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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Adjectives
The document discusses adjectives and their usage. It notes that adjectives typically come before nouns, can follow forms of "to be", and do not change in the plural. Adjectives modify nouns and include descriptors like color, size, and other attributes.
The present simple
The document discusses the present simple tense in English. It is used to describe things that are generally true or habitual, such as "British people like animals." It covers the forms of the present simple, including positive and negative forms. It also discusses spelling rules for the third person singular, pronunciation rules, questions in the present simple using auxiliary verbs, and different types of questions including yes/no, short answer, and Wh- questions.
Imperatives grammar
This document discusses how to use imperatives and suggestions in English. It explains that imperatives are used to give orders and instructions, and can be positive by using the verb infinitive or negative by adding "don't" plus the verb. It also notes that "please" can make imperatives more polite. Suggestions are made using "let's" plus the verb infinitive for positive suggestions or "let's not" for negative ones.
Can/Can't
This document discusses the different meanings and uses of "can/can't + infinitive" in English. It explains that can/can't can indicate ability, possibility, permission, prohibition, or make a request. It provides examples for each meaning, such as "I can sing, but I can't dance" to show ability. It also discusses how can/can't is used in questions and with different subjects like I, you, we. In questions, can/can't inverts like the verb "be". It concludes that can't means cannot and the infinitive verb does not take "to" after can/can't.
Classroom language
The document discusses classroom language from two perspectives - what the teacher says and what the students say. It focuses on the different types of language used between teachers and students in a classroom setting.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Adjectives
The document discusses adjectives and their usage. It notes that adjectives typically come before nouns, can follow forms of "to be", and do not change in the plural. Adjectives modify nouns and include descriptors like color, size, and other attributes.
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The document discusses the present simple tense in English. It is used to describe things that are generally true or habitual, such as "British people like animals." It covers the forms of the present simple, including positive and negative forms. It also discusses spelling rules for the third person singular, pronunciation rules, questions in the present simple using auxiliary verbs, and different types of questions including yes/no, short answer, and Wh- questions.
Imperatives grammar
This document discusses how to use imperatives and suggestions in English. It explains that imperatives are used to give orders and instructions, and can be positive by using the verb infinitive or negative by adding "don't" plus the verb. It also notes that "please" can make imperatives more polite. Suggestions are made using "let's" plus the verb infinitive for positive suggestions or "let's not" for negative ones.
Can/Can't
This document discusses the different meanings and uses of "can/can't + infinitive" in English. It explains that can/can't can indicate ability, possibility, permission, prohibition, or make a request. It provides examples for each meaning, such as "I can sing, but I can't dance" to show ability. It also discusses how can/can't is used in questions and with different subjects like I, you, we. In questions, can/can't inverts like the verb "be". It concludes that can't means cannot and the infinitive verb does not take "to" after can/can't.
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The document discusses classroom language from two perspectives - what the teacher says and what the students say. It focuses on the different types of language used between teachers and students in a classroom setting.
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This diagram shows the layout of a classroom with various school supplies and furniture labeled. The classroom contains student desks, a teacher's desk, a whiteboard, projector, shelves, cupboards, coat hangers, and other common classroom items like pencils, notebooks, markers, and a ruler. The diagram provides a bird's-eye view of where different objects are placed in the classroom.
Questions review
This document provides instructions for forming yes/no and wh- questions in English. It discusses three main cases:
1) Questions using auxiliary verbs like "be", where the subject and verb are inverted (e.g. "Are you happy?").
2) Questions using modal verbs like "can", where the subject and modal verb are inverted (e.g. "Can I help you?").
3) Questions using auxiliary "do/does", where it is added to simple present tense verbs and the subject and auxiliary are inverted (e.g. "Does he smoke?").
Days of the week
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This document discusses the use of adverbs and expressions of frequency in English. It provides examples of common adverbs of frequency like always, often, usually, sometimes, hardly ever, and never. It also gives examples of how to use these adverbs to describe how often you do something, such as go to the cinema or have coffee. Adverbs of frequency are used before main verbs except for verbs like "be" and they go between "don't/doesn't" and the verb in negative sentences. The document also provides examples of using expressions of frequency like every day, every week, and twice a month to describe regular activities.
Whose and possessive 'S
The document discusses the possessive form of pronouns. It explains that the possessive form is used to show ownership or possession by adding an apostrophe and an "s" to the end of a pronoun. Common possessive pronouns include my, your, his, hers, its, ours, yours, and theirs.
Comparatives - Elementary
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Countable and uncountable nouns
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This document discusses the proper use of "there is" and "there are" in sentences. It notes that "there is" is used with singular nouns while "there are" is used with plural nouns. It also discusses how questions and negatives are formed using these phrases and provides examples of positive, negative, and interrogative sentences. Additionally, it highlights the difference between "there is" and "it is" and discusses using "there is" in lists when the first item is singular.
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Students in class 6B were asked to write about their likes and dislikes. Many enjoyed sports, music, TV shows and spending time with friends and family. Some disliked doing chores, homework, vegetables and losing games. Overall, students expressed a variety of interests and things they found enjoyable or not enjoyable in their daily lives.
Present continuous
The document discusses the present continuous tense in English grammar. It is used to describe actions that are happening now and is formed by using the verb "be" plus the main verb plus "-ing". Examples are given of affirmative, negative, and question sentence structures in the present continuous tense along with spelling rules for verbs ending in "-ing".
The Past Simple - Be, regular, irregular verbs
This document provides information and examples about using the past simple tense in English. It includes:
1) Forms of regular and irregular verbs in the past simple (e.g. worked, was);
2) Questions in the past simple using auxiliary verbs (e.g. did, was);
3) Spelling rules for forming regular past simple verbs;
4) Pronunciation rules for regular past simple verbs.
Quantifiers - Elementary
Quantifiers are linguistic expressions such as determiners and pronouns that indicate quantity in language. They can specify quantity precisely with numbers or measure words, or imprecisely with expressions like "some", "many", "few", and "all". Quantifiers are an essential part of sentences, conveying how much or how many of something is being referred to.
Past simple irregular verbs
This document provides examples of past tense conjugations of verbs in the infinitive form as well as questions using auxiliary verbs and subjects followed by infinitives. It shows past and past participle forms of common verbs like "go", "get", "see" as well as negative constructions with "didn't". It also gives wh-question word examples starting with "what", "who", "when", "where", and "how many" followed by auxiliary verbs and subjects plus infinitives.
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This document discusses different types of pronouns including subject pronouns like I, you, he, she, it, we, you, they and object pronouns like me, you, him, her, it, us, you, them. Examples are provided of using different pronouns such as "Can you help me?", "I know you", "She isn’t in love with him", "He phones her every day", "I don’t like it", "Wait for us!", "Call them this evening".
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This document provides examples of basic English grammar structures including:
- Subject-verb agreement for present and past tense verbs with different pronouns
- Question word acronyms (QASI) and examples of question structures
- Regular verb spelling rules for adding "-ed" or "-d" in the past tense
- Pronunciation rules for verbs ending in "-ed" depending on the preceding consonant.
Comparatives and superlatives preinterm
This document discusses comparatives and superlatives in English. It explains that comparatives show superiority, equality, or inferiority using more, as, or less along with adjectives and adverbs. Regular comparatives add -er while some irregular ones like good/better and bad/worse. Superlatives use -est or most/least and show something is the most or least of its type. They often use possessive adjectives and indicate place, group, or time period.
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The document discusses the use of the present perfect tense in English. It explains that the present perfect is used to talk about past experiences without specifying a time. It provides examples of using "ever" with negative verbs and "never" with positive verbs. It also distinguishes between using "been" and "gone", explaining that "been" refers to going and returning while "gone" refers to being in a place now. Finally, it notes that conversations often begin with questions in the present perfect for general information, then switch to the past simple to discuss specific details.
Second conditional
This document explains how to use the second conditional to talk about hypothetical or imaginary situations. It provides examples of second conditional sentences using "if + past tense" followed by "would/wouldn't + infinitive". It compares the second conditional to the first conditional and discusses using "would/wouldn't + infinitive" without an if clause. It also discusses using "could" and "might" with the infinitive in the second conditional. Finally, it provides examples of asking questions in the second conditional.
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The document discusses different tenses used to describe past events and actions in English, including:
1) The past simple, past continuous, past perfect, and past perfect continuous tenses are used to describe specific past incidents and the order of events.
2) The past simple is used for main consecutive actions, while the past continuous describes longer ongoing actions. The past perfect refers to earlier past events.
3) "Used to" and "would" can be used alternatively to the past simple to describe repeated past actions or habitual situations that have changed.
4) A mixture of tenses including "used to", "would", and the past simple with adverbs are typically used together to describe past
Past Modals for Speculation and Deduction
The document discusses the use of past modal verbs like must, may, might, can't, couldn't to speculate or make deductions about past actions. It provides examples of how these modal verbs are used to indicate different levels of certainty or possibility about past events. It also discusses some common mistakes made with modal verbs and other language like adjectives and adverbs that can be used for speculation.
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This document provides instructions for forming yes/no and wh- questions in English. It discusses three main cases:
1) Questions using auxiliary verbs like "be", where the subject and verb are inverted (e.g. "Are you happy?").
2) Questions using modal verbs like "can", where the subject and modal verb are inverted (e.g. "Can I help you?").
3) Questions using auxiliary "do/does", where it is added to simple present tense verbs and the subject and auxiliary are inverted (e.g. "Does he smoke?").
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This document lists the days of the week from Monday through Sunday. It provides a simple listing of the standard 7 days that make up a week, with each day spelled out on its own line in order. The days are listed sequentially from Monday through Sunday without any additional details or information about the days.
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The document provides information on conjugations of the verb "to be" in English. It lists the present tense positive and negative forms of the verb "to be" used with different subjects including I, you, he, she, it, we, and they. It provides the full and contracted forms. It also discusses the use of the verb "to be" in questions and short positive/negative answers. Key points covered include using contractions in informal contexts but not in positive short answers, and placing the verb before the subject in questions.
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Este documento presenta la información básica sobre un curso de inglés. Resume los principales temas como los niveles y convocatorias, los cambios de grupo, la comunicación, las clases, los menores de edad y las preguntas más frecuentes.
Adverbs and expressions of frequency
This document discusses the use of adverbs and expressions of frequency in English. It provides examples of common adverbs of frequency like always, often, usually, sometimes, hardly ever, and never. It also gives examples of how to use these adverbs to describe how often you do something, such as go to the cinema or have coffee. Adverbs of frequency are used before main verbs except for verbs like "be" and they go between "don't/doesn't" and the verb in negative sentences. The document also provides examples of using expressions of frequency like every day, every week, and twice a month to describe regular activities.
Whose and possessive 'S
The document discusses the possessive form of pronouns. It explains that the possessive form is used to show ownership or possession by adding an apostrophe and an "s" to the end of a pronoun. Common possessive pronouns include my, your, his, hers, its, ours, yours, and theirs.
Comparatives - Elementary
Comparatives are used to compare two things or people. They are formed by adding -er to adjectives with one syllable and more or -er to adjectives with more than one syllable. Irregular adjectives like good, bad, and far form their comparatives differently as better, worse, and farther.
Countable and uncountable nouns
This document discusses countable and uncountable nouns. Countable nouns can be singular or plural and require "a" or "some" in sentences, like apple and apples. Uncountable nouns are used in mass and don't change form for singular or plural, taking words like "some" and not "a", such as butter and sugar. Examples are provided of countable nouns that take "a" alone or "some" for plural, versus uncountable nouns that don't take "a".
There is are
This document discusses the proper use of "there is" and "there are" in sentences. It notes that "there is" is used with singular nouns while "there are" is used with plural nouns. It also discusses how questions and negatives are formed using these phrases and provides examples of positive, negative, and interrogative sentences. Additionally, it highlights the difference between "there is" and "it is" and discusses using "there is" in lists when the first item is singular.
Likes and dislikes
Students in class 6B were asked to write about their likes and dislikes. Many enjoyed sports, music, TV shows and spending time with friends and family. Some disliked doing chores, homework, vegetables and losing games. Overall, students expressed a variety of interests and things they found enjoyable or not enjoyable in their daily lives.
Present continuous
The document discusses the present continuous tense in English grammar. It is used to describe actions that are happening now and is formed by using the verb "be" plus the main verb plus "-ing". Examples are given of affirmative, negative, and question sentence structures in the present continuous tense along with spelling rules for verbs ending in "-ing".
The Past Simple - Be, regular, irregular verbs
This document provides information and examples about using the past simple tense in English. It includes:
1) Forms of regular and irregular verbs in the past simple (e.g. worked, was);
2) Questions in the past simple using auxiliary verbs (e.g. did, was);
3) Spelling rules for forming regular past simple verbs;
4) Pronunciation rules for regular past simple verbs.
Quantifiers - Elementary
Quantifiers are linguistic expressions such as determiners and pronouns that indicate quantity in language. They can specify quantity precisely with numbers or measure words, or imprecisely with expressions like "some", "many", "few", and "all". Quantifiers are an essential part of sentences, conveying how much or how many of something is being referred to.
Past simple irregular verbs
This document provides examples of past tense conjugations of verbs in the infinitive form as well as questions using auxiliary verbs and subjects followed by infinitives. It shows past and past participle forms of common verbs like "go", "get", "see" as well as negative constructions with "didn't". It also gives wh-question word examples starting with "what", "who", "when", "where", and "how many" followed by auxiliary verbs and subjects plus infinitives.
Object pronouns
This document discusses different types of pronouns including subject pronouns like I, you, he, she, it, we, you, they and object pronouns like me, you, him, her, it, us, you, them. Examples are provided of using different pronouns such as "Can you help me?", "I know you", "She isn’t in love with him", "He phones her every day", "I don’t like it", "Wait for us!", "Call them this evening".
Past Simple - Regular Verbs
This document provides examples of basic English grammar structures including:
- Subject-verb agreement for present and past tense verbs with different pronouns
- Question word acronyms (QASI) and examples of question structures
- Regular verb spelling rules for adding "-ed" or "-d" in the past tense
- Pronunciation rules for verbs ending in "-ed" depending on the preceding consonant.
Comparatives and superlatives preinterm
This document discusses comparatives and superlatives in English. It explains that comparatives show superiority, equality, or inferiority using more, as, or less along with adjectives and adverbs. Regular comparatives add -er while some irregular ones like good/better and bad/worse. Superlatives use -est or most/least and show something is the most or least of its type. They often use possessive adjectives and indicate place, group, or time period.
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The document discusses the use of the present perfect tense in English. It explains that the present perfect is used to talk about past experiences without specifying a time. It provides examples of using "ever" with negative verbs and "never" with positive verbs. It also distinguishes between using "been" and "gone", explaining that "been" refers to going and returning while "gone" refers to being in a place now. Finally, it notes that conversations often begin with questions in the present perfect for general information, then switch to the past simple to discuss specific details.
Second conditional
This document explains how to use the second conditional to talk about hypothetical or imaginary situations. It provides examples of second conditional sentences using "if + past tense" followed by "would/wouldn't + infinitive". It compares the second conditional to the first conditional and discusses using "would/wouldn't + infinitive" without an if clause. It also discusses using "could" and "might" with the infinitive in the second conditional. Finally, it provides examples of asking questions in the second conditional.
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This document provides information on the use of gerunds (verb + -ing) and infinitives (to + verb) in English. It lists common verbs that take gerunds or infinitives and gives examples. Key uses of gerunds include after prepositions and as the subject of a sentence. Key uses of infinitives include after adjectives and to express reason or purpose. The document also discusses differences in meaning when some verbs can take both forms and other constructions involving gerunds and infinitives.
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Here is a draft news report based on the information provided:
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This document discusses various English verb tenses and structures used to talk about the future, including:
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Best Way to Overcome Procrastination and Increase Productivity.pdfMillion-$-Knowledge {Million Dollar Knowledge}
Procrastination is a common challenge that many individuals face when it comes to completing tasks and achieving goals. It can hinder productivity and lead to feelings of stress and frustration.
However, with the right strategies and mindset, it is possible to overcome procrastination and increase productivity.
In this article, we will explore the causes of procrastination, how to recognize the signs of procrastination in oneself, and effective strategies for overcoming procrastination and boosting productivity.Aggression - Applied Social Psychology - Psychology SuperNotes
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!
The Six Working Genius Short Explanation
Working Genius is based on premise that in the task continuum each of us have pain point.
The Secret Warrior - Help Share a Parent or Loved Ones’ Cancer Diagnosis with...
The Secret Warrior - Help Share a Parent or Loved Ones’ Cancer Diagnosis with...CANSA The Cancer Association of South Africa
You may be stressed about revealing your cancer diagnosis to your child or children.
Children love stories and these often provide parents with a means of broaching tricky subjects and so the ‘The Secret Warrior’ book was especially written for CANSA TLC, by creative writer and social worker, Sally Ann Carter.
Find out more:
https://cansa.org.za/resources-to-help-share-a-parent-or-loved-ones-cancer-diagnosis-with-a-child/Recently uploaded (8)
aula open english sobre Classic-motorcycles-2_1.pdf
aula open english sobre Classic-motorcycles-2_1.pdf
Strategies to rekindle the fire inside you and stay motivated.pdf
Strategies to rekindle the fire inside you and stay motivated.pdf
Understanding of Self - Applied Social Psychology - Psychology SuperNotes
Understanding of Self - Applied Social Psychology - Psychology SuperNotes
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotes
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotes
Best Way to Overcome Procrastination and Increase Productivity.pdf
Best Way to Overcome Procrastination and Increase Productivity.pdf
Aggression - Applied Social Psychology - Psychology SuperNotes
Aggression - Applied Social Psychology - Psychology SuperNotes
The Secret Warrior - Help Share a Parent or Loved Ones’ Cancer Diagnosis with...
The Secret Warrior - Help Share a Parent or Loved Ones’ Cancer Diagnosis with...
Phonemic symbols
- 1. Garden, party, start, father, glasses, dance, aunt
- 2. Thanks, flat, black, Japan, have, stamp
- 3. fish, his, this, film, six, big, swim English, women, busy
- 4. People, police, key, niece Meet, three, speak, eat, me, we
- 5. Hot, stop, coffee, long, not, box, what, watch, want
- 6. Sport, door, talk, small, saw, draw, water, four, bought, thought
- 7. Full, put, good, book, look, room, could, would, woman
- 8. School, food, June, use, new, flew, do, fruit, juice, shoe