This document provides an introduction to the topics that will be covered in the first learning activity of an English training program, including WH questions, pronouns, articles, countries and nationalities, professions, and family members. It explains that the material will help the learner study these topics. It then lists and provides examples and explanations of the specific elements that will be learned for each topic.
This document provides an overview of topics covered in an English language course, including vocabulary, reading comprehension, grammar structures, and parts of speech. It discusses reasons for substandard language skills like lack of practice and confidence. It explains that the admission test will focus on conceptual understanding rather than rote definitions. Key parts of speech like nouns, verbs, adjectives, adverbs, and subjects are defined in terms of their functions rather than traditional definitions to help identify them in contexts. Etymology and word roots are discussed as a technique for understanding unfamiliar vocabulary.
This document provides an introduction to useful language for greetings, the alphabet, nationalities, verb be, school supplies, numbers, and there is/there are. It begins with welcoming the learner and outlining the topics that will be covered. The document then provides material on each topic, including examples of greetings and their responses, the English alphabet, asking and stating nationality, conjugations and examples of the verb "to be", common school supplies, cardinal and ordinal numbers, and the structures of there is/there are. It concludes with a short listening comprehension activity involving a conversation between students where they introduce themselves and ask each other questions.
The document contains notes from a Spanish language lesson that covered the following topics: possessive adjectives and their agreement based on gender and number, age and using tener años to express it, and the verbs ser and estar. It includes examples and vocabulary for family members, physical descriptions, jobs, and adjectives. At the end it provides questions for the student to answer to review what was learned, what still needs work, and how the teacher can help.
MATERIAL DE ESTUDIO - SEMANA LEARNING ACTIVITY 3Cata Vanegas
This document provides vocabulary and language for talking about family members and their likes and dislikes. It begins with an introduction to the topic and then covers vocabulary for family related by blood, law, religion, and upbringing. Examples are given for talking about what family members like and don't like, followed by comprehension activities to practice the new vocabulary.
This document provides a summary of vocabulary that will be used in learning activity exercises, including WH questions, pronouns, possessive adjectives, countries and nationalities, articles, professions, and family members. The summary defines terms like WH questions, subject and object pronouns, and definite and indefinite articles. It also provides examples of filling out forms using this vocabulary, such as providing nationalities for students from different countries and writing sentences about one's family.
This document discusses the active and passive voice. It begins by stating the learning objectives of identifying and constructing sentences using the active and passive voices. It then provides examples of news headlines and asks the reader to identify the subject and main verb in each. The document goes on to define the active and passive voices, providing rules and examples for converting between them. It emphasizes that not all sentences can be changed between voices and provides exercises for the reader to identify whether sentences are in the active or passive voice.
This document provides a summary of vocabulary that will be used in learning activity exercises, including WH questions, pronouns, possessive adjectives, countries, nationalities, articles, professions, and family members. It includes examples of filling out forms using this vocabulary with correct nationalities, professions, articles, and family relationships.
This document provides an overview of topics covered in an English language course, including vocabulary, reading comprehension, grammar structures, and parts of speech. It discusses reasons for substandard language skills like lack of practice and confidence. It explains that the admission test will focus on conceptual understanding rather than rote definitions. Key parts of speech like nouns, verbs, adjectives, adverbs, and subjects are defined in terms of their functions rather than traditional definitions to help identify them in contexts. Etymology and word roots are discussed as a technique for understanding unfamiliar vocabulary.
This document provides an introduction to useful language for greetings, the alphabet, nationalities, verb be, school supplies, numbers, and there is/there are. It begins with welcoming the learner and outlining the topics that will be covered. The document then provides material on each topic, including examples of greetings and their responses, the English alphabet, asking and stating nationality, conjugations and examples of the verb "to be", common school supplies, cardinal and ordinal numbers, and the structures of there is/there are. It concludes with a short listening comprehension activity involving a conversation between students where they introduce themselves and ask each other questions.
The document contains notes from a Spanish language lesson that covered the following topics: possessive adjectives and their agreement based on gender and number, age and using tener años to express it, and the verbs ser and estar. It includes examples and vocabulary for family members, physical descriptions, jobs, and adjectives. At the end it provides questions for the student to answer to review what was learned, what still needs work, and how the teacher can help.
MATERIAL DE ESTUDIO - SEMANA LEARNING ACTIVITY 3Cata Vanegas
This document provides vocabulary and language for talking about family members and their likes and dislikes. It begins with an introduction to the topic and then covers vocabulary for family related by blood, law, religion, and upbringing. Examples are given for talking about what family members like and don't like, followed by comprehension activities to practice the new vocabulary.
This document provides a summary of vocabulary that will be used in learning activity exercises, including WH questions, pronouns, possessive adjectives, countries and nationalities, articles, professions, and family members. The summary defines terms like WH questions, subject and object pronouns, and definite and indefinite articles. It also provides examples of filling out forms using this vocabulary, such as providing nationalities for students from different countries and writing sentences about one's family.
This document discusses the active and passive voice. It begins by stating the learning objectives of identifying and constructing sentences using the active and passive voices. It then provides examples of news headlines and asks the reader to identify the subject and main verb in each. The document goes on to define the active and passive voices, providing rules and examples for converting between them. It emphasizes that not all sentences can be changed between voices and provides exercises for the reader to identify whether sentences are in the active or passive voice.
This document provides a summary of vocabulary that will be used in learning activity exercises, including WH questions, pronouns, possessive adjectives, countries, nationalities, articles, professions, and family members. It includes examples of filling out forms using this vocabulary with correct nationalities, professions, articles, and family relationships.
The document appears to be an English lesson on subject-verb agreement from an agriculture high school in the Philippines. It provides 14 rules for determining whether a singular or plural verb is needed to match its subject. Examples are given for each rule. At the end, there are exercises where students must underline the verb that agrees with its subject based on the rules.
This document provides instruction on subject-verb agreement in English. It outlines 20 basic rules for determining whether a singular or plural verb is required to match the subject. Examples are provided to illustrate each rule, such as "My aunt or my uncle is arriving" and "Neither Juan nor Carmen are available." The document concludes with practice problems for students to identify the correct verb form based on the number of the subject.
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
This document discusses the parts of speech in English grammar. It notes that there are traditionally considered to be 8 parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. Nouns are defined as naming words that can be proper, common, collective, material or abstract. Nouns also have number (singular and plural) and gender (masculine, feminine, common, neuter). The case of nouns indicates their relationship to other words, and there are five cases in English: nominative, objective, vocative, appositive and possessive.
The poem "Ex-Basketball Player" by John Updike is about a former basketball player reflecting on his past career and dreams of playing professionally that did not come to fruition. He looks back on his glory days playing in high school and remembers the excitement of the crowds and his own athletic abilities. However, as with most people's dreams, his dream of continuing his basketball career did not become a reality and he had to move on to other pursuits in his life outside of the sport.
The passage discusses the Colombian conflict, describing it as a long-running civil war that has left tens of thousands dead. The United
Nations has referred to the conflict as one of the world's worst humanitarian crises.
The document discusses English grammar rules. It begins by defining grammar as the set of rules that describe the structure of the English language. Several types of nouns are then examined, including plural-only nouns which do not have a singular form (e.g. pants, scissors). Foreign plurals like phenomena and criteria are also discussed, noting they often follow the pluralization rules of their origin language. The document provides examples of applying various grammar rules regarding nouns.
This document provides materials for an IELTS speaking strategies and practice session over two days. On day one, it introduces speaking frames and tips for each part of the IELTS interview. It includes practice questions and feedback on responses for part one of the interview focusing on topics like home, family, and work. Day two focuses on part two of the interview, providing strategies for developing longer responses on topics and memorable ways to begin responses. Sample topics and questions are provided along with feedback.
The document describes a 5-day workshop to teach basic English skills to students. The workshop covered grammar, reading, speaking, and writing skills. Each day focused on a different topic, such as parts of speech, reading comprehension, public speaking, and conversation skills. Students were given worksheets and compositions to complete each day, applying the skills learned. By the end of the workshop, students prepared a 150-word composition encompassing all parts of speech covered during the five days.
This document provides information on using the verb "ser" in Spanish. It begins by introducing subject pronouns and the conjugations of "ser". It then provides examples of how to form sentences using "ser" by matching the subject pronoun to the correct conjugated form. The document explains that "ser" is used to describe characteristics, possessions, times, dates, identities, nationalities and professions. It provides practice sentences for students to fill in the correct form of "ser". Finally, it notes that to make a sentence negative, "no" is placed before the conjugated form of "ser".
This document provides rules and examples for identifying subjects and verbs in sentences. It begins with definitions of verbs and subjects, and provides 15 rules for determining the subject and verb in different situations. Examples are given for each rule to illustrate how to apply it. The document also covers pronouns, subject-verb agreement, who vs. whom, whoever vs. whomever, that vs. which, adjectives, and adverbs. Overall, it serves as a grammar guide for correctly identifying subjects and verbs in sentences.
The document discusses differentiating instruction to meet the needs of diverse learners. It covers Howard Gardner's theory of multiple intelligences, which describes eight types of intelligence. It also discusses using menus and choice boards to provide students with choices that match their interests and learning profiles. Effective differentiation provides appropriate challenges for students and emphasizes growth and shared responsibility for learning.
This document provides an overview of topics to be covered in learning activity 2, including the verb "to be" in past tense, dates, regular and irregular verbs in simple past tense, memorable moments, connectors, and vacation vocabulary. It introduces these topics and provides examples and explanations of grammar structures related to verb conjugations and forming sentences in past tense. The document is intended to help the learner study for learning activity 2.
This document provides a vocabulary summary for a learning activity that practices WH questions, pronouns, possessive adjectives, countries and nationalities, articles, professions, and family members. It includes lists of WH questions, pronouns, countries and nationalities, articles, and professions. It also provides examples of exercises filling in nationalities, professions, articles, and writing sentences about family.
The document outlines a workshop on improving English skills for Korean elementary students. It discusses keys to teaching English, including being fun and engaging in the classroom. It provides goals and strategies for developing reading, writing, listening and speaking skills for different grade levels. Activities are suggested such as reading aloud, vocabulary cards, dramatic retelling and games to encourage student interaction. Websites with additional resources are also listed.
The document provides information about improving English skills for Korean elementary students. It discusses tactics and activities for developing reading, listening, speaking and writing skills. It recommends using picture books, leveled readers, word cards, games and role plays to engage students and help them practice their skills. Various websites that provide resources for teaching English to young learners are also listed.
This document provides a vocabulary summary for a learning activity to practice WH questions, pronouns, possessive adjectives, countries and nationalities, articles, professions, and family members. It defines key words like WH questions, subject and object pronouns, possessive adjectives, definite and indefinite articles. It also lists example countries, nationalities, and professions that will be used in exercises. The exercises will have students fill in blanks, write sentences, and circle answers about themselves and their families using the provided vocabulary.
The document summarizes key points from a basic English course focusing on the verb "to be" and includes:
- Examples of affirmative, negative and interrogative sentences using the verb "to be" with personal information
- Use of definite and indefinite articles with the verb "to be"
- Subject pronouns that can replace underlined words in sentences
- Questions about personal details, occupations, locations and more
The document appears to be an English lesson on subject-verb agreement from an agriculture high school in the Philippines. It provides 14 rules for determining whether a singular or plural verb is needed to match its subject. Examples are given for each rule. At the end, there are exercises where students must underline the verb that agrees with its subject based on the rules.
This document provides instruction on subject-verb agreement in English. It outlines 20 basic rules for determining whether a singular or plural verb is required to match the subject. Examples are provided to illustrate each rule, such as "My aunt or my uncle is arriving" and "Neither Juan nor Carmen are available." The document concludes with practice problems for students to identify the correct verb form based on the number of the subject.
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
This document discusses the parts of speech in English grammar. It notes that there are traditionally considered to be 8 parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. Nouns are defined as naming words that can be proper, common, collective, material or abstract. Nouns also have number (singular and plural) and gender (masculine, feminine, common, neuter). The case of nouns indicates their relationship to other words, and there are five cases in English: nominative, objective, vocative, appositive and possessive.
The poem "Ex-Basketball Player" by John Updike is about a former basketball player reflecting on his past career and dreams of playing professionally that did not come to fruition. He looks back on his glory days playing in high school and remembers the excitement of the crowds and his own athletic abilities. However, as with most people's dreams, his dream of continuing his basketball career did not become a reality and he had to move on to other pursuits in his life outside of the sport.
The passage discusses the Colombian conflict, describing it as a long-running civil war that has left tens of thousands dead. The United
Nations has referred to the conflict as one of the world's worst humanitarian crises.
The document discusses English grammar rules. It begins by defining grammar as the set of rules that describe the structure of the English language. Several types of nouns are then examined, including plural-only nouns which do not have a singular form (e.g. pants, scissors). Foreign plurals like phenomena and criteria are also discussed, noting they often follow the pluralization rules of their origin language. The document provides examples of applying various grammar rules regarding nouns.
This document provides materials for an IELTS speaking strategies and practice session over two days. On day one, it introduces speaking frames and tips for each part of the IELTS interview. It includes practice questions and feedback on responses for part one of the interview focusing on topics like home, family, and work. Day two focuses on part two of the interview, providing strategies for developing longer responses on topics and memorable ways to begin responses. Sample topics and questions are provided along with feedback.
The document describes a 5-day workshop to teach basic English skills to students. The workshop covered grammar, reading, speaking, and writing skills. Each day focused on a different topic, such as parts of speech, reading comprehension, public speaking, and conversation skills. Students were given worksheets and compositions to complete each day, applying the skills learned. By the end of the workshop, students prepared a 150-word composition encompassing all parts of speech covered during the five days.
This document provides information on using the verb "ser" in Spanish. It begins by introducing subject pronouns and the conjugations of "ser". It then provides examples of how to form sentences using "ser" by matching the subject pronoun to the correct conjugated form. The document explains that "ser" is used to describe characteristics, possessions, times, dates, identities, nationalities and professions. It provides practice sentences for students to fill in the correct form of "ser". Finally, it notes that to make a sentence negative, "no" is placed before the conjugated form of "ser".
This document provides rules and examples for identifying subjects and verbs in sentences. It begins with definitions of verbs and subjects, and provides 15 rules for determining the subject and verb in different situations. Examples are given for each rule to illustrate how to apply it. The document also covers pronouns, subject-verb agreement, who vs. whom, whoever vs. whomever, that vs. which, adjectives, and adverbs. Overall, it serves as a grammar guide for correctly identifying subjects and verbs in sentences.
The document discusses differentiating instruction to meet the needs of diverse learners. It covers Howard Gardner's theory of multiple intelligences, which describes eight types of intelligence. It also discusses using menus and choice boards to provide students with choices that match their interests and learning profiles. Effective differentiation provides appropriate challenges for students and emphasizes growth and shared responsibility for learning.
This document provides an overview of topics to be covered in learning activity 2, including the verb "to be" in past tense, dates, regular and irregular verbs in simple past tense, memorable moments, connectors, and vacation vocabulary. It introduces these topics and provides examples and explanations of grammar structures related to verb conjugations and forming sentences in past tense. The document is intended to help the learner study for learning activity 2.
This document provides a vocabulary summary for a learning activity that practices WH questions, pronouns, possessive adjectives, countries and nationalities, articles, professions, and family members. It includes lists of WH questions, pronouns, countries and nationalities, articles, and professions. It also provides examples of exercises filling in nationalities, professions, articles, and writing sentences about family.
The document outlines a workshop on improving English skills for Korean elementary students. It discusses keys to teaching English, including being fun and engaging in the classroom. It provides goals and strategies for developing reading, writing, listening and speaking skills for different grade levels. Activities are suggested such as reading aloud, vocabulary cards, dramatic retelling and games to encourage student interaction. Websites with additional resources are also listed.
The document provides information about improving English skills for Korean elementary students. It discusses tactics and activities for developing reading, listening, speaking and writing skills. It recommends using picture books, leveled readers, word cards, games and role plays to engage students and help them practice their skills. Various websites that provide resources for teaching English to young learners are also listed.
This document provides a vocabulary summary for a learning activity to practice WH questions, pronouns, possessive adjectives, countries and nationalities, articles, professions, and family members. It defines key words like WH questions, subject and object pronouns, possessive adjectives, definite and indefinite articles. It also lists example countries, nationalities, and professions that will be used in exercises. The exercises will have students fill in blanks, write sentences, and circle answers about themselves and their families using the provided vocabulary.
The document summarizes key points from a basic English course focusing on the verb "to be" and includes:
- Examples of affirmative, negative and interrogative sentences using the verb "to be" with personal information
- Use of definite and indefinite articles with the verb "to be"
- Subject pronouns that can replace underlined words in sentences
- Questions about personal details, occupations, locations and more
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
1. Welcome! / ¡Bienvenido!
In this first learning activity of the English Dot Works 1 training program, you will
learn about WH questions, subject pronouns, object pronouns, possessive
adjectives, countries and nationalities, articles a - an - the, professions and family
members. / En esta primera actividad de aprendizaje del programa de formación
English Dot Works 1, usted aprenderá sobre preguntas con palabras WH,
pronombres sujeto y objeto, adjetivos posesivos, países y nacionalidades,
artículos a - an - the, profesiones y miembros de la familia.
Dear learner, / Estimado aprendiz:
This material will help you study the topics related to learning activity 1. / Este
material le permitirá estudiar los temas relacionados con la actividad de
aprendizaje 1.
You will learn about: / Los temas a tratar son:
1. Question words (WH questions). / Preguntas con palabras WH.
2. Subject and object pronouns. / Pronombres sujeto y objeto.
3. Possessive adjectives. / Adjetivos posesivos.
4. Countries and nationalities. / Países y nacionalidades.
5. Professions. / Profesiones.
6. Definite and indefinite articles. / Artículos definidos e indefinidos.
7. Family members. / Miembros de la familia.
Let’s begin! / ¡Empecemos!
1. Question Words (WH questions) / Preguntas con palabras WH
In English, Questions Words are used to ask certain kinds of questions. They
are usually referred to as WH questions because they include the letters WH, for
example what, where, who, when, why, etc. / En inglés, se usan Questions
Words para hacer cierto tipo de preguntas. Usualmente se refiere a ellas como
preguntas WH porque incluyen las letras WH, por ejemplo what (qué), where
(dónde), who (quién), when (cuándo), why (por qué), entre otras.
Introductory material / Material introductorio
2. What / Qué
What is used to ask for information
about something. / What se usa para
solicitar información sobre algo.
Fuente: SENA
Examples / Ejemplos:
- What is your name?
- What is that?
- What is the color of your eyes?
Where / Dónde - Adónde
Where is used to ask for information
about places or locations of people or
things. / Where se usa para solicitar
información sobre lugares o
ubicaciones de personas u objetos.
Fuente: SENA
Examples / Ejemplos:
- Where are you from?
- Where are the books?
- Where do you live?
Who / Quién
Who is used to ask for information
about people. / Who se usa para
solicitar información sobre las
personas.
Which / Cuál
Which is used to ask about a choice,
preference, or to distinguish between
two things when the options or objects
in question are clear. / Which se usa
para preguntar sobre una elección,
preferencia o para distinguir entre dos
opciones u objetos cuando las
opciones son explícitas.
3. Fuente: SENA
Examples / Ejemplos:
- Who is your English teacher?
- Who are they?
- Who does she live with?
Fuente: SENA
Examples / Ejemplos:
- Which color do you like more, black
or white?
- Which song do you prefer (the first
or the second)?
- Which one is the right answer (this
one or that one)?
Why / Por qué
Why is used to ask for reasons or
explanations. / Why se usa para
preguntar por razones o explicaciones.
Fuente: SENA
When / Cuándo
When is used to ask for information
about a certain period of time. / When
se usa para preguntar información
sobre un período específico de tiempo.
Fuente: SENA
4. Examples / Ejemplos:
- Why are you in the shopping mall?
- Why is the music so aloud?
- Why are they sad?
Examples / Ejemplos:
- When is the English test?
- When is your birthday?
- When are you coming?
2. Subject and object pronouns / Pronombres sujeto y objeto
A. Subject pronouns / Pronombres sujeto
Sometimes the subject of a sentence is a person or thing that performs and
action.This person or thing can be described using its name, or it can be
described using a subject pronoun. The list of subject pronouns is shown below. /
A veces el sujeto de una oración, es una persona o cosa que ejecuta una acción.
Esta persona o cosa puede ser descrita usando su nombre, o puede ser descrita
usando un pronombre sujeto. La lista de pronombres sujeto se muestra a
continuación.
Subject pronouns Pronombres sujeto
I Yo
You Tú – usted
He Él
She Ella
It Esto
We Nosotros
You Vosotros - ustedes
They Ellos
7. play the guitar very well.
Fuente: SENA
runs in the park.
Fuente: SENA
drives a black car.
Fuente: SENA
8. turns on the TV.
Fuente: SENA
paint houses.
Fuente: SENA
are students.
Fuente: SENA
9. cook Colombian food.
Fuente: SENA
B. Object pronouns / Pronombres objeto
The seven basic pronouns have a different form when they are used as object
pronouns. The object pronoun receives the action of the verb. / Los siete
pronombres básicos tienen una forma diferente cuando son usados como
pronombres objeto. El pronombre objeto recibe la acción del verbo.
Example / Ejemplo:
I call her every day.
In this case, I is the subject who performs the action and her is the object that is
receiving the action. / En este caso, I es el sujeto quien realiza la acción y her es
el objeto, que está recibiendo la acción.
The list of object pronouns is shown below: / La lista de pronombres objeto es
mostrada a continuación:
Subject pronoun Object pronoun
I Me
You You
He Him
She Her
10. It It
We Us
They Them
Examples / Ejemplos:
• I love my grandma. She loves me too!
• You don’t like it.
• Where are the keys? I can’t find them.
• Karol is very special. I miss her!
• The project is very interesting. The teachers want us to write about it.
• Tom is in the hospital. Call him and ask him how he is.
3. Possessive adjectives / Adjetivos posesivos
Possessive adjectives are used to express ownership. A list of possessive
adjectives is shown below. / Los adjetivos posesivos son usados para expresar
posesión. Una lista de adjetivos posesivos es mostrada a continuación.
Subjects Possessive adjectives
I My / Mi
You Your / Tuyo singular / De ustedes plural
He His / Suyo masculino
She Her / Suyo femenino
It Its / Suyo para cosas o animales
We Our / Nuestro
They Their / De ellos
Examples / Ejemplos:
• My name is Kelly.
• I like their proposal about the project.
• George is in his apartment.
11. • Why does Lorena leave her bag in the office?
• This is a good school. Our students are good people.
4. Countries and nationalities / Países y nacionalidades
A. The questions below are used to ask information about where a person is
from. The responses to the questions are also shown below. / Las preguntas
que se encuentran abajo le ayudarán a indagar la procedencia de alguien. Las
respuestas a estas preguntas también se encuentran abajo.
Fuente: SENA
B. A list of some countries and nationalities is shown below. If you want to know
about more countries and nationalities, check the button Activity 1 in the main
menu, follow the link Learning Guide, Materials and Support materials /
Glossary. / Una lista de algunos países y nacionalidades se muestra a
continuación. Si desea saber más sobre países y sus nacionalidades, diríjase
al botón: Activity 1 / Learning Guide, Materials and Support materials /
Glossary.
Where are you from?
What is your
nationality?
I am from Colombia.
My nationality is
Colombian.
12. Country / País Nationality / Nacionalidad
Afghanistan Afghan
Albania Albanian
Algeria Algerian
Andorra Andorran
Angola Angolan
Australia Australian
Cameroon Cameroonian
Canada Canadian
China Chinese
Colombia Colombian
Denmark Danish
Egypt Egyptian
England English
France French
Germany German
Iran Iranian
Iraq Iraqi
Japan Japanese
Morocco Moroccan
Nigeria Nigerian
Panama Panamanian
Poland Polish
Russia Russian
Saudi Arabia Saudi Arabian
South Africa South African
Spain Spanish
Turkey Turkish
United Kingdom (UK) British
United States of America (USA) North American
5. Professions / Profesiones
Professions Profesiones
Accountant Contador/a
Actor Actor - actriz
Architect Arquitecto/a
Astronaut Astronauta
14. Pilot Piloto
Plumber Plomero/a
Police officer Policía
Politician Político/a
Psychologist Psicólogo/a
Receptionist Recepcionista
Reporter Reportero/a
Salesman-saleswoman Vendedor/a
Secretary Secretario/a
Security guard Guardia de seguridad
Shoemaker Zapatero/a
Singer Cantante
Soldier Soldado
Student Estudiante
Surgeon Cirujano/a
Tailor Sastre - sastra
Taxi driver Taxista
Teacher Profesor/a
Technician Técnico/a
Veterinarian Veterinario/a
Waiter Camarero
Waitress Camarera
Watchmaker Relojero/a
Writer Escritor/a
6. Definite and indefinite articles / Artículos definidos e indefinidos
There are many rules, exceptions and special cases in relation to articles.
Nevertheless, it is possible to learn a few rules that will help you to use them
correctly most of the time. / Hay varias reglas, excepciones y casos especiales
en relación con los artículos. Sin embargo, es posible aprender unas pocas
reglas que le ayudarán a usarlos correctamente la mayoría del tiempo.
15. • Definite articles refer to specific nouns and it is used for all genders, in singular
and in plural. / El artículo the se refiere a sustantivos específicos y es usado
para todos los géneros en singular y plural.
Examples / Ejemplos:
The sun, the earth, the history book, the flowers.
The article the is used: / El artículo the se usa:
a. When we refer to geographical points. / Cuando nos referimos a puntos
geográficos.
Example / Ejemplo:
The North Pole.
b. When we refer to rivers, oceans and seas. / Cuando nos referimos a ríos,
océanos o mares.
Example / Ejemplo:
The Amazon River, the Atlantic Ocean, the East China Sea.
c. When we refer to things that are unique. / Cuando nos referimos a cosas
únicas.
Example / Ejemplo:
The Statue of Liberty, the Pope, the Himalayas.
They are unique, because there is only one of a kind. / Son únicas
porque sólo hay una de su clase.
d. When there is only one of a kind in a place or in a surrounding area. /
Cuando sólo existe uno (a) de su clase en un lugar o a los alrededores.
Example / Ejemplo:
I need the book that is on the table.
Look at the boy that is in black t-shirt over there.
16. Note: The is not used when referring to: / Nota: The no se usa cuando se
refiere a:
- Countries. / Países.
Correct / Correcto Incorrect / Incorrecto
France is a touristic place. The France is a touristic place.
Exception 1: with countries that include words like kingdom, states or
republic the is used. / Excepción 1: cuando los países incluyen
palabras como kingdom, states, o republic, the es usado.
The United Kingdom, the United States of America, the Republic of
China.
Exception 2: with countries with plural nouns. / Excepción 2: con
países con nombre en plural.
The Philippines.
- Languages. / Idiomas.
Correct / Correcto Incorrect / Incorrecto
Portuguese is an important
language.
The portuguese is an important
language.
- Eating ocassions. / Ocasiones de comida.
Correct / Correcto Incorrect / Incorrecto
Breakfast is a necessary
meal.
The breakfast is a necessary meal.
- Professions. / Profesiones.
Correct / Correcto Incorrect / Incorrecto
Medicine is a long career. The medicine is a long career.
- Holidays. / Días de fiesta.
17. Correct / Correcto Incorrect / Incorrecto
I love Christmas. I love the Christmas.
- Places or locations. / Lugares o sitios.
Correct / Correcto Incorrect / Incorrecto
He is in prison. He is in the prison.
- Streets. / Calles.
Correct / Correcto Incorrect / Incorrecto
My house is on 7th street. My house is on the 7th street.
- Sports. / Deportes.
Correct / Correcto Incorrect / Incorrecto
My husband plays tennis. My husband plays the tennis.
- With uncountable nouns. / Con sustantivos incontables.
Correct / Correcto Incorrect / Incorrecto
Rice is a nutritious product. The rice is a nutritious product.
• Indefinite articles refer to non-specific nouns. There are two kinds of indefinite
articles: a and an. / Los artículos indefinidos se usan con sustantivos no
específicos. Hay dos tipos de artículos indefinidos: a y an.
Example / Ejemplo:
An apple, a pencil, an ambulance, a book.
Note: compare the following examples. / Nota: compare los siguientes
ejemplos.
I have a book.
18. Fuente: SENA
The article a is used because it refers to a book in general, not to a
specific one. / El artículo a es usado porque aquí se hace referencia a un
libro en general, no a uno específico.
The history book is interesting.
Fuente: SENA
The article the is used because it refers to a specific book, in this case, the
History book. / El artículo the es usado porque se refiere a un libro
específico, en este caso al libro de historia.
a. The indefinite article a is used before nouns that begin with consonant
sounds. / El artículo a se usa antes de sustantivos que inician con un
sonido de consonante.
Examples / Ejemplos:
• This is a beautiful house.
• I have a guitar at home.
19. • She needs a telephone to make a call.
• They read a difficult book.
b. The indefinite article an is used before nouns that begin with vowel sounds.
/ El artículo an se usa antes de sustantivos que inician con un sonido de
vocal.
Examples / Ejemplos:
• We want to eat an apple.
• She is an English teacher.
• There is an elephant in the zoo.
• They need an ambulance.
c. The indefinite articles are also used before professions and job titles. / Los
artículos indefinidos también son usados antes de las profesiones o cargos.
Examples / Ejemplos:
• She is an engineer.
• He is a doctor.
d. When you refer to a specific person with a profession or job title, you should
use the definite article the. / Cuando se refiere a una persona específica
con una profesión o cargo, usted debe usar el artículo definido the.
Examples / Ejemplos:
• The doctor is not here.
• The teacher is from Germany.
7. Family members / Miembros de la familia
The list of family members is shown below. / La lista de los miembros de la
familia es mostrada a continuación.
A. Nuclear family / Núcleo familiar
Father Papá
Mother Mamá
Son Hijo
20. Daughter Hija
Brother Hermano
Sister Hermana
Husband Esposo
Wife Esposa
B. Extended family / Familia lejana
Great-great grandfather Tatarabuelo
Great-great grandmother Tatarabuela
Great grandfather Bisabuelo
Great grandmother Bisabuela
Grandfather Abuelo
Grandmother Abuela
Grandson Nieto
Granddaughter Nieta
Great grandson Bisnieto
Great granddaughter Bisnieta
Great-great grandson Tataranieto
Great-great granddaughter Tataranieta
Grandparents Abuelos
Grandchildren Nietos
Uncle Tío
Aunt Tía
Cousin Primo
Nephew Sobrino
Niece Sobrina
C. The family in-laws / Familia política
Father in-law Suegro
Mother in-law Suegra
Son-in-law Yerno
21. Daughter-in-law Nuera
Brother-in-law Cuñado
Sister-in-law Cuñada
D. Family related by upbringing / Familia relacionada por crianza
Stepfather Padrastro
Stepmother Madrastra
Stepson Hijastro
Stepdaughter Hijastra
Stepsister Hermanastra
Stepbrother Hermanastro
Half-brother Medio hermano
Half-sister Medio hermana
Listen to the following conversation. Read while you listen. / Escuche la siguiente
conversación. Lea mientras escucha.
Contextualization / Contextualización
22. Fuente: SENA
Fuente: SENA
Welcome to my blog!
My name is Sara Passolini. I am Italian.
I am 20 years old. I am a university student and I am
single. I live in Rome. It is a beautiful city. There are
many tourist attractions in Rome, such as museums,
palaces, parks, churches, basilicas, and theaters. One
of the most important is The Colosseum.
I live in an apartment with my pet Titou. He is a
beautiful and friendly cat.
Thank you for reading my blog!
Hello everyone!
I am Ivan Yermakov. I am 36 years old.
I am from Russia. I live in Kassan, an old city
in Russia. I live with my beautiful wife and my
two children. Their names are Nicolai and Yuri.
Nicolai is seven years old and Yuri is five. I am
a mailman and my wife is a secretary. Our
children go to a good school. They are very
intelligent. I know many people in my city. If
you need a lawyer, a doctor or a priest, let me
know!
Tell me about yourself!
23. Fuente: SENA
Fuente: SENA
Hi friends!
I'm Oscar Patterson. I'm an American architect.
I'm 45 years old and I'm divorced. I don’t have
children. I live in Denver, a city in Colorado. I design
beautiful houses and buildings. In my free time, I
read about architecture and history.
Denver is an important city where communication,
transportation and manufacturing are main
activities.
Why don’t you come and visit Denver’s
amazing places?
Hello!
My name is Layla Pinto. I am 27 years
old. I am from Brazil. I am a hairdresser. I love my
job because I can meet a lot of people. My family
consists of my dad, my mom and my sister. My
father is a mechanic and my mom is a librarian. My
sister is a veterinarian. She loves animals. In my
house there are two cats and one dog. We love
them! Our life is great because in this country
there are many things to do. What I like the most
are the beaches. I love surfing. If you need a
haircut, please call my cellphone.
The number is 353-7426660.
24. Based on the previous activity, choose the option that best completes the
statement or answers the questions. / Basado en la anterior actividad, elija la
opción que mejor complete el enunciado o responda las preguntas.
1. Laura Passolini thinks that Rome is a beautiful city because:
a. It has nice weather.
b. It is the largest city in Italy.
c. It has important places to visit.
d. It has beautiful beaches.
2. Ivan is:
a. Single.
b. Divorced.
c. Widowed.
d. Married.
3. One of the main activities in Denver is:
a. Tourism.
b. Transportation.
c. Education.
d. Construction.
4. One attraction in Brazil:
a. Animals.
b. Women.
c. Beaches.
d. Stadiums.
5. Who is an architect?
a. Ivan Yermakov.
b. Sara Passolini.
c. Oscar Patterson.
d. Layla Pinto.
Comprehension / Comprensión
25. A. Relate the question to the corresponding answer. / Relacione la pregunta con
la respuesta correspondiente.
1. Where is the stapler? a.I am from Venezuela.
2. How old is she? b.She is 23 years old.
3. When is his birthday? c.He is a psychologist.
4. What is her marital status? d.She is divorced.
5. Where are you from? e.It is on the desk.
6. What is his profession? f. It is on December 22nd.
7. Why are the windows open? g.Because it is warm inside.
B. Choose the correct WH word to complete the sentences. / Elija la palabra con
WH correcta para completar las oraciones.
Why Where Why Which What
Where When What Who Where
1. ______ is her name? Her Name is Rosana.
2. ______ is my bag? I don’t know.
3. ______are they happy? Because they are on vacation.
4. ______is their wedding? On December 1st.
5. ______is the problem? Her mom is very sick.
6. ______is your favorite actor? Roberto Morales.
7. ______ apartment do you like the most? (the old one or the new one). The
old one!
8. ______is she late? Because of traffic.
9. ______ is the meeting? In my office.
10. ______is the teacher from? He is from France.
Practice 1 / Práctica 1
26. C. Listen to the audio and organize the words as you hear them in the recording.
/ Escuche el audio y organice las palabras mientras escucha la grabación.
To do this exercise goes the multimedia version of the study material. You can
find it in the button Activity 1 / Learning Guide, Materials and
Support materials / Material: Welcome!. / Para realizar este
ejercicio consulte el material multimedia que se encuentra en el
botón Activity 1 / Learning Guide, Materials and Support materials /
Material: Welcome!.
1. 51 am years old I
2. single he is
3. from is where she ?
4. father is English an my teacher
5. your is marital ? status what
6. ? happy why she is
D.Organize the words to make correct sentences. / Organice las palabras para
formar oraciones correctas.
1. name / is / my / Richard /
____________________
2. is / her / profession / what /
____________________
3. is / veterinarian / a / he /
27. __________________
4. apartment / old / the / is /
____________________
5. husband / an / my / engineer / is /
__________________________
A. Relate the object pronoun to the corresponding subject pronoun. / Relacione
el pronombre objeto hacia el pronombre sujeto correspondiente.
1. I a. Me
2. You b. Them
3. He c. Us
4. She d. Him
5. It e. You
6. We f. It
7. They g. Her
B. Complete the text with the corresponding word. / Complete el texto con la
palabra correcta.
Words / Palabras:
an a He They His Their
Robert is (1)_______ dentist. (2) _______ is married and (3) _________ wife
is (4) _______ judge. They live in (5) _______ big house. (6) _______ have
two children and (7) ____ pet. Robert works in (8) ____ hospital and Karla in
(9) ____ office. (10) ______ children go to (11)______ private school.
Practice 2 / Práctica 2
28. C. Complete the sentences with the correct possessive adjective. Look at the
pictures for clues. / Complete las oraciones con el adjetivo posesivo correcto.
Encuentre pistas en las imágenes.
Possessive adjectives / Adjetivos posesivos:
his their my our her its your
1. I love _____ country.
Fuente: SENA
2. _____mother is a nice person.
Fuente: SENA
29. 3. He is Ruskov. _____ nationality is
Russian.
Fuente: SENA
4. She is my French teacher ______
husband is the English teacher.
Fuente: SENA
5. This is a good cellphone.
_______ games are excellent!
Fuente: SENA
30. 6. We are friends. _______ parents
work together.
Fuente: SENA
7. I like _________ car. It is black
and it is new.
Fuente: SENA
A. This is Kevin’s family tree. Write the number corresponding to the member of
the family in the family tree. / Este es el árbol familiar de Kevin. Escriba el
número correspondiente al miembro de la familia en el árbol familiar.
Practice 3 / Práctica 3
31. Fuente: SENA
1. Kevin’s paternal grandfather.
2. Kevin’s maternal grandmother.
3. Kevin’s mother.
4. Kevin’s maternal grandfather.
5. Kevin’s paternal grandmother.
6. Kevin’s sister.
7. Kevin’s father.
B. Write the missing word to complete the sentences. / Escriba la palabra que falta
para completar las oraciones.
Example / Ejemplo:
When one of your children is a girl, she is your → d - a - u - g - h - t - e – r.
1. When one of your children is a boy, he is your __ __ __.
2. Your dad’s father is your __ __ __ __ __ __ __ __ __ __ __.
3. The child of your aunt is your __ __ __ __ __ __.
4. The male child of your brother is your __ __ __ __ __ __.
5. The brother of your mother is your __ __ __ __ __.
6. Diana’s mom has a new husband who is not Diana’s father. He is Diana´s
__ __ __ __ __ __ __ __ __ __.
Kevin
32. 7. The wife of your son is your__ __ __ __ __ __ __ __ __ __ __ __ __ __ __.
8. The female child of your sister is your __ __ __ __ __.
C. Choose the correct article to complete the sentences. / Elija el artículo
correcto para completar la oración.
1. She is _______ cook.
Fuente: SENA
2. There is an accident. Call _____
ambulance.
Fuente: SENA
33. 3. Which one is your car? It is ____
pink one.
Fuente: SENA
4. Soccer is ______ good game.
Fuente: Fotolia (s.f.)
34. 5. Is this _______ bad time?
Fuente: SENA
6. I really like _______ parks.
Fuente: SENA
7. Bombay is in _________ India. It
is ________ beautiful city.
Fuente: Fotolia (s.f.)
35. 8. Tonight is _________ cold night;
look at ________ moon. It is very
beautiful.
Fuente: Fotolia (s.f.)
9. My grandpa wants to eat
_______ orange.
Fuente: SENA
10. ________ sanctuary of
Monserrate is _____ beautiful
place in Bogota.
Fuente: Fotolia (s.f.)
36. D. Write the profession. / Escriba la profesión.
1.
Fuente: SENA
__ __ __ __ __ __ __ __ __ __ __
2.
Fuente: SENA
__ __ __ __ __
41. Note: This practice must be completed using the multimedia version of the
study material. There you will find the corresponding sound files. / Nota: esta
práctica debe ser completada usando la versión multimedia del material de
estudio. Allí encontrará los archivos de audio correspondientes.
A. Classify the following alphabet letters according to their vowel sound. One is
done for you. / Clasifique las siguientes letras del abecedario de acuerdo con
el sonido de su vocal. Una ya está hecha.
e i eɪ
A E J
B. Listen to the following words. Pay attention to the pronunciation of the vowel in
each word. Then, say them aloud. Try to imitate the vowel sounds you hear. /
Escuche las siguientes palabras. Preste atención a la vocal de cada palabra.
Luego, dígalas en voz alta tratando de imitar los sonidos vocálicos
escuchados.
Pronunciation practice / Práctica de pronunciación
42. Note: if there are more than two vowels in a word, pay attention to the one in
the underlined syllable. / Nota: si hay más de dos vocales en una palabra,
preste atención únicamente a la vocal en la sílaba subrayada.
ʌ u e eɪ
Brother
Umbrella
Cameroon
Shoe
Chemist
Denmark
Baker
Great
Now, classify the words on the following list according to the vowel sound you
hear. / Ahora, clasifique las palabras en la lista de acuerdo con el sonido que
escuche.
Baby
Student
You
Peruvian
Waiter
Jeweler
Who
Colombia
Great-mother
Plumber
Cousin
Husband
Great grandmother
Son
Shoemaker
Dentist
Hairdresser
Uncle
Judge
ʌ u e eɪ
C. Listen to the following words. Pay attention to the pronunciation of the
underlined consonant in each word. Then, say them aloud. Try to imitate the
consonants sounds you hear. / Escuche las siguientes palabras. Preste
atención a la consonante subrayada en cada palabra. Luego, diga las
palabras en voz alta tratando de imitar los sonidos consonánticos
escuchados.
43. w h j k ɡ
Which
We
Who
He
You
Use
Cook
Chemist
Grand
England
Now, classify the words on the following list according to the consonant sound
you hear. / Ahora, clasifique las palabras en la lista de acuerdo con el sonido
de la consonante que escuche.
Wife
Husband
Architect
Baker
Year
Algeria
Waiter
Half-brother
Germany
Young
His
Egypt
He
Graphic designer
Which
Hairdresser
Nigeria
Yes
Bank clerk
Why
Yellow
w h j k ɡ
D. Listen to the following words. Pay attention to the stressed syllable. / Escuche
las siguientes palabras. Preste atención a la ubicación de la sílaba acentuada.
44. Actor
Mother
Gardener
Fisherman
Designer
Inspector
Phonetician
Electrician
Photographer
Receptionist
Now, classify the words on the list according to their stress pattern. / Ahora,
clasifique las palabras en la lista de acuerdo con su patrón acentual.
• Politician.
• Cousin.
• Librarian.
• Consultant.
• Hair-dresser.
• Mechanic.
• Baker.
• Argentinian.
• Psychologist.
• Accountant.
• Germany.
• Dentist.
• Receptionist.
• England.
• Australia.
• Pilot.
E. Listen to the pronunciation of the following sentences. Then, say them aloud.
Try to imitate the intonation pattern used. / Escuche la pronunciación de las
siguientes oraciones. Luego, dígalas en voz alta tratando de imitar el patrón
de entonación usado.
45. Hello!
Who is your English teacher?
Who do you live with?
Where do you live?
Are you single?
Where are you?
What is your phone number?
Why are you sad?
When is your birthday?
Who is there?
What’s the problem?
We need an ambulance.
She is a cook.
He is a mechanic.
This is my grandfather.
We are friends. Our parents work
together.
I am divorced, and you?
Look at the flowers. I love them!
My husband is an engineer.
What is your marital status?
Where is the meeting?
She is a veterinarian. She loves
animals.
The apartment is old.
My grandpa wants to eat an apple.
46. References / Referencias
• Fotolia. (s.f.). Jogador de Futebol.
• Fotolia. (s.f.). Monserrate Church. Consultado el 29 de agosto de 2014, en
http://co.fotolia.com/id/63499198
• Fotolia. (s.f.). Moon. Consultado el 29 de agosto de 2014, en
http://co.fotolia.com/id/60275376
• Fotolia. (s.f.). Taj Mahal Hotel, Mumbai, India. Consultado el 29 de agosto de
2014, en http://co.fotolia.com/id/47974068
Document control / Control del documento
Name Position Dependence Date
Author
Ricardo Aristizabal
Salinas
Theme expert
Asesor English Dot
Works - Programa
de bilingüismo
Dirección de
formación
profesional.
Dirección General
August
2014
Johana Méndez
Sarmiento
Theme expert
Asesor English Dot
Works - Programa
de bilingüismo
Dirección de
formación
profesional.
Dirección General
August
2014
Adaptation
Paola Andrea
Bobadilla
Gutiérrez
Copy editor – Línea
de producción
Centro
Agroindustrial.
Regional Quindío
August
2014