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In physical education class on Fridays, the speaker exercises with friends for an hour and thirty minutes. To get to the classroom, they go upstairs with friends. On Saturdays, the speaker rides a bike for exercise.
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Berta
Each weekday, the author walks with friends to school and exercises throughout the day. They go up and down stairs multiple times at school and home, play with friends at midday for 30 minutes, and do various afternoon activities like swimming, music, intellectual exercises, or horseback riding. On weekends, the author goes hiking or bicycling, and once every two weeks visits a place called "cau".
Maria
Maria does a lot of exercise during the week. She walks to and from school each day, going up and down stairs 4 times at school. During break times she walks and runs for 30 minutes with friends. Once a week she has a physical education class with friends. After school she does additional exercise like music school on Mondays, Tuesdays and Wednesdays. On Tuesdays and Thursdays she swims for an hour. On Fridays she does hip hop dancing for an hour. Twice a month she goes on excursions with friends. On some Sundays she goes biking or hiking in the mountains.
Martina
I do various exercises throughout the week, including walking to and from school for fifteen minutes each day, an hour and a half of PE at school once a week playing football and jumping rope, basketball coaching three times a week, playing in a basketball match on Saturdays, and playing with my sister on Sundays, totaling around eleven hours of exercise per week. Exercise makes me feel good about myself and helps me with hunger, thirst, and sleep.
Meritxell
Meritxell Ubinyana Roqueta attends Escola Farigola 5th grade. She describes the exercises she does each week, including walking from school to the polivalent building which takes 2 minutes, playing in the playground with friends for 30 minutes from 11-11:30, having physical education class on Fridays from 3-4:30, riding a horse on Fridays from 4:30-5:30, walking her dog on Saturdays, and sometimes riding bikes with her family on weekends.
Julia a.
The document outlines the writer's weekly exercise routine, which includes roller blading for 1.5 hours on Tuesdays, walking to an art class on Thursdays, running and gymnastics during PE on Fridays, roller blading from 9-11am and playing games like Simon Says until 1pm on Saturdays, going cycling or walking with parents on Sundays, and walking with their dog every day.
Alba
Alba exercises regularly each week. On Tuesdays she rides horses for an hour, on Fridays she has 1.5 hours of PE, and on Saturdays she goes to CAU for excursions and games. She also walks to school each day, which takes her 15 minutes or less.
Daily routine
The document lists the members of a group as Gonzalo Patricio Quishpi Villa, Nallely Vanesa Pusay Guanga, and Kevin Patricio Inchiglema Lopez who are studying at the Escuela Superior Politecnica de Chimborazo Faculty of Mechanics Industrial Maintenance. It then provides examples of a daily routine, structure for describing a daily routine, verbs used in daily routines, and examples of questions to ask about someone's daily routine.
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Presentation made by a 1st ESO student (aged 11-12) in the class of English as a foreign language. It explains daily routines, using present simple, basic structures and frequency adverbs.
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Berta
Each weekday, the author walks with friends to school and exercises throughout the day. They go up and down stairs multiple times at school and home, play with friends at midday for 30 minutes, and do various afternoon activities like swimming, music, intellectual exercises, or horseback riding. On weekends, the author goes hiking or bicycling, and once every two weeks visits a place called "cau".
Maria
Maria does a lot of exercise during the week. She walks to and from school each day, going up and down stairs 4 times at school. During break times she walks and runs for 30 minutes with friends. Once a week she has a physical education class with friends. After school she does additional exercise like music school on Mondays, Tuesdays and Wednesdays. On Tuesdays and Thursdays she swims for an hour. On Fridays she does hip hop dancing for an hour. Twice a month she goes on excursions with friends. On some Sundays she goes biking or hiking in the mountains.
Martina
I do various exercises throughout the week, including walking to and from school for fifteen minutes each day, an hour and a half of PE at school once a week playing football and jumping rope, basketball coaching three times a week, playing in a basketball match on Saturdays, and playing with my sister on Sundays, totaling around eleven hours of exercise per week. Exercise makes me feel good about myself and helps me with hunger, thirst, and sleep.
Meritxell
Meritxell Ubinyana Roqueta attends Escola Farigola 5th grade. She describes the exercises she does each week, including walking from school to the polivalent building which takes 2 minutes, playing in the playground with friends for 30 minutes from 11-11:30, having physical education class on Fridays from 3-4:30, riding a horse on Fridays from 4:30-5:30, walking her dog on Saturdays, and sometimes riding bikes with her family on weekends.
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The document outlines the writer's weekly exercise routine, which includes roller blading for 1.5 hours on Tuesdays, walking to an art class on Thursdays, running and gymnastics during PE on Fridays, roller blading from 9-11am and playing games like Simon Says until 1pm on Saturdays, going cycling or walking with parents on Sundays, and walking with their dog every day.
Alba
Alba exercises regularly each week. On Tuesdays she rides horses for an hour, on Fridays she has 1.5 hours of PE, and on Saturdays she goes to CAU for excursions and games. She also walks to school each day, which takes her 15 minutes or less.
Daily routine
The document lists the members of a group as Gonzalo Patricio Quishpi Villa, Nallely Vanesa Pusay Guanga, and Kevin Patricio Inchiglema Lopez who are studying at the Escuela Superior Politecnica de Chimborazo Faculty of Mechanics Industrial Maintenance. It then provides examples of a daily routine, structure for describing a daily routine, verbs used in daily routines, and examples of questions to ask about someone's daily routine.
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The student wakes up at 3:45 AM to get ready for school, which starts at 4:45 AM. They take the bus for 30 minutes to get to school, arriving around 5:15 AM. Classes end at noon, and the student spends 30 minutes eating lunch before running errands with their mom or playing until returning home at 6:30 PM to prepare for the next day of school. On weekends, the student sleeps in until 10 AM or later and does chores, homework, or spends time with family and friends.
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Umi N214's daily routine involves waking up at 6:30, having breakfast and going to school by car. They sometimes attend English class, play hockey on Tuesdays and Thursdays, brush their teeth and have dinner before going to bed at 9:30, and usually ride their bike and have a shower at 7:45.
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The student wakes up at 3:45 AM to get ready for school, which starts at 4:45 AM. They take the bus for 30 minutes to get to school, arriving around 5:15 AM. Classes end at noon, and the student spends 30 minutes eating lunch before running errands with their mom or playing until returning home at 6:30 PM to prepare for the next day of school. On weekends, the student sleeps in until 10 AM or later and does chores, homework, or spends time with family and friends.
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Presentation made by a 1st ESO student (aged 11-12) in the class of English as a foreign language. It explains daily routines, using present simple, basic structures and frequency adverbs.
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The document describes the speaker's typical weekly activities and what they did differently last week. On most Mondays they go to English class but last Monday they went motorbiking instead. Throughout the week their plans usually involve homework, studying English, or family time, yet last week they played video games, walked the dog, visited their grandmother, and went biking in place of their normal routines.
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A person wakes up at 2:30 PM, has breakfast without going to the gym or making their bed. Their mother, who does not go to work or take her children to school, makes lunch for her children and sometimes helps with homework. In the evening, the person has dinner at 10 PM and relaxes by watching videos and playing video games before going to bed between 4-6 AM.
Ivan puga Present simple/ Irregular verbs
The document describes the narrator's typical weekday activities and how they differed last week. On Mondays the narrator usually goes grocery shopping with their father but last Monday played video games with a friend instead. Throughout the rest of the week the narrator regularly visits friends or family but last week had different plans, including going to the hospital with their brother, buying a new phone with their mother, and attending a carnival with school.
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Every weekday, the author wakes up at 7am, showers, and has breakfast at 7:30am before going to school at 7:40am, which usually ends at 1pm. After school, they go home for lunch with their family, have physical education and computer classes twice a week, and in the evenings may do homework with friends, watch TV, or listen to music before dinner and bed. On weekends, they go out with friends to activities like bowling or movies.
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The document describes a student's weekly routine of walking to school with friends in the morning and having PE on Friday afternoons. It also lists several family trips taken during holidays to various locations in Catalonia such as Castell d’en Boix, Morro de Porc, and volcanoes in Olot. The student expresses gratitude for listening.
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Jordi documents the different types of exercise he does on a daily basis, including walking to and from school, climbing stairs at school and at home, playing various sports like football, hockey and tennis, and riding his bike on excursions and to the swimming pool in summer. He structures the document with an index and page numbers for each type of exercise.
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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.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Laia
- 2. On Friday I do physical education with my friends 1 hour and 30 minutes
- 3. To go to the classroom I go upstairs with mi friends.
- 4. On Saturdays I ride a bike