobody - where an important job needs to be done but through a series of assumptions, the job does not get completed.
This document provides a summary of lessons on using verbs in the past tense in English. It covers using the past tense of "be" verbs, forming yes/no and information questions in the past tense, and using the past tense with regular and irregular verbs. Key points covered include using "was/were" to talk about past time, forming negatives with "wasn't/weren't", adding "-ed" to regular verbs for the simple past, and how common irregular verbs change in the past tense. Examples are provided to illustrate each grammar point.
This document provides information about using the simple present and present continuous tenses to talk about the future. It discusses how the simple present is used for events based on schedules, like "The train leaves at 11:30." It also notes the simple present is used for fixed dates and plans, like "Tomorrow is Tuesday." Meanwhile, the present continuous is used to talk about people's plans and arrangements, like "I'm meeting Bill next week." The document includes examples of these tenses and questions to distinguish their uses for talking about the future.
This document provides information about and examples of using the present simple tense in English. It discusses the affirmative, interrogative, and negative forms. It also covers using the present simple tense to describe habitual actions, facts, opinions, and schedules/frequencies. Examples are provided to illustrate spelling rules for the third person singular as well as using frequency adverbs like "usually", "often", and time expressions like "every day". Exercises at the end practice forming verbs in the present simple tense based on subjects and time expressions.
The document contains exercises practicing the verb "be" in conversations, answering questions about short passages of text, reordering dialogue, and matching sentence fragments.
The document provides conversation prompts and questions for students to practice speaking with a partner. It includes questions about personal experiences such as climbing a mountain, eating at a fancy restaurant, camping, visiting a spa, whale watching, and trying exotic foods or extreme sports. Sample dialogues are provided as examples. The document also covers the difference between using the simple past and present perfect tenses in English and provides examples of when to use each.
The document provides information about the present perfect tense in English, including its forms, structures, uses, and examples. It discusses three main uses of the present perfect tense: 1) to talk about experiences and events in an unspecified time in the past, 2) to talk about a past action that affects the present, and 3) to talk about an action that started in the past and continues to the present time. It also provides examples of using time expressions like "already," "yet," "since," and "for" with the present perfect tense.
The document discusses question tags, which are short questions added to the end of statements. It provides examples of question tags and explains that an affirmative statement takes a negative tag, while a negative statement takes an affirmative tag. The document also includes exercises for learners to practice forming question tags correctly based on whether the preceding statement is affirmative or negative.
New Headway Intermediate - Unit1 what a wonder ful world... ..
New Headway Intermediate Unit1 what a wonder ful world.
UNIDAD 1. Its a wonderful worl. PAGINA 6
TEMAS: Tenses, Auxiliary verbs, Short answers, Whats in a world, Social expressions.
The document provides examples of how to use the modal verbs "must", "mustn't", "have to", and "don't/doesn't have to" to express obligations and prohibitions. It gives sample sentences where these modal verbs are filled in to indicate whether an action is required or forbidden. It also includes matching exercises pairing occupations with the obligations associated with their roles.
New Headway Intermediate - Unit 6 I just love it.. ..
New Headway Intermediate Unit 6 likes and dislikes
New Headway Intermediate Unit 6 I just love it
TEMAS: like, Verb patterns, describing food, towns, and people, Signs and sounds.
New Headway Intermediate - Unit 4 do the right thing.. ..
New Headway Intermediate Unit 4 do the right thing
New Headway Intermediate UNIDAD 4 Doing the right thing
UNIDAD 4. Doing the right thing.
TEMAS: Modal verbs 1, obligation and permission, Nationality words, Request and offers.
This document provides a practice exercise on using comparative adjectives in English. It gives the comparative form of 10 adjectives, then asks to use one of those forms with "than" in 10 sentences comparing two things. The answers are then provided using each adjective only once across the 10 sentences and adding "than" where needed.
The document discusses that something is not enough of an adjective to describe a situation. It provides an example where the water is not hot enough to take a shower, suggesting it is not adjective enough to meet the needs or desires. The document is brief and does not provide much contextual information to draw from.
The document provides examples to practice using different verb tenses and structures in English, including the present simple tense, possessive adjectives, subject pronouns, and questions with "have got". It contains over 25 examples for students to complete with the correct verb form or structure. The high-level purpose is for English language learners to practice and reinforce their understanding of fundamental grammar points.
The document contains exercises on using conditionals in English. It focuses on the first conditional, which is used to talk about possible or likely events in the future. The exercises include choosing the correct verb tenses, filling in blanks, matching conditional sentences, writing your own conditional sentences, rearranging words to form conditionals, answering questions that require a conditional response, and a quiz on conditionals. The goal is to practice forming and understanding conditional sentences using the first conditional structure in English.
This document contains an English lesson on using past continuous and simple past verbs. It includes exercises for students to practice putting verbs in brackets into the simple past or past continuous form. There are also lessons on participial adjectives formed with "-ing" and "-ed" endings, with examples and practice conversations. The document provides pair work activities where students ask each other questions using participial adjectives and sentence adverbs.
The document lists irregular verbs in simple past tense and their past form equivalents. It then provides examples sentences using these past tense irregular verbs. These include: "Helen read an interesting book last night. They had Japanese food for lunch. He swam in the pool." It concludes with two sets of 12 sentences for listening practice that employ various past tense irregular verbs like "met", "told", "spoke", "went", "came", "forgot", "did", "had", "thought", "wrote", and "called".
Present simple (explanation) + adverbs of frequencyVanesssa2011
The document discusses the simple present tense in English. It is used to express actions that occur regularly or on a schedule. There are different verb conjugations depending on the subject - for "to be" verbs the third person singular adds "s", and for all other verbs the base form is used for all except third person singular which adds "s" or "es" depending on the verb. Examples are provided to illustrate the simple present tense forms for different verbs like "have", "do", "love", "wash", and "study". A table also shows the affirmative, negative and interrogative forms of the simple present tense.
A chart of the simple present of ordinary verbs; structure,forms, adverbs of frequency,time adverbs ,phonetic transcriptions and phonetic and spelling rules of the third person singular.
The document provides information about forming and using the present perfect tense in English. It discusses:
- Forming the present perfect tense with have/has + past participle.
- Using the present perfect tense to talk about actions that started in the past and continue to the present with words like "since" and "for".
- The difference between using the past tense and present perfect tense.
- Practice exercises forming the present perfect tense and using it in sentences with time expressions.
The document contains exercises practicing the verb "be" in conversations, answering questions about short passages of text, reordering dialogue, and matching sentence fragments.
The document provides conversation prompts and questions for students to practice speaking with a partner. It includes questions about personal experiences such as climbing a mountain, eating at a fancy restaurant, camping, visiting a spa, whale watching, and trying exotic foods or extreme sports. Sample dialogues are provided as examples. The document also covers the difference between using the simple past and present perfect tenses in English and provides examples of when to use each.
The document provides information about the present perfect tense in English, including its forms, structures, uses, and examples. It discusses three main uses of the present perfect tense: 1) to talk about experiences and events in an unspecified time in the past, 2) to talk about a past action that affects the present, and 3) to talk about an action that started in the past and continues to the present time. It also provides examples of using time expressions like "already," "yet," "since," and "for" with the present perfect tense.
The document discusses question tags, which are short questions added to the end of statements. It provides examples of question tags and explains that an affirmative statement takes a negative tag, while a negative statement takes an affirmative tag. The document also includes exercises for learners to practice forming question tags correctly based on whether the preceding statement is affirmative or negative.
New Headway Intermediate - Unit1 what a wonder ful world... ..
New Headway Intermediate Unit1 what a wonder ful world.
UNIDAD 1. Its a wonderful worl. PAGINA 6
TEMAS: Tenses, Auxiliary verbs, Short answers, Whats in a world, Social expressions.
The document provides examples of how to use the modal verbs "must", "mustn't", "have to", and "don't/doesn't have to" to express obligations and prohibitions. It gives sample sentences where these modal verbs are filled in to indicate whether an action is required or forbidden. It also includes matching exercises pairing occupations with the obligations associated with their roles.
New Headway Intermediate - Unit 6 I just love it.. ..
New Headway Intermediate Unit 6 likes and dislikes
New Headway Intermediate Unit 6 I just love it
TEMAS: like, Verb patterns, describing food, towns, and people, Signs and sounds.
New Headway Intermediate - Unit 4 do the right thing.. ..
New Headway Intermediate Unit 4 do the right thing
New Headway Intermediate UNIDAD 4 Doing the right thing
UNIDAD 4. Doing the right thing.
TEMAS: Modal verbs 1, obligation and permission, Nationality words, Request and offers.
This document provides a practice exercise on using comparative adjectives in English. It gives the comparative form of 10 adjectives, then asks to use one of those forms with "than" in 10 sentences comparing two things. The answers are then provided using each adjective only once across the 10 sentences and adding "than" where needed.
The document discusses that something is not enough of an adjective to describe a situation. It provides an example where the water is not hot enough to take a shower, suggesting it is not adjective enough to meet the needs or desires. The document is brief and does not provide much contextual information to draw from.
The document provides examples to practice using different verb tenses and structures in English, including the present simple tense, possessive adjectives, subject pronouns, and questions with "have got". It contains over 25 examples for students to complete with the correct verb form or structure. The high-level purpose is for English language learners to practice and reinforce their understanding of fundamental grammar points.
The document contains exercises on using conditionals in English. It focuses on the first conditional, which is used to talk about possible or likely events in the future. The exercises include choosing the correct verb tenses, filling in blanks, matching conditional sentences, writing your own conditional sentences, rearranging words to form conditionals, answering questions that require a conditional response, and a quiz on conditionals. The goal is to practice forming and understanding conditional sentences using the first conditional structure in English.
This document contains an English lesson on using past continuous and simple past verbs. It includes exercises for students to practice putting verbs in brackets into the simple past or past continuous form. There are also lessons on participial adjectives formed with "-ing" and "-ed" endings, with examples and practice conversations. The document provides pair work activities where students ask each other questions using participial adjectives and sentence adverbs.
The document lists irregular verbs in simple past tense and their past form equivalents. It then provides examples sentences using these past tense irregular verbs. These include: "Helen read an interesting book last night. They had Japanese food for lunch. He swam in the pool." It concludes with two sets of 12 sentences for listening practice that employ various past tense irregular verbs like "met", "told", "spoke", "went", "came", "forgot", "did", "had", "thought", "wrote", and "called".
Present simple (explanation) + adverbs of frequencyVanesssa2011
The document discusses the simple present tense in English. It is used to express actions that occur regularly or on a schedule. There are different verb conjugations depending on the subject - for "to be" verbs the third person singular adds "s", and for all other verbs the base form is used for all except third person singular which adds "s" or "es" depending on the verb. Examples are provided to illustrate the simple present tense forms for different verbs like "have", "do", "love", "wash", and "study". A table also shows the affirmative, negative and interrogative forms of the simple present tense.
A chart of the simple present of ordinary verbs; structure,forms, adverbs of frequency,time adverbs ,phonetic transcriptions and phonetic and spelling rules of the third person singular.
The document provides information about forming and using the present perfect tense in English. It discusses:
- Forming the present perfect tense with have/has + past participle.
- Using the present perfect tense to talk about actions that started in the past and continue to the present with words like "since" and "for".
- The difference between using the past tense and present perfect tense.
- Practice exercises forming the present perfect tense and using it in sentences with time expressions.
Beginning Italian
*Some materials acquired from Percorsi| Marchegiani (all rights reserved for their product)
*This material is intended for educational use only
Learn Italian language, Italian course, lesson 1: IntroductionKamil Moscicki
The course provides intuitive and effective method of learning Italian language. Check pronunciation, watch more video lessons, visit http://www.learn-with-video-tutorials.com/learn-italian-language
In questa lezione impariamo a presentarsi, i saluti, a ringraziare e rispondere, alcune espressioni utili, i pronomi personali, come si fa un semplice dialogo in italiano, il pronome Lei, gli appellativi e il verbo essere.
This document provides an introduction to modern art and highlights several influential artworks from different movements including Neo-Classicism, Romanticism, Early Photography, Realism, and Impressionism. Key works mentioned include Jacques-Louis David's Oath of the Horatii, Eugene Delacroix's Liberty Leading the People, John Constable's The Hay Wain, Louis Daguerre's Boulevard du Temple, Paris, and Claude Monet's Boulevard des Capucines, Paris. The document traces the evolution of modern art styles from the late 18th to early 20th centuries.
This document provides information about Italian pronouns and verbs. It lists Italian pronouns for subjects and objects, including singular and plural forms. It also lists conjugations for common Italian verbs like stare, essere, avere, sapere, conoscere, dare, dire, dovere, potere, volere and venire in their singular and plural forms for io, tu/lei, lui/lei, noi, voi/loro, and loro.
This document provides an overview of an Italian 101 course. It covers the Italian alphabet and pronunciation rules for vowels and consonants. It also discusses Italian regions and major cities. Useful Italian phrases for the classroom are presented. The document concludes with sample dialogues for asking questions in class. Overall, the document serves as an introduction to basic Italian language and geography concepts.
The document summarizes Molière's play Tartuffe, which satirizes religious hypocrisy and greed. Tartuffe gains the trust of Orgon and his family but is ultimately exposed as a fraud who tries to seduce Elmire and steal Orgon's estate. Though the play was popular, the French Catholic Church was offended by its portrayal of a hypocritical clergyman. The king initially censored it but later allowed its performance and protected Molière from excommunication for his criticism of the church.
The document summarizes the Greek myth of Pygmalion, who was a sculptor from Cyprus who carved a statue of a beautiful woman named Galatea. He fell in love with the statue and prayed to Aphrodite to bring the statue to life. Aphrodite answered his prayer, and the statue became a real living woman.
It then discusses phonetics, which is the study of speech sounds. It provides a brief history of how pronunciation was not systematically studied until the 20th century. It describes two approaches to teaching pronunciation - the intuitive-imitative approach using listening and imitation, and the analytical-linguistic approach using tools like the phonetic alphabet. Finally, it summarizes
This document discusses the history and evolution of neo-noir films from the late 1950s to the 2000s. It outlines the key periods of neo-noir, from post-noir in the late 1950s to postmodern neo-noir in the late 20th century. Important influences included French crime films of the 1950s, the French New Wave movement, and changing social and political contexts in the 1960s-70s like the Vietnam War and civil rights movement. The document also examines elements commonly found in neo-noir films like color cinematography and experimentation, as well as common character types like the impotent private eye.
All right belong to the following companies:
The Ladd Company, Shaw Brothers, Warner Bros. Company
This information is intended for educational purposes only.
Film noir is characterized by 12 key ingredients: 1) dark, shadowy black and white images usually shot at night in urban settings. 2) Hardboiled, cynical characters like a male protagonist facing a moral dilemma or threat who is a loner. 3) A femme fatale who is gorgeous but dangerous and manipulative. 4) Elements of crime or detective stories, voice over narration, and flashbacks that link the past and present.
3. Signor Bianchi: Buongiorno, Signora. Come va? (Good afternoon Signora. How are you?)
Signora: Molto bene, grazie. E Lei? (I’m very good, thank you. And You?)
Signor Bianchi: Bene, Grazie. (Good, thank you)
Signora: Signor Bianchi, Le presento il professor Crivelli. (Signor Bianchi, let me present professor Crivelli)
Signor Bianchi: Piacere, professore. Come si chima? (Nice to meet you, professore. What is your name?)
Professor Crivelli: Mi chiamo Daniele, Daniele Crivelli. (My name is Danielle, Danielle Crivelli)
Signora: Oh! E Tardi. Devo andare. Arrivederci! (Oh! It’s late. I have to go. Good-bye!)
I Saltui Formal
4. Giuseppe: Ciao, Mariella, come stai?
Mariellea- Non c’e male. E tu, Giuseppe?
Giuseppe: Abbastanza bene. Mariella, ti presento una mia
amica
Mariella: Ciao! Come ti chiami?
Teresa:Mi chiamo Teresa. Teresa Baldi. Buonasera, Mariella.
Piacere.
Giuseppe: A domani Mariella.
Mariella: Si, a domani Giuseppe. Ciao Teresa. A
presto!
I Saltui Informal
Not bad. How are you, Giuseppe?)
(Hello, Mariella, How are you?)
(Pretty well. Mariella let me present my friend)
(Hello! What is your name?
(My name is Teresa. Teresa Badli. Good afternoon, Mariella. Please to meet you.)
(See you tomorrow Mariella.)
(Yes, see you tomorrow Giuseppe. Bye Teresa. See you soon!)
8. Le Presentazioni
(Asking about/introducing someone)
Come sei chiama (lei)
Come ti Chiami (tu)
E Lei
E tu
ti/lei presento
what’s your name (informal)
What’s your name (formal)
And you? (formal)
(Informal)
This is... (informal)
9. Chiedere Alle Persone Come Stanno
Come sta
Come stai
Come Va?
How are you?
How are you?
(informal)
How is it
going?
Asking How One Feels
10. Chiedere Alle Persone Come Stanno
Bene grazie, e tu
bene grazie, e lei
Non c’e male
Non Sto Bene
Sto...
abbastanza bene
bene
benissimo
cosi cosi
male
molto bene
Fine, thank you, and you (informal)
Fine, thank you, and you (formal)
Not too bad
I’m not well
I am...
pretty well
good
very well
so-so
badly
very well
13. In contesto- Piacere!
Giuseppe: Ciao! Come ti chiami?
Chiara: Chiara. E tu?
Giuseppe: Giuseppe. Come va?
Chiara: Bene, grazie. E tu?
Giuseppe: Abbastanza bene. Ti presento il mio
amico, Roberto.
Chiara: Piacere
Roberto: Molto lieto. Scusa, come ti chiami?
Chiara: Mi chiamo, Chiara.
Giuseppe and Chiara, due studenti, meet on the first day of school
15. Greetings
Italians tend to be formal in social exchanges
Use buongiorno, buonasera, buonanotte and arrivederLa or
arrivederci with people they do not know or with whom they
don’t have a close relationship
Family members, close friends, young children, and classmates,
are more informal, and use Ciao! frequently.
It is common to shake hands when greeting someone
Close friends and family will kiss on the cheeks or sometimes
embrace.
16. Buongiorno/Buonasera
Buongiorno (greet in the morning until late
afternoon)
Buonasera (late afternoon or early evening
until late at night)
Buonanotte (only when parting for the night,
or before going to sleep)
17. Addressing People
Two different ways to address a person- Lei
and tu
Lei- addressing older people, people with
titles, or someone you don’t know
informal tu- people you know, children,
friends, classmates (teacher may use tu)
18. Addressing Groups
Italian has plural forms of you- voi and loro
when speaking with two or more people most
italians use voi, except in really formal
occasions
Lei and Loro are frequently capitalized when
they indicate the formal you.
19. Italian first names?
first names end in -0 for male. -a for
females.
Each day is dedicated to the Italian
catholic calendar is dedicated to a saint.
people celebrate their “name day,”
l’onomastico, as well as their birthdays
20. Using titles with names
Women are frequently greeted with the title signora (as
in Buongiorno Signora)
Signorina is sometimes to greet young or unmarried
women
Signore is used with the man’s last name, the final -e is
dropped
to greet teachers, professore/professoressa is used
without the last name. The fine -e of professore is
dropped in the front of the name.
21. The Italian Calendar
the week- la settimana begins on
Monday
seldom capitalized
if something happens on a specific
day, just say the day
the day always precedes the month
il precedes the number of the day,
and l’ precedes a vowel
the first day of the month is il primo:
il primo gennaio
23. Saying What your Name Is
Ask “Come si chiama (Lei)? with people you don’t know
Ask Come ti chiami (tu) with friends and classmates
Response- say name or answer with complete sentences.
mi chiamo- my name is
ti chiami- your name is (informal)
si chiama- your name is (formal)
si chiama- his/her name is
25. I pronomi soggetto
Verbs- express actions, and indicates whose performing the action
Subject can be a proper name or pronoun
used less frequently in Italian, because the verb usually indicates the
verb.
pronouns used to clarify or emphasize subject or point a contrast
between two subjects
“you” can be expressed with tu/ voi or Lei/Loro
Come ti chiami- what’s your name?
Io mi chiamo Paolo e lui si chiama Giovanni. My name is Paolo and his name is Giovanni
27. il presente di stare
to inquire about someone’s health, ask
“come va?” or the verb stare
stare- to be, or to stay, to remain
irregular, used to express health
come sta signora?- How are you madame?
sto bene, grazie. I’m fine, thanks
come stanno tutti a casa?- How is everyone at home?
28. il presente di stare cont.
When asking a question, rise the pitch of your
voice. The subject can be placed at the end of
the sentence, at the beginning or immediately
after verb.
Si is used to answer the question affirmatively.
If the answer is negative use no.
To make a sentence negative (non) put in front
of the verb.
29. Verb- Stare
(to be *as in health*)
Singular Plural
sto I am
stai/sta
you (informal/
formal)
sta he/she
stiamo we are
state/
stanno
you (informal/
formal)
stanno they
32. La Data
Che giorno e oggi?
Qual e la data di oggi?
Domani e...
Dopodomani e...
Quand’e il tuo
compleanno
What day is it today?
What’s today’s date?
Tomorrow is...
The day after tomorrow is
When is your birthday?
33. La Data
oggi e il....(for numbers)
oggi e
il mio compleanno e
Today is (il primo)
Today is (lunedi)
My birthday is...
34. I giorni della settimana
(days of the week)
lundei
martedi
mercoledi
gioverdi
venerdi
sabato
domenica
monday
tuesday
wednesday
thursday
friday
saturday
sunday
36. In contesto- Ma oggi che giorno è?
Professore: Paul, lo sai che giorno è oggi?
Paul: Professore, che cosa significa <<giorno>>?
Professore: Voul dire day.
Paul: Ah, bene, ho capito. Oggi è giovedi.
Professore: No, non è giovedi. Domani è giovedi.
Paul: Si, è vero! Allora oggi è mercoledi, ma non
so qual è la data di oggi.
Professore: Oggi è sei ottobre.
Professor Rossi is asking Paul about the days of the week
43. Origine e nazionalità
Di dove sei (tu)?
Di dov’è (Lei)
Sono di + città
Sono italiano/americano
Dove sei nato/a (tu)
Dov’è nato/a (Lei)
Sono nato/a + città
Where are you from
Where are you from (f)
I am from + city
I am Italian/American
Where were you born?
Where were you born (f)
I was born in + city
44. Dati Personali
Dove abiti (tu)
Dove abita (Lei)
Abito a Roma/a
Toronto
Qual è il tuo indirizzo?
Qual è il Suo
indirizzo?
Il mio indirizzo è....
Where do you live?
Where do you live
(formal)
I live in Rome/Toronto
What’s your address
What’s your address
(formal)
My address is
45. Dati Personali Continued
Qual è il tuo numero di
telefono?
Qual è il Suo numero di
telefono?
Il mio numero di telefono è....
Qual è la tua mail?
Qual è la Sua mail?
La mia mail è
What is your telephone
number?
What is your telephone
number? (Formal)
My telephone number is
What is your e-mail?
What is your e-mail?
My e-mail is
46. Dati Personali Continued
Quanti anni hai (tu)
Quanti anni ha (Lei)
Ho (Venti) anni.
Sei sposato/a
è sposato/a (formal)
How old are you?
How old are you
(formal)
Are you married?
Are you Married
47. Altre Espressioni
il C.A.P (codice di
avviamento postale)
chiocciola
e il tuo
e il Suo
punto
il prefisso
zip code
at (@)
and yours
and yours (formal)
dot (.)
area code
49. Il presente di essere
(to be) it is irregular
used to identify and describe people, places, and things
used with “di” to indicate place of orgin
Chi è?--- who is that?
è Giovanni.---It’s Giovanni
Sono Professore d’italiano.--- I am a professor of Italian
Sei studente?--- Are you a student
Di dove siete?---Where are you from?
Siamo di Tornio---I am from Torino
Che cos’è?---What is it?
è un passaporto.---It is a passport
50. Essere- to be
Singular Plural
sono I am
stai/e
you (informal/
formal)
e he/she
siamo we are
siete/
sonno
you (informal/
formal)
sonno they
52. Adjectives of nationality
Used to indicate nationality
nationality in masculine sing. form can end in -o or -e
Those that end in -o change to an -a (when describing a female)
Paul è svizzero. Marie è svizzera.
Those that end in -e are the same for both male and female.
Michelle è francese. Alain è francese.
55. The Italian Calendar
The week (la settimana) begins on Monday
days of the week/month are seldom capitalized
to state that something happens, just say the day
(My birthday is on Monday)
the day always proceeds the month
il precedes the number of day, l’ with the number
beginning with a vowel
the first day of the month is il primo
56. Italian phone numbers
Numbers and area codes vary in length
The prefisso can consist of two, three,
or four digit numbers.
The prefisso is usually stated in the
single digits and the phone number two
digits at a time
58. Facts
“al pie dei monti” (at the foot of the mountains)
South of the Alps
Influenced by different cultures like France (after
WW2 migrants from Italy flocked to the region)
Important center of Italian economy (agriculture)
Largest number of most foreign immigrants