Places you can find in a city, with real pictures. Ideal for teaching // Lugares que puedes encontrar en la ciudad, con inagenes reales. Ideal para Enseñanza de vocabulario
This document provides a list of personality adjectives that could be used to describe people, including both positive traits like charming, affectionate, ambitious, reliable, sensible, hard-working, assertive, well-balanced, curious, creative, enthusiastic, sociable, sympathetic, and organized as well as negative traits such as aggressive, moody, jealous, selfish, bossy, lazy, spoilt, untidy, impatient, bad-tempered, vain, rude, rebellious, and critical.
This document discusses countable and uncountable nouns in English. Countable nouns can be pluralized and take quantifiers like "a" and "an", while uncountable nouns cannot be pluralized and take quantifiers like "some" and "any". Some nouns like "hair" can be both countable and uncountable depending on context. Common uncountable nouns include topics like furniture, money, research, and knowledge. Quantifiers like "some" are used for positive statements and questions expecting agreement, while "any" is used for negative statements and questions not expecting agreement.
This document provides a lesson on using countable and uncountable nouns correctly with quantifiers like "many" and "much". It explains that countable nouns can be counted and take quantifiers like "a/an" and "How many", while uncountable nouns cannot be counted and take quantifiers like "some" and "How much". Examples are given of countable foods like oranges and potatoes versus uncountable foods like rice and sugar. Readers are asked to identify countable foods in a list and complete sentences using "many" or "much" correctly based on whether the subject is countable or plural.
This document discusses the use of indefinite articles (a/an), quantifiers (some, any) in English grammar. It explains that "a" is used before consonant sounds and "an" is used before vowel sounds with singular countable nouns. "Some" is used in affirmative sentences with uncountable nouns, plural countable nouns, and in interrogative sentences when offering or requesting. "Any" is used in negative and interrogative sentences with uncountable and plural countable nouns. Examples are provided to illustrate the use of these words.
The document discusses the differences between countable and uncountable nouns. Countable nouns have singular and plural forms and use articles like "a" and "an", while uncountable nouns do not have plural forms and use quantifiers like "some" or "any" instead of articles. It also explains the uses of quantifiers like "some", "any", "much", "many", and "a lot of/lots of" with countable and uncountable nouns in different types of sentences.
This document provides information on the use of gerunds and infinitives after verbs and expressions in English. It lists common verbs followed by gerunds or infinitives based on their meaning, such as verbs expressing likes/dislikes or mental states followed by gerunds, and verbs expressing future arrangements followed by infinitives. Some verbs, such as start, finish, and continue can be followed by either form without a change in meaning, while verbs like forget, remember, go on, regret, stop, and try can have different meanings depending on whether they are followed by a gerund or infinitive. The document also discusses uses of gerunds and infinitives after questions words, prepositions, adjectives, and
The document describes personality traits and characteristics. It provides adjectives to describe people, such as friendly, clever, hard-working, optimistic, popular, calm, generous, tidy, obedient, patient, loving, polite, and proud. Antonyms are also given for some adjectives like silly, lazy, pessimistic, unpopular, nervous, selfish, messy, disobedient, impatient, aggressive, rude, and bossy.
This document provides examples of common question words used to ask questions in English and short exercises to practice using question words. It includes the question words what, who, where, which, when, how many, how much, what time, why, how long, whose, and how with example questions using each word. There are also exercises asking the reader to complete sentences with the correct question word and ask their friend questions using question words.
This document provides a list of personality adjectives that could be used to describe people, including both positive traits like charming, affectionate, ambitious, reliable, sensible, hard-working, assertive, well-balanced, curious, creative, enthusiastic, sociable, sympathetic, and organized as well as negative traits such as aggressive, moody, jealous, selfish, bossy, lazy, spoilt, untidy, impatient, bad-tempered, vain, rude, rebellious, and critical.
This document discusses countable and uncountable nouns in English. Countable nouns can be pluralized and take quantifiers like "a" and "an", while uncountable nouns cannot be pluralized and take quantifiers like "some" and "any". Some nouns like "hair" can be both countable and uncountable depending on context. Common uncountable nouns include topics like furniture, money, research, and knowledge. Quantifiers like "some" are used for positive statements and questions expecting agreement, while "any" is used for negative statements and questions not expecting agreement.
This document provides a lesson on using countable and uncountable nouns correctly with quantifiers like "many" and "much". It explains that countable nouns can be counted and take quantifiers like "a/an" and "How many", while uncountable nouns cannot be counted and take quantifiers like "some" and "How much". Examples are given of countable foods like oranges and potatoes versus uncountable foods like rice and sugar. Readers are asked to identify countable foods in a list and complete sentences using "many" or "much" correctly based on whether the subject is countable or plural.
This document discusses the use of indefinite articles (a/an), quantifiers (some, any) in English grammar. It explains that "a" is used before consonant sounds and "an" is used before vowel sounds with singular countable nouns. "Some" is used in affirmative sentences with uncountable nouns, plural countable nouns, and in interrogative sentences when offering or requesting. "Any" is used in negative and interrogative sentences with uncountable and plural countable nouns. Examples are provided to illustrate the use of these words.
The document discusses the differences between countable and uncountable nouns. Countable nouns have singular and plural forms and use articles like "a" and "an", while uncountable nouns do not have plural forms and use quantifiers like "some" or "any" instead of articles. It also explains the uses of quantifiers like "some", "any", "much", "many", and "a lot of/lots of" with countable and uncountable nouns in different types of sentences.
This document provides information on the use of gerunds and infinitives after verbs and expressions in English. It lists common verbs followed by gerunds or infinitives based on their meaning, such as verbs expressing likes/dislikes or mental states followed by gerunds, and verbs expressing future arrangements followed by infinitives. Some verbs, such as start, finish, and continue can be followed by either form without a change in meaning, while verbs like forget, remember, go on, regret, stop, and try can have different meanings depending on whether they are followed by a gerund or infinitive. The document also discusses uses of gerunds and infinitives after questions words, prepositions, adjectives, and
The document describes personality traits and characteristics. It provides adjectives to describe people, such as friendly, clever, hard-working, optimistic, popular, calm, generous, tidy, obedient, patient, loving, polite, and proud. Antonyms are also given for some adjectives like silly, lazy, pessimistic, unpopular, nervous, selfish, messy, disobedient, impatient, aggressive, rude, and bossy.
This document provides examples of common question words used to ask questions in English and short exercises to practice using question words. It includes the question words what, who, where, which, when, how many, how much, what time, why, how long, whose, and how with example questions using each word. There are also exercises asking the reader to complete sentences with the correct question word and ask their friend questions using question words.
The document appears to be a status report showing progress against a 30 day plan, with the first two days marked as open and the remaining days shown as completed or with notes on sizing. The status is shown numerically with various size descriptors filling in details for days 10 and beyond.
This document contains a list of common food and drink vocabulary words in English. It includes various types of fruits, vegetables, meats, dairy products, grains, baked goods and beverages. The reader is prompted to consider which foods they like or dislike from the options provided.
The document summarizes the uses of the infinitive "to" form and the "-ing" form in English grammar.
1) The infinitive "to" is used to express purpose or intent after certain verbs, adjectives, nouns, and pronouns.
2) The "-ing" form is used as a noun or gerund after certain verbs to express preferences, and after prepositions and verbs like "spend" and "see".
3) Both forms are used in different constructions like "too/enough to", "be the first to", and "spend time doing" something.
This document lists various family relationships including parents, children, grandparents, siblings, and other extended family members such as aunts, uncles, cousins, nieces and nephews.
The document discusses the use of quantifiers like "a lot of", "much", "many", "a little", and "a few" with countable and uncountable nouns. It explains that "a lot of" and "lots of" are used with plural countable nouns and uncountable nouns in positive statements. "Much" is normally used with uncountable nouns in questions and negatives. "Many" is normally used with plural countable nouns in questions and negatives. It also discusses the differences between "a little" and "little" as well as "a few" and "few".
This document provides instruction on forming questions in the simple past tense in English. It explains that questions are formed by using the helping verb "did" followed by the main verb in base form. It provides examples of yes/no questions using "did" and the corresponding short answers. The document also notes that questions using the verb "to be" have different rules that are not covered here.
This document discusses adverbs of frequency, which provide information about how often an action occurs. Adverbs of frequency include always, usually, often, sometimes, rarely, hardly ever, and never. They are typically placed before the main verb or after a form of "to be." Examples are provided to illustrate the usage of different adverbs of frequency in sentences.
This document discusses indecisiveness and provides examples of situations where someone may struggle to make decisions, such as what to wear, eat, or do in their free time. It also introduces the vocabulary words "decisive" and "indecisive" and explains that "may/might" and "may not/might not" are used to talk about future possibilities, such as whether it might rain. Additionally, "may I/may we" can be used to ask for permission from someone.
This document discusses the proper use of "there is" and "there are" when talking about things that exist. It states that "there is" should be used for singular countable nouns and uncountable nouns, while "there are" should be used for plural countable nouns. It provides examples for each case and distinguishes between countable and uncountable nouns. It also covers the use of determiners like "a/an", "some", and "any" with these phrases.
We use demonstrative pronouns and demonstrative adjectives to point out specific people, things, or places. Demonstrative pronouns include this, these, that, and those and change the verb to singular or plural form. Demonstrative adjectives also include this, these, that, and those and must agree in number with the noun they modify. Both demonstrative pronouns and adjectives are used to identify particular items.
The document discusses verbs that are followed by gerunds (verbs with -ing) or infinitives (verbs with to + verb). It provides lists of common verbs for each category, such as "enjoy" and "decide" which typically take gerunds and infinitives respectively. Examples are given like "I enjoy going to the cinema" and "I decided to go to the cinema." The document also notes some verbs can be used with or without an object before the infinitive, like "expect" in "Everyone expected her to win."
Subject Pronouns vs Object Pronouns: English LanguageA. Simoes
This document discusses personal pronouns and how they are used. It explains that personal pronouns can be used as subjects or objects of verbs, and after prepositions. It provides examples of singular and plural personal pronouns used as subjects and objects in the first, second and third person. It also notes some exceptions and additional uses of pronouns like "it" as an empty pronoun or for weather, time and distance.
This document discusses adverbs of frequency and their usage in sentences. It provides examples of how adverbs of frequency are often used with the present simple tense to indicate repeated or routine activities. It also explains where to place different adverbs of frequency depending on whether the sentence has one verb or multiple verbs. Finally, it provides an exercise for learners to practice using adverbs of frequency in various sentence structures.
This document lists and defines common places found in a city, including:
- An airport, where you travel by plane; a bakery, where you can buy bread and cakes; and a bank, where you deposit or withdraw money.
- Other places mentioned are a bookstore, bus station, butcher, coffee shop, church, court, craft market, department store, cinema, fire station, gas station, gym, hairdresser, hospital, hotel, gallery, jail, laundromat, library, museum, pharmacy, police station, pub, and park.
- Each place is concisely defined, such as a bakery sells fresh bread and cakes, a bus station
This document discusses the use of the words "may" and "might" to indicate possibilities. It notes that may and might have the same meaning and are used to suggest something is possible but uncertain. Examples are provided showing their use in affirmative and negative forms. A distinction is made between the negative forms "may not" and "might not" which suggest something is still possible versus "couldn't" which indicates something is not possible.
Much, many, and a lot of are quantifiers used to indicate quantity. Much is used with uncountable nouns and in negative statements. Many is used with plural countable nouns and in negative statements. A lot of is used with countable and uncountable nouns in affirmative statements. The document provides examples of using each quantifier correctly based on whether the noun is countable or uncountable and whether the statement is affirmative or negative.
The document is a collection of examples demonstrating the use of "would like" to politely request and offer things. It includes examples of different animals requesting foods (e.g. a monkey requesting a banana), examples at a restaurant where customers request foods and drinks from the menu and are told prices, and prompts for role playing situations where one person offers options and the other responds with their selection using "would like".
This document contains vocabulary related to family relationships. It lists common family members like husband, wife, father, mother, son, daughter, brother, sister. It also lists more extended family relationships like uncle, aunt, nephew, niece, cousin. The document further discusses terms used when family structures change, like step-mother, step-father, step-children. It also includes an example explaining how someone could theoretically be their own grandfather through an unusual sequence of marriages between family members.
This document discusses singular and plural nouns, and provides examples of sentences using "there is/are" for questions and negatives. It explains the structures "Is there a..." and "Are there any..." and provides examples answering questions in both the positive and negative.
This document describes a student's daily routine and activities on Saturdays. It discusses what the student does each morning like eating breakfast, watching TV, and going to school. The afternoon is spent rock climbing, which the student enjoys but finds difficult. In the evenings, the student usually goes out with friends to movies or a coffee shop near their house to have fun.
The most common Geographical features
30 Full-size pictures with the name of the location.
Ideal for teaching vocabulary for all ages (A2)
Las características geográficas más comunes.
30 Imágenes de tamaño completo con el nombre de la ubicación.
Ideal para enseñar vocabulario para todas las edades (A2)
Transportation media
Useful for teaching basic vocabulary (A1-A2)
with pictures
Medios de transporte
Util para enseñar vocabulario basico (A1-A2)
con imagenes
The document appears to be a status report showing progress against a 30 day plan, with the first two days marked as open and the remaining days shown as completed or with notes on sizing. The status is shown numerically with various size descriptors filling in details for days 10 and beyond.
This document contains a list of common food and drink vocabulary words in English. It includes various types of fruits, vegetables, meats, dairy products, grains, baked goods and beverages. The reader is prompted to consider which foods they like or dislike from the options provided.
The document summarizes the uses of the infinitive "to" form and the "-ing" form in English grammar.
1) The infinitive "to" is used to express purpose or intent after certain verbs, adjectives, nouns, and pronouns.
2) The "-ing" form is used as a noun or gerund after certain verbs to express preferences, and after prepositions and verbs like "spend" and "see".
3) Both forms are used in different constructions like "too/enough to", "be the first to", and "spend time doing" something.
This document lists various family relationships including parents, children, grandparents, siblings, and other extended family members such as aunts, uncles, cousins, nieces and nephews.
The document discusses the use of quantifiers like "a lot of", "much", "many", "a little", and "a few" with countable and uncountable nouns. It explains that "a lot of" and "lots of" are used with plural countable nouns and uncountable nouns in positive statements. "Much" is normally used with uncountable nouns in questions and negatives. "Many" is normally used with plural countable nouns in questions and negatives. It also discusses the differences between "a little" and "little" as well as "a few" and "few".
This document provides instruction on forming questions in the simple past tense in English. It explains that questions are formed by using the helping verb "did" followed by the main verb in base form. It provides examples of yes/no questions using "did" and the corresponding short answers. The document also notes that questions using the verb "to be" have different rules that are not covered here.
This document discusses adverbs of frequency, which provide information about how often an action occurs. Adverbs of frequency include always, usually, often, sometimes, rarely, hardly ever, and never. They are typically placed before the main verb or after a form of "to be." Examples are provided to illustrate the usage of different adverbs of frequency in sentences.
This document discusses indecisiveness and provides examples of situations where someone may struggle to make decisions, such as what to wear, eat, or do in their free time. It also introduces the vocabulary words "decisive" and "indecisive" and explains that "may/might" and "may not/might not" are used to talk about future possibilities, such as whether it might rain. Additionally, "may I/may we" can be used to ask for permission from someone.
This document discusses the proper use of "there is" and "there are" when talking about things that exist. It states that "there is" should be used for singular countable nouns and uncountable nouns, while "there are" should be used for plural countable nouns. It provides examples for each case and distinguishes between countable and uncountable nouns. It also covers the use of determiners like "a/an", "some", and "any" with these phrases.
We use demonstrative pronouns and demonstrative adjectives to point out specific people, things, or places. Demonstrative pronouns include this, these, that, and those and change the verb to singular or plural form. Demonstrative adjectives also include this, these, that, and those and must agree in number with the noun they modify. Both demonstrative pronouns and adjectives are used to identify particular items.
The document discusses verbs that are followed by gerunds (verbs with -ing) or infinitives (verbs with to + verb). It provides lists of common verbs for each category, such as "enjoy" and "decide" which typically take gerunds and infinitives respectively. Examples are given like "I enjoy going to the cinema" and "I decided to go to the cinema." The document also notes some verbs can be used with or without an object before the infinitive, like "expect" in "Everyone expected her to win."
Subject Pronouns vs Object Pronouns: English LanguageA. Simoes
This document discusses personal pronouns and how they are used. It explains that personal pronouns can be used as subjects or objects of verbs, and after prepositions. It provides examples of singular and plural personal pronouns used as subjects and objects in the first, second and third person. It also notes some exceptions and additional uses of pronouns like "it" as an empty pronoun or for weather, time and distance.
This document discusses adverbs of frequency and their usage in sentences. It provides examples of how adverbs of frequency are often used with the present simple tense to indicate repeated or routine activities. It also explains where to place different adverbs of frequency depending on whether the sentence has one verb or multiple verbs. Finally, it provides an exercise for learners to practice using adverbs of frequency in various sentence structures.
This document lists and defines common places found in a city, including:
- An airport, where you travel by plane; a bakery, where you can buy bread and cakes; and a bank, where you deposit or withdraw money.
- Other places mentioned are a bookstore, bus station, butcher, coffee shop, church, court, craft market, department store, cinema, fire station, gas station, gym, hairdresser, hospital, hotel, gallery, jail, laundromat, library, museum, pharmacy, police station, pub, and park.
- Each place is concisely defined, such as a bakery sells fresh bread and cakes, a bus station
This document discusses the use of the words "may" and "might" to indicate possibilities. It notes that may and might have the same meaning and are used to suggest something is possible but uncertain. Examples are provided showing their use in affirmative and negative forms. A distinction is made between the negative forms "may not" and "might not" which suggest something is still possible versus "couldn't" which indicates something is not possible.
Much, many, and a lot of are quantifiers used to indicate quantity. Much is used with uncountable nouns and in negative statements. Many is used with plural countable nouns and in negative statements. A lot of is used with countable and uncountable nouns in affirmative statements. The document provides examples of using each quantifier correctly based on whether the noun is countable or uncountable and whether the statement is affirmative or negative.
The document is a collection of examples demonstrating the use of "would like" to politely request and offer things. It includes examples of different animals requesting foods (e.g. a monkey requesting a banana), examples at a restaurant where customers request foods and drinks from the menu and are told prices, and prompts for role playing situations where one person offers options and the other responds with their selection using "would like".
This document contains vocabulary related to family relationships. It lists common family members like husband, wife, father, mother, son, daughter, brother, sister. It also lists more extended family relationships like uncle, aunt, nephew, niece, cousin. The document further discusses terms used when family structures change, like step-mother, step-father, step-children. It also includes an example explaining how someone could theoretically be their own grandfather through an unusual sequence of marriages between family members.
This document discusses singular and plural nouns, and provides examples of sentences using "there is/are" for questions and negatives. It explains the structures "Is there a..." and "Are there any..." and provides examples answering questions in both the positive and negative.
This document describes a student's daily routine and activities on Saturdays. It discusses what the student does each morning like eating breakfast, watching TV, and going to school. The afternoon is spent rock climbing, which the student enjoys but finds difficult. In the evenings, the student usually goes out with friends to movies or a coffee shop near their house to have fun.
The most common Geographical features
30 Full-size pictures with the name of the location.
Ideal for teaching vocabulary for all ages (A2)
Las características geográficas más comunes.
30 Imágenes de tamaño completo con el nombre de la ubicación.
Ideal para enseñar vocabulario para todas las edades (A2)
Transportation media
Useful for teaching basic vocabulary (A1-A2)
with pictures
Medios de transporte
Util para enseñar vocabulario basico (A1-A2)
con imagenes
Slides with the Most Common Hospital Departments. Ideal for ESP teaching, English for medicine or Specific Vocabulary. For intermediate students.
Diapositivas con los departamentos más comunes de un hospital. Ideal para enseñanza de Inglés para propósitos especifico, Ingles para medicina o para vocabulario especifico. Para estudiantes de nivel Intermedio.
Las cuatro estaciones del año son primavera, verano, otoño e invierno. Cada estación trae consigo cambios climáticos distintos como temperaturas más cálidas o más frías y lluvia o nieve. Juntas, las estaciones forman un ciclo anual que se repite cada año.
Partes de la casa, con imágenes de la casa de los Simpson. Ideal para enseñar vocabulario básico a Niños-Adolescentes // Parts of the house, with images of the Simpson's House. Ideal for teaching basic vocabulary to Children-Adolescents
35 Verbs and description of useful cooking verbs, with illustrative images.
Useful for teaching cooking vocabulary for intermediate students and ESP courses.
Illustrative slides about types of packaging. Useful to teach vocabulary about all types of Packaging, food, and brands of products. Recommended for Intermediate students and ESP courses
Frutas y Verduras de la A a la Z.
Utiles para enseñar vocabulario. Palabras en Inglés - Español, e Imagenes ilustrativas
Fruits and Vegetables, From A to Z
Useful for teaching vocabulary. Words in English - Spanish, and Images
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria