Map Asking For Directions
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This document contains examples of asking for and providing directions between various street corner locations and businesses. In the first section, the bookstore is said to be next to the shoe store, the gas station across from the bank, and the newsstand around the corner. Later sections provide practice asking for and giving directions, with examples like "Go straight one block, it's on the left" and "Turn right at the corner". The document aims to teach asking for and providing basic directions between street corners and locations.
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This document provides instructions for asking for and giving directions. It explains how to ask where places are located or how to get somewhere. It also describes how to give directions by telling someone to go straight, turn left or right, walk a certain number of blocks, or name streets and landmarks. Sample dialogues demonstrate asking for and providing directions between locations on a map, such as from the restaurant to the park. Exercises have students practice using the map to get directions to locations like the Hilton Hotel or Beagles Store.
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This document contains word lists and sample dialogues for asking for and giving directions in Slovak. It includes vocabulary for common directional terms like "straight on", "left", "right", as well as phrases for asking how to get somewhere and responding with directions. Sample dialogues demonstrate asking for the location of places like a grocery store or directions from one point to another. The document would help someone learn and practice conversational skills for navigating an unfamiliar place in Slovak.
Platform locations directions_ppt
The document provides directions to various locations around a town, including the supermarket, library, hospital, bank, church, restaurant, museum, police station, hospital, stadium, and garage. The directions typically involve going a number of blocks and then turning right or left, with the destination being on a particular side of the street at an intersection or across from a named location.
Giving directions
The document provides directions for locating various places around a town, describing their locations in relation to nearby landmarks using prepositions like at, between, in front of, next to, opposite, and on. Each entry gives the name of a place and its location described with one or more of these prepositions and the names of adjacent places. For example, "The railway station is at the end of the road, between the bank and the library."
Directions
The document provides guidance on asking for and giving directions in English. It includes sample dialogues demonstrating how to politely ask for and provide directions using short phrases and common terminology like "turn left/right", "go straight", "it's on the corner", etc. Landmarks, distances, and warnings are recommended to give a clear route. If unsure of the way, clarifying options are provided instead of guessing. Pronunciation practice for key terms is also included.
SD Inglés II U2 A4 CCH Oriente Matutino. Anexo Giving directions: Nadia Gonzá...
The document contains a series of directional instructions repeated multiple times, as well as maps with labeled locations. It also includes examples of questions one could ask to obtain directions. The overall purpose seems to be providing practice and examples for giving and following directions on maps and in an environment with labeled locations.
Class 3: Finding your way around (Practice on giving directions)
These are the slides for our 3rd class. I didn't add the videos because it would take forever to upload.
Aula direcções
The document provides information on how to locate places, give directions, and ask for directions. It includes the following prepositions to describe locations of places: next to, behind, near, on the corner of, and opposite. Directions include going straight, turning left or right, taking the second turning, walking past something, and walking a number of blocks. When asking for directions, common questions include how to get to a place, where a place is located, and if there is a place near the current location.
activities
This document provides instructions and examples for learning Spanish prepositions of location such as "next to", "across from", "between", and "on the corner of". It includes an activity where students observe a map and complete sentences with the correct prepositions. Another activity involves asking and giving directions using prepositions. Sample dialogs are provided where one person asks for directions and the other provides them based on the map. Students are asked to infer locations based on the directions. The document emphasizes key aspects to include when giving directions such as the street to walk on, the street to turn, and a nearby landmark.
Direcctions map
The document contains a map with locations for a park, church, cafe, library, hospital, house, and movie theater. It also lists streets including Cardenal Street, South Street, North Street, Cory Street, Main Avenue, Second Avenue, and Roses Street. The document then provides 5 questions asking for directions to specific locations on the map - the church, bank, hospital, police station, and movie theater - and gives the corresponding answers with directions to each place.
Ppt giving directions
This document provides directions to various locations in a town. It begins by asking where common places like the supermarket, library, hospital, bank, church and restaurant are located. It then provides step-by-step directions to specific destinations like the museum, police station, hospital, stadium and garage. The directions include turns, distances, and landmarks to help navigate to each location.
Giving directions fan activites 6
Mr. Sleuth is receiving directions from his instructions to investigate various locations in a city. The directions provide street names and landmarks to follow to arrive at specific destinations, such as turning right on Park Avenue past the park to stop across from the hospital next to the church or going straight on Oak Street past the post office and city hall to turn left on Park Avenue and right on Elm Street to stop across from the church.
Giving directions presentation
The document contains a series of instructions for navigating around a town, asking the reader to follow directions such as "go straight ahead" or "turn left/right" from a starting point. After each set of instructions, it asks the reader "Where are you?" or "What is in front/on your left?" testing their ability to keep track of their location based on the directions provided.
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Word list of asking and giving directions plus dialogues
Word list of asking and giving directions plus dialogues
SD Inglés II U2 A4 CCH Oriente Matutino. Anexo Giving directions: Nadia Gonzá...
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Class 3: Finding your way around (Practice on giving directions)
Class 3: Finding your way around (Practice on giving directions)
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There + be slideshare
The document discusses the differences between using "there is" and "there are" in English. It provides examples to illustrate that "there is" is used for singular nouns, while "there are" is used for plural nouns. It also covers the use of "there is/are" in affirmative, negative and interrogative sentences. Key rules explained are that "there is" is used for singular subjects and "there are" is used for plural subjects.
Story elements - LTSM
The document outlines the five basic elements of a story: setting, characters, plot, conflict, and resolution. It defines each element and provides examples. The setting establishes where and when the story takes place. Characters can include protagonists and antagonists. The plot follows the sequence of events in the story from the exposition to the climax and resolution. Conflict, which can be internal or external, forms the basis of the dramatic action. Resolution concludes the story by solving the central conflict.
Course 12-Unit 2: Perfect modals meaning and form. check for must, will be ab...
The document discusses the formation and meaning of perfect modals in English. It explains that perfect modals are formed using a modal verb like "should", "could", etc. followed by the auxiliary "have" and a past participle verb. The meaning depends on the modal verb used - "should have" expresses regret about past actions, while "would have", "could have", "may have", and "might have" speculate about possible past situations. Examples are provided to illustrate how changing the modal verb alters the conditional or speculative nature of the statement.
Course 12-Unit 1: Tag questions
The document discusses how to form tag questions in English. It explains that a tag question is a question added to the end of a statement to seek confirmation. It provides examples of tag questions using different verb tenses like present, past, future and present perfect. It also summarizes that the tense of the tag question should match the tense of the statement and the polarity of the tag question should be opposite to the statement - an affirmative statement takes a negative tag and vice versa.
Course 12-Unit 1: Past perfect.
The document discusses the past perfect tense. It states that the past perfect uses the auxiliary verb "had" plus the past participle of the main verb. It provides examples of sentences in the past perfect tense and notes that every example contains two past actions, with one action occurring before the other. The purpose of the past perfect is to establish that one past action had already occurred or been completed before another past action.
Course 10-Unit 9: The infinitive of purpose
The document discusses the infinitive of purpose. A verb in the infinitive form can be used to indicate purpose, similar in meaning to using "para" in Spanish. Examples are provided, such as "I need these books to study for my exam" and "This button is to save the file in your computer", which could be translated as "Necesito estos libros para estudiar para mi examen" and "Este botón es para guardar el archivo en su computador".
Course 10-Unit 9: Comparison with as...as
YOU CAN USE THE STRUCTURE "AS...AS" TO:
1) Establish exact similarities between two things. For example, "The Mercedes Benz M-Class is as expensive as the BMW X5."
2) Establish very close similarities or small differences between two things. For example, "The Samsung Galaxy Tab is almost as big as the iPad. But it’s a little bit smaller."
3) Indicate differences between two things using "not as...as". For example, "The Volkswagen Beetle isn’t nearly as expensive as the Mercedes Benz M-Class."
Course 10-Unit 7: Gerunds as objects of prepositions.pending for review
The document discusses the differences in meaning between verbs followed by gerunds versus infinitives. Some verbs, like "begin" and "can't stand" do not change meaning, while others, such as "forget", "regret", "remember", and "stop" have different implications depending on the form. With "remember", a gerund refers to recalling a past event while an infinitive refers to remembering to do something. It is important to be aware of how the verb form can impact the overall meaning when using gerunds or infinitives.
Course 10-Unit 7: Gerunds and infinitives.
The document discusses the differences between gerunds and infinitives in English. Some verbs can be followed by either a gerund or infinitive without changing the meaning, such as "begin" and "can't stand." However, with other verbs the meaning changes depending on whether a gerund or infinitive is used, such as "forget," "regret," and "remember." The document provides examples to illustrate these differences and emphasizes that understanding when meaning changes with certain verbs is important.
Course 9-Unit 6: To make an offer or a suggestions with why don't ...
This document discusses the use of negative yes/no questions and questions with "why don't" in English. It provides examples of conversations where negative yes/no questions are used to confirm information, get agreement, or express surprise. It also shows how "why don't" can introduce suggestions or offers by making a negative suggestion in a polite way, such as "Why don't we go to the movies?" or "Why don't you have some cake?".
Course 9-Unit 5: Quantifiers for indefinite quantities and amounts.
This document reviews quantifiers used for indefinite quantities and amounts. It provides examples of count and non-count nouns and discusses the use of quantifiers such as "some", "any", "a lot of", and "much" in affirmative and negative statements and questions. Key points covered include using "some" in affirmative statements, "any" in negative statements and questions, and "a lot of" in both affirmative and negative statements.
Course 9-Unit 4: Past continuous vs. simple past.
The document provides information about using the past continuous and simple past tenses in English. It explains that the past continuous describes an ongoing action in the past, and is formed using was/were plus the present participle. The simple past describes a completed action, and is formed using the base form of the verb. Examples are provided to illustrate using each tense to talk about actions that occurred at specific times in the past. The document also discusses how to combine the past continuous and simple past using words like "while" and "when" to connect two related actions, one ongoing and one completed.
Course 9-Unit 4: Direct object placement with phrasal verbs.
The document discusses direct object placement with phrasal verbs. It begins by explaining that a phrasal verb contains a main verb and particle that together have their own meaning. It then provides examples of common phrasal verbs like "fill up", "pick up", and "turn on". The document demonstrates that the direct object can be placed between the main verb and particle, or after the particle. Object pronouns, however, must always be placed between the verb and particle. Finally, it provides a link to a full list of phrasal verbs and their usages.
Course 8-Unit 3: Perfect modals meaning and form. adjust.
The document discusses perfect modal verbs, which combine a modal verb like "should", "could", "may", etc. with the auxiliary "have" and a past participle verb. It explains that the meaning of sentences changes depending on which modal verb is used. Should+have expresses regret about past actions, while would/could/may/might+have speculate about possible past situations. Examples are provided to illustrate expressing regret with "should have" and speculation with modal verbs like "would have".
Course 8-Unit 3: Future with will.
The document discusses the use of the verb "will" to express future actions and plans in English. It explains that "will" is used in the affirmative form with a base verb to express certainty about future actions, such as "I will call him tomorrow." "Won't" is the contraction of "will not" and is used in the negative form to express things that will not happen in the future, like "I won't finish it today." "Will" can also be used in question form with a subject and base verb, as in "Will she come to the restaurant?" The document provides examples of using "will", "won't", and questions with "will" to talk about future plans and intentions.
Course 8-Unit 2: The use of would rather + base form of verb.
The document discusses the use of the phrase "would rather" followed by a verb in base form to express preference. It provides examples comparing verbs in the infinitive form and base form, such as "to play" and "play". It also explains that "would rather" is equivalent to "prefer" and can be used to contrast two options using "than", such as "I would rather work in my office than here." The document emphasizes that after "would rather", the verb must be in base form, not infinitive form with "to".
Course 8-Unit 1: Present perfect.
The document discusses the present perfect tense in English. It notes that the present perfect has two important elements: the auxiliary verb "to have" and the main verb in the past participle form. It provides examples of regular and irregular past participle verbs. It also gives examples of affirmative and negative sentences using the present perfect, including contractions of the auxiliary verb. Overall, the document provides an overview of how to form and use the present perfect tense in English.
Course 9-Unit 6: To make an offer or a suggestions with why don't.
The document discusses negative yes/no questions and how to use "why" in negative questions to make suggestions. It provides examples of conversations where negative yes/no questions are used to confirm information, express surprise, or make a suggestion. The conversations are then analyzed to explain how the negative question is being used in each case - to confirm, express surprise, or suggest an alternative plan.
Course 9-Unit 5: Quantifiers for indefinite quantities and amounts.
The document reviews quantifiers used for indefinite quantities and amounts. It provides examples of count and non-count nouns and discusses the use of quantifiers such as "some", "any", "a lot of", and "much" in affirmative and negative statements and questions. Key points covered include using "some" in affirmative statements, "any" in negative statements and questions, and "a lot of" in both affirmative and negative statements.
Course 9-Unit 5: Indefinite pronouns.
The document discusses indefinite pronouns like "someone", "no one", and "anyone" in English and their Spanish equivalents. It provides examples of using these pronouns in affirmative and negative sentences. The key points covered are:
- "Someone" is used in affirmative sentences and translates to "alguien" in Spanish
- "No one" is used in negative sentences and translates to "nadie"
- "Anyone" can mean either "alguien" or "nadie" depending on whether it is used in a question or negative sentence
- Proper structure is important when using "anyone" or "no one" in negative sentences.
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Course 9-Unit 6: To make an offer or a suggestions with why don't ...
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Map Asking For Directions
- 1. STREET
- 2. CORNER
- 5. The gas stationisacrossfromthebank Where’sthe gas station? It’sacrossfromthebank?
- 7. Where’stheshoestore? It’sdownthestreet, ontheleft Theshoestoreisdownthestreet, ontheleft.
- 8. Practice I Where’sthe ________?
- 9. DIRECTIONS
- 10. Hunter Avenue Go straight Hunter Avenue 1st Street (FirstStreet) ThirdAvenue SecondAvenue
- 11. Hunter Avenue Turn Right at the corner 1st Street (FirstStreet) ThirdAvenue SecondAvenue
- 12. Hunter Avenue Turn Left at the corner 1st Street (FirstStreet) ThirdAvenue SecondAvenue
- 13. Hunter Avenue Go two blocks and Turn Right 1 block 1st Street (FirstStreet) ThirdAvenue SecondAvenue 2 blocks
- 14. Hunter Avenue Go two blocks and Turn Right 1 block 1st Street (FirstStreet) ThirdAvenue SecondAvenue 2 blocks
- 15. Go to the corner of Hunter Avenue and Second Avenue Hunter Avenue 1st Street (FirstStreet) ThirdAvenue SecondAvenue
- 17. How do I gettothetravelagency? Drycleaners Bank Restaurant Hotel Bookstore Madison Street Gostraightone block. It’sontheleft. Hollywood Avenue Newsstand Post Office TravelAgency ClothingStore ShoeStore
- 18. How do I gettothebookstore? Drycleaners Bank Restaurant Hotel Bookstore Madison Street Hollywood Avenue Turnright at thecorner Newsstand Post Office TravelAgency ClothingStore ShoeStore
- 19. How do I gettothe hotel? Drycleaners Bank Turnleft at thecorner Restaurant Hotel Bookstore Madison Street Hollywood Avenue Newsstand Post Office TravelAgency ClothingStore ShoeStore
- 20. How do I gettothe hotel? Drycleaners Turnleftat thecorner and Godownonestreet Bank Restaurant Hotel Bookstore Madison Street Hollywood Avenue Newsstand Post Office TravelAgency ClothingStore ShoeStore
- 21. How do I gettothe hotel? Turnleftat thecorner, Godownonestreet, it’sontheleft. Drycleaners Bank Restaurant Hotel Bookstore Madison Street Hollywood Avenue Newsstand Post Office TravelAgency ClothingStore ShoeStore
- 22. Practice I Hollywood Avenue Madison Street King Street Pharmacy New Avenue