This document appears to be a Spanish language photo album created by Anabel. It contains 6 sentences to complete with verbs like "am", "is", or "are". The sentences practice identifying singular and plural subjects and using the correct verb form to complete simple sentences in English.
The document lists regular verbs in both their base form and past tense form, along with their meanings. It includes common verbs like stop, stay, appear, love, like, graduate, marry, practice, want, rob, hug, die, travel, walk, hurry, live, close, enjoy, return, land, open, visit, study, finish, clean, climb, explain, discover, start, watch, and invent. The document provides a chart for users to fill in the past tense forms and meanings of these regular verbs.
This document discusses the two main types of questions in English: subject questions and object questions. Subject questions ask who or what performs an action, using words like who or what instead of the subject of the sentence. Object questions ask what action was performed, or to whom, where, or when, focusing on the object rather than subject. Examples are provided of changing statements to subject questions by replacing the subject with who or what.
This document outlines a typical daily routine for an English teacher named Mrs. Anabel Montes. The routine includes waking up, leaving home, taking a shower, arriving at work, taking the children to school, eating breakfast, going shopping, getting dressed, and various classroom activities. It also prompts the reader to ask a partner about their daily routine and write down the times. The document provides a schedule template and listening exercises to learn about daily routines.
The document provides a lesson on comparative adjectives in English. It lists common adjectives and their comparative forms by adding "-er", such as "big-bigger" and "tall-taller". For some adjectives the comparative uses "more", such as "intelligent-more intelligent". Examples of comparative sentences are given using the structure of adjective+"-er"+"than". The summary focuses on the core content about forming and using comparative adjectives in English.
This document discusses stressed and unstressed syllables in English words. It explains that stressed syllables are long and have full vowel sounds, while unstressed syllables are short and often reduced. It provides the example of the word "banana" to demonstrate how the first and third syllables are unstressed (short) while the middle syllable is stressed (long). The document concludes with an activity that asks the reader to underline the stressed words in a list of example words.
The document discusses the present simple tense in English. It explains that the present simple tense is used to talk about things in general or habitual actions. It provides examples of affirmative, interrogative, and negative sentence structures in the present simple tense using subjects like I, you, we, they, he/she/it. Key aspects covered include using do/does for interrogative and negative sentences, and adding -s to third person singular subjects like he/she/it. More examples of sentences in the present simple tense are given to illustrate its use.
Sarah is having problems moving into her new apartment. She cannot get into the apartment because the landlady is not there with the keys. The apartment has two bedrooms and is fully furnished with items like a sofa, armchair, bookshelf, and coffee table in the living room. Sarah wants her friend to visit the apartment and help her move in.
This document appears to be a Spanish language photo album created by Anabel. It contains 6 sentences to complete with verbs like "am", "is", or "are". The sentences practice identifying singular and plural subjects and using the correct verb form to complete simple sentences in English.
The document lists regular verbs in both their base form and past tense form, along with their meanings. It includes common verbs like stop, stay, appear, love, like, graduate, marry, practice, want, rob, hug, die, travel, walk, hurry, live, close, enjoy, return, land, open, visit, study, finish, clean, climb, explain, discover, start, watch, and invent. The document provides a chart for users to fill in the past tense forms and meanings of these regular verbs.
This document discusses the two main types of questions in English: subject questions and object questions. Subject questions ask who or what performs an action, using words like who or what instead of the subject of the sentence. Object questions ask what action was performed, or to whom, where, or when, focusing on the object rather than subject. Examples are provided of changing statements to subject questions by replacing the subject with who or what.
This document outlines a typical daily routine for an English teacher named Mrs. Anabel Montes. The routine includes waking up, leaving home, taking a shower, arriving at work, taking the children to school, eating breakfast, going shopping, getting dressed, and various classroom activities. It also prompts the reader to ask a partner about their daily routine and write down the times. The document provides a schedule template and listening exercises to learn about daily routines.
The document provides a lesson on comparative adjectives in English. It lists common adjectives and their comparative forms by adding "-er", such as "big-bigger" and "tall-taller". For some adjectives the comparative uses "more", such as "intelligent-more intelligent". Examples of comparative sentences are given using the structure of adjective+"-er"+"than". The summary focuses on the core content about forming and using comparative adjectives in English.
This document discusses stressed and unstressed syllables in English words. It explains that stressed syllables are long and have full vowel sounds, while unstressed syllables are short and often reduced. It provides the example of the word "banana" to demonstrate how the first and third syllables are unstressed (short) while the middle syllable is stressed (long). The document concludes with an activity that asks the reader to underline the stressed words in a list of example words.
The document discusses the present simple tense in English. It explains that the present simple tense is used to talk about things in general or habitual actions. It provides examples of affirmative, interrogative, and negative sentence structures in the present simple tense using subjects like I, you, we, they, he/she/it. Key aspects covered include using do/does for interrogative and negative sentences, and adding -s to third person singular subjects like he/she/it. More examples of sentences in the present simple tense are given to illustrate its use.
Sarah is having problems moving into her new apartment. She cannot get into the apartment because the landlady is not there with the keys. The apartment has two bedrooms and is fully furnished with items like a sofa, armchair, bookshelf, and coffee table in the living room. Sarah wants her friend to visit the apartment and help her move in.
This document provides instruction on forming sentences in the present simple tense in English. It discusses the affirmative and interrogative forms of the present simple tense and provides examples. It also covers forming the third person singular by adding "s" or "es" depending on the verb ending, and provides practice examples for students.
This document contains a list of adjectives describing various attributes including appearance, speed, cost, style, and size. The adjectives range from "Pretty" to "Ugly" for appearance, "Slow" to "Fast" for speed, "Cheap" to "Expensive" for cost, "Old fashioned" to "Modern" for style, and "Small" to "Big" for size.
Este documento presenta una lección sobre las expresiones "gustar" y "no gustar" en español. La lección incluye ejemplos de oraciones que usan "me gusta" y "no me gusta", así como una actividad para que los estudiantes identifiquen cosas que les gustan y no les gustan a través de imágenes y oraciones. También contiene un ejercicio para llenar espacios en blanco con "no" y "no le" en oraciones sobre gustos y disgustos.
Anabel compartió un álbum de fotografías que incluía varias fotos con números escritos debajo. Las fotos mostraban diferentes probabilidades futuras como 6 de 4, 8 de 3, 10 de 2, 32 de 4 y 37 de 7.
This document discusses the use of adverbs of frequency in English sentences. It provides examples of common adverb placements and exercises for the student to practice making sentences using adverbs like "usually," "always," "never," "sometimes," and "often." The exercises direct students to interview partners and write responses using these adverbs to describe their own weekly routines and habits.
This document provides information about the present continuous tense in English, including:
1) How to form the present continuous tense using the verb "to be" and verbs ending in "-ing".
2) Examples of the present continuous tense being used to describe actions happening at the moment.
3) Other uses of the present continuous tense including for planned future events and arrangements.
The document provides instruction on using "there is/are", "there isn't/aren't", and "is there/are there" to ask and state if something exists or not in singular or plural form. It gives examples of affirmative and negative sentences in the present tense and questions using various animals and objects. Exercises at the end ask to change sample sentences into the three forms.
This document provides information about the simple present and present progressive tenses in English. It includes examples of how to use each tense to describe habitual or repeated actions, actions happening one after another, and actions occurring now. Signal words that are used with each tense are listed. Exercises are then provided for students to practice filling in sentences using the correct verb forms.
The document discusses the use of the modal verbs "can" and "could" in English to describe abilities. "Can" is used to talk about present or future abilities, while "could" is used to talk about past abilities. Examples are provided showing how to use "can" and "could" with different subjects to discuss present, past, and future abilities.
This document provides descriptions of different types of vacations and asks the reader to match each description with the correct term. It includes: (1) a vacation organized by a company which is a package vacation, (2) a trip to visit famous places which is a sightseeing trip, (3) a vacation where food and hotels are included which is an all-inclusive vacation, (4) travel via airplane which is a flight, (5) traveling around cheaply carrying luggage which is a backpacking vacation, (6) a vacation where the hotel is a ship which is a cruise, (7) a short trip to visit places with a group which is a tour, and (8) a trip to look at buildings
This document discusses different ways to use the modal verb "can" in English. It explains that "can" is used to express ability, such as "My brother can play the piano." It also describes using "can" and "can't" to ask for and give permission, like "Can I go to the toilet, please?" And "can" is used to ask someone to do something, as in "Can you close the door, please?" The document provides examples for each use of "can" in short sentences.
This document provides a list of adjectives and their comparative forms, including dry, wet, far, near, heavy, light, long, short, weak, and strong. It then gives examples of how to use the comparative form of adjectives in sentences using "er" and "than", such as "I am taller than my sister" and "A car is bigger than a bike". The document concludes with exercises for the student to complete using the correct comparative form of adjectives in sentences.
The document discusses imperative verbs, which are verbs that give orders or instructions by telling someone what to do. Imperative verbs are often used when writing instructions, as they follow time connectives like "first", "next", and "then" to indicate the steps. Examples of imperative verbs provided are turn, mix, fold, cut, stick, plug, and pour. The document also contains exercises for selecting the appropriate imperative verb to complete instructions.
This document provides information about the auxiliary verbs can, have to, should, and don't have to in English. It discusses their uses for expressing ability, permission, obligation, advice, and opinions. Examples are given for their structures and forms in affirmative, negative and interrogative sentences. Exercises are included to practice using these modal auxiliary verbs in different contexts.
The document defines verbs as words that indicate actions, events, or states of being. It provides examples of common action verbs like "coughed", "swallowed", and "ran". To identify the verb in a sentence, the reader is instructed to locate the subject and ask what it is doing. Several example sentences are then given and the verb is identified in each case by determining the action or state of being.
This list contains items one might pack for a day at the beach or park including a swimsuit, baseball cap, hat, shorts, sunglasses, flip flops, bag, handbag, ball, and ice cream.
The document is an English lesson about different modal verbs - can, have to, should, and their uses. It provides examples of how to use each modal verb to talk about ability, permission, requests, obligation, advice and recommendations. It also includes exercises for students to practice using the modal verbs in sentences. The lesson is intended to teach English grammar structures related to possibility, permission, obligation and advice.
This document contains an English exercise with multiple parts:
- Part A provides 20 positive simple past tense sentences to complete.
- Part B provides 20 sentences to change the sentences in Part A to negative form.
- The document provides context that it is an English exercise created by Mrs. Anabel Montes, an English teacher.
El documento presenta una lista de 10 palabras en inglés relacionadas con características físicas como peso, distancia, longitud y humedad. También incluye ejercicios para descifrar y emparejar estas palabras.
El documento presenta una lista de palabras en inglés relacionadas con adjetivos de descripción física como ligero, pesado, corto, largo, seco y húmedo. Luego, proporciona ejercicios para completar palabras con letras faltantes, reordenar letras en palabras y emparejar adjetivos en inglés con sus traducciones en español. El objetivo general es practicar vocabulario adjetival en inglés.
This document contains an English worksheet with grammar exercises on using the simple past tense. The exercises include filling in blanks with simple past verbs, writing what activities someone did or did not do yesterday in simple past form, and rewriting a story in simple past tense and answering questions about it. The story is about a young sailor named Bob who falls in love with his neighbor's daughter while home from voyage and promises to send her presents from each port.
This document provides instruction on forming sentences in the present simple tense in English. It discusses the affirmative and interrogative forms of the present simple tense and provides examples. It also covers forming the third person singular by adding "s" or "es" depending on the verb ending, and provides practice examples for students.
This document contains a list of adjectives describing various attributes including appearance, speed, cost, style, and size. The adjectives range from "Pretty" to "Ugly" for appearance, "Slow" to "Fast" for speed, "Cheap" to "Expensive" for cost, "Old fashioned" to "Modern" for style, and "Small" to "Big" for size.
Este documento presenta una lección sobre las expresiones "gustar" y "no gustar" en español. La lección incluye ejemplos de oraciones que usan "me gusta" y "no me gusta", así como una actividad para que los estudiantes identifiquen cosas que les gustan y no les gustan a través de imágenes y oraciones. También contiene un ejercicio para llenar espacios en blanco con "no" y "no le" en oraciones sobre gustos y disgustos.
Anabel compartió un álbum de fotografías que incluía varias fotos con números escritos debajo. Las fotos mostraban diferentes probabilidades futuras como 6 de 4, 8 de 3, 10 de 2, 32 de 4 y 37 de 7.
This document discusses the use of adverbs of frequency in English sentences. It provides examples of common adverb placements and exercises for the student to practice making sentences using adverbs like "usually," "always," "never," "sometimes," and "often." The exercises direct students to interview partners and write responses using these adverbs to describe their own weekly routines and habits.
This document provides information about the present continuous tense in English, including:
1) How to form the present continuous tense using the verb "to be" and verbs ending in "-ing".
2) Examples of the present continuous tense being used to describe actions happening at the moment.
3) Other uses of the present continuous tense including for planned future events and arrangements.
The document provides instruction on using "there is/are", "there isn't/aren't", and "is there/are there" to ask and state if something exists or not in singular or plural form. It gives examples of affirmative and negative sentences in the present tense and questions using various animals and objects. Exercises at the end ask to change sample sentences into the three forms.
This document provides information about the simple present and present progressive tenses in English. It includes examples of how to use each tense to describe habitual or repeated actions, actions happening one after another, and actions occurring now. Signal words that are used with each tense are listed. Exercises are then provided for students to practice filling in sentences using the correct verb forms.
The document discusses the use of the modal verbs "can" and "could" in English to describe abilities. "Can" is used to talk about present or future abilities, while "could" is used to talk about past abilities. Examples are provided showing how to use "can" and "could" with different subjects to discuss present, past, and future abilities.
This document provides descriptions of different types of vacations and asks the reader to match each description with the correct term. It includes: (1) a vacation organized by a company which is a package vacation, (2) a trip to visit famous places which is a sightseeing trip, (3) a vacation where food and hotels are included which is an all-inclusive vacation, (4) travel via airplane which is a flight, (5) traveling around cheaply carrying luggage which is a backpacking vacation, (6) a vacation where the hotel is a ship which is a cruise, (7) a short trip to visit places with a group which is a tour, and (8) a trip to look at buildings
This document discusses different ways to use the modal verb "can" in English. It explains that "can" is used to express ability, such as "My brother can play the piano." It also describes using "can" and "can't" to ask for and give permission, like "Can I go to the toilet, please?" And "can" is used to ask someone to do something, as in "Can you close the door, please?" The document provides examples for each use of "can" in short sentences.
This document provides a list of adjectives and their comparative forms, including dry, wet, far, near, heavy, light, long, short, weak, and strong. It then gives examples of how to use the comparative form of adjectives in sentences using "er" and "than", such as "I am taller than my sister" and "A car is bigger than a bike". The document concludes with exercises for the student to complete using the correct comparative form of adjectives in sentences.
The document discusses imperative verbs, which are verbs that give orders or instructions by telling someone what to do. Imperative verbs are often used when writing instructions, as they follow time connectives like "first", "next", and "then" to indicate the steps. Examples of imperative verbs provided are turn, mix, fold, cut, stick, plug, and pour. The document also contains exercises for selecting the appropriate imperative verb to complete instructions.
This document provides information about the auxiliary verbs can, have to, should, and don't have to in English. It discusses their uses for expressing ability, permission, obligation, advice, and opinions. Examples are given for their structures and forms in affirmative, negative and interrogative sentences. Exercises are included to practice using these modal auxiliary verbs in different contexts.
The document defines verbs as words that indicate actions, events, or states of being. It provides examples of common action verbs like "coughed", "swallowed", and "ran". To identify the verb in a sentence, the reader is instructed to locate the subject and ask what it is doing. Several example sentences are then given and the verb is identified in each case by determining the action or state of being.
This list contains items one might pack for a day at the beach or park including a swimsuit, baseball cap, hat, shorts, sunglasses, flip flops, bag, handbag, ball, and ice cream.
The document is an English lesson about different modal verbs - can, have to, should, and their uses. It provides examples of how to use each modal verb to talk about ability, permission, requests, obligation, advice and recommendations. It also includes exercises for students to practice using the modal verbs in sentences. The lesson is intended to teach English grammar structures related to possibility, permission, obligation and advice.
This document contains an English exercise with multiple parts:
- Part A provides 20 positive simple past tense sentences to complete.
- Part B provides 20 sentences to change the sentences in Part A to negative form.
- The document provides context that it is an English exercise created by Mrs. Anabel Montes, an English teacher.
El documento presenta una lista de 10 palabras en inglés relacionadas con características físicas como peso, distancia, longitud y humedad. También incluye ejercicios para descifrar y emparejar estas palabras.
El documento presenta una lista de palabras en inglés relacionadas con adjetivos de descripción física como ligero, pesado, corto, largo, seco y húmedo. Luego, proporciona ejercicios para completar palabras con letras faltantes, reordenar letras en palabras y emparejar adjetivos en inglés con sus traducciones en español. El objetivo general es practicar vocabulario adjetival en inglés.
This document contains an English worksheet with grammar exercises on using the simple past tense. The exercises include filling in blanks with simple past verbs, writing what activities someone did or did not do yesterday in simple past form, and rewriting a story in simple past tense and answering questions about it. The story is about a young sailor named Bob who falls in love with his neighbor's daughter while home from voyage and promises to send her presents from each port.
This document contains an English worksheet with multiple grammar exercises on using the simple past tense. The exercises include filling in blanks with simple past verbs, writing what activities someone did or did not do yesterday in simple past tense, conjugating verbs to their simple past form, and rewriting a short story from the passage in simple past tense and answering comprehension questions about it. The story is about a young sailor named Bob who finds new neighbors with a daughter when he returns home from a voyage and promises to send her presents from each port.
The document is a worksheet for a 5th grade Spanish class on adverbs of possibility such as probably, definitely, maybe, and perhaps. It contains exercises to complete charts with these adverbs, order sentences using the adverbs, make new sentences with the adverbs, and reorder phrases containing the adverbs into categories.
The document lists various words related to the beach and summer activities. It contains exercises to complete partial words, unscramble words, and match words related to items commonly found at the beach. Some of the words included are: swimsuits, sand, seagulls, sunglasses, shorts, flip flops, beach bags, ice cream, and tourists.
This document discusses rules for making nouns plural in English. It explains that most nouns become plural by adding -s, but there are exceptions. Nouns ending in consonant-y change the y to i and add -es, while vowel-y nouns just add -s. Other exceptions add -es, like nouns ending in -ch, -sh, -s, -x. Some nouns have irregular plural forms like mouse/mice or man/men. The document provides examples and exercises for learners to practice forming plurals according to the rules.
This document discusses rules for making nouns plural in English. It explains that most nouns become plural by adding -s, but there are exceptions. Nouns ending in consonant-y change the y to i and add -es, while vowel-y nouns just add -s. Other exceptions add -es, like nouns ending in -ch, -sh, -s, -x. Some nouns have irregular plural forms like mouse/mice or man/men. The document provides examples and exercises for learners to practice forming plurals according to the rules.
This document provides instructions on how to form sentences in the past tense in English. It explains that the past simple is formed using "did" plus the base verb form, and lists examples of affirmative, negative, short negative, and interrogative past tense sentences. It then provides an exercise for students to practice forming positive, negative, and interrogative past tense sentences using example verbs.
This document is an album of photographs by Anabel. It contains several photos of Mrs. Anabel Montes, an English teacher, along with lessons on using "good at" and "going to" to talk about sports abilities and plans. The lessons include examples of how to use "good at" and "going to" correctly, exercises to complete sentences using this grammar, and an activity to practice using "good at" in sentences describing different athletic abilities.
This document appears to be an English worksheet for third grade students containing exercises on using imperative verbs correctly. The worksheet contains exercises where students must identify the correct imperative verb to use in a sentence, form negative imperatives, and choose the appropriate imperative form of a verb to complete sentences. The exercises focus on common imperative verbs like wait, come, ask, close, give, work, go, be, forget, smoke, save, take, be, walk, turn, sit, exercise, and dress.
The document discusses using "a/an", "per", and "every" to indicate frequency or regularity. It provides examples of sentences using these words, such as "I go swimming five times a week" and "I go swimming five times per week". It then lists exercises for the reader to practice using "a/an", "per", and "every" in sentences about frequency, such as "I play soccer two days a week" and "She cooks two times a day".