Present tenses
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This document summarizes the present tenses in English, including the present simple, present continuous, present perfect simple, and present perfect continuous tenses. It provides examples of how each tense is used and lists common time words associated with each tense. The present simple is used for routines and permanent situations. The present continuous emphasizes actions happening now or temporary situations. Both the present perfect tenses refer to actions that began in the past and are still ongoing or just finished, with the simple form emphasizing completion and the continuous form emphasizing duration.
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Este documento presenta una rúbrica para evaluar la expresión e interacción escrita. La rúbrica evalúa la organización, el repertorio gramatical, el léxico y la ortografía y puntuación. Ofrece descripciones de niveles de desempeño desde excelente hasta muy bajo y asigna puntuaciones de 0 a 10.
Anexo i rubrica-expresion_e_interaccion_oral_2016
Este documento presenta una rúbrica para evaluar la expresión e interacción oral de un estudiante en otro idioma. La rúbrica evalúa cinco categorías principales (adecuación a la tarea, fluidez e interacción, repertorio gramatical, léxico y pronunciación) con puntajes de 0 a 20, donde puntajes más altos indican un mejor desempeño.
Anexo i rubrica-expresion_e_interaccion_oral_2016
La rúbrica evalúa cinco categorías de expresión oral e interacción: adecuación a la tarea, fluidez e interacción, repertorio gramatical, léxico y pronunciación. Se asignan puntajes de 0 a 20, dividiendo los niveles en excelente, bien, suficiente, regular y muy bajo.
Phrasal verbs lifestyle
This document provides definitions for common English phrasal verbs related to lifestyle and social activities. It defines phrasal verbs like "get down to" meaning to start doing something, "chill out" meaning to relax, and "hang out with" meaning to be with friends. Other phrasal verbs covered include "go out", "stay in", "stay up", "lie in", "get into", "fit in with", "stand out", and "keep up with".
Passives
The passive voice is formed using "be" and the past participle of the main verb. The passive is used when the subject performing the action is unknown or unimportant. In the passive, the object of the active sentence becomes the subject, and the subject becomes a complement preceded by "by". Some examples are provided to illustrate how the active voice differs from the passive voice in terms of word order and inclusion of the subject. Special cases involving personal pronouns are also discussed.
Agent nouns (people)
This document provides examples of common suffixes that can be added to base words to form nouns referring to people in certain roles or occupations. Specifically, it lists "-er", "-ian", and "-ist" as suffixes that when added to words like "shop", "music", "guitar" create nouns for people like shoppers, musicians, and guitarists. It also lists "-or" as a suffix that forms nouns from words such as "edit", "invent", and "conduct" to refer to editors, inventors, and conductors. The document demonstrates how suffixes are used to derive agent nouns from different base words.
Relative clauses
This document discusses relative clauses, which provide extra information about a person or thing. There are several relative pronouns that can be used to introduce a relative clause, including who, which, that, where, when, and whose. Relative clauses can be either defining, where the information is essential, or non-defining, where the information is supplementary and set off by commas. Examples are provided to illustrate how relative clauses join two related clauses using a relative pronoun.
Relative clauses
Relative clauses are used to provide extra information about a person or thing mentioned in a sentence. They introduce this additional information using relative pronouns like who, which, that, where, when, and whose. Relative clauses can be defining, where the information is essential, or non-defining, where it is non-essential and separated by commas. Examples are given of sentences with defining relative clauses that identify the musician John and the train Susan missed, and a non-defining clause about tourists at Candem Market.
Music collocations
This document discusses various music-related terms and activities including having number one hits, listening to and singing along with songs, releasing albums, breaking records, going on tours and performing live, sharing music links with others, attending live music gigs or concerts, and adjusting the volume level while listening to music.
Writing test 2 discussion essay
The document provides instructions for a student to write a two-paragraph discussion essay expressing an opinion on either advertising on television or "Black Friday" shopping. The essay must include one paragraph discussing arguments for the topic and one paragraph discussing arguments against the topic. Key phrases like "In my opinion" and linkers like "On the one hand" and "On the other hand" should be used to introduce ideas. Vocabulary related to advertising and consumerism should also be included.
2016 01 menu_colegios colegios (1)
Este documento presenta el menú semanal de una escuela para las semanas del 11 al 29 de enero. Incluye platos como espaguetis ecológicos a la napolitana, lentejas con verduras, crema de verduras de temporada con queso, y hamburguesas de ternera IGP de Cantabria. También proporciona información sobre los alérgenos declarables de cada plato y destaca los germinados de soja ecológicos como alimento del mes, explicando sus beneficios nutricionales.
Cartel talleres boo
El documento describe tres talleres gratuitos para niños sobre la cultura europea que se llevarán a cabo del 28 al 30 de diciembre en el Centro Cívico de Boo de Guarnizo. El primer taller explorará juegos tradicionales de países europeos. El segundo incluirá un mito griego, observación de estrellas y fabricación de un visor estelar. El tercer taller presentará túneles de árboles fantásticos de Europa y la creación de uno propio.
Actividades durante la epoca navideña colegios
El documento resume las actividades programadas por la Concejalía de Educación, Cultura y Juventud del Ayuntamiento de Astillero durante las vacaciones de Navidad para los niños del municipio. Se detallan talleres y actividades en el Centro Cívico de Boo y en el Pabellón de la Cantabria sobre Europa, el cielo estrellado, túneles de árboles, videojuegos e hinchables. También habrá un acto de entrega de cartas al Cartero Real y cuentacuentos en la biblioteca.
Rúbrica expresión escrita
Este documento presenta una rúbrica para evaluar la calidad de escritura en español como lengua extranjera en 4o de Educación Secundaria Obligatoria (nivel A2). La rúbrica evalúa cuatro categorías: cumplimiento de la tarea y tema, gramática, vocabulario y ortografía/puntuación. Se asignan puntuaciones de 1 a 10, donde 10 es "muy bueno" y 1 es "muy deficiente".
Rúbrica expresión escrita
Este documento describe los criterios de evaluación para una tarea de escritura en español de 4o de ESO (nivel A2). Se evaluará el cumplimiento de la tarea, la gramática, el vocabulario y la ortografía y puntuación. Se detallan los niveles de evaluación de muy bueno a muy deficiente y los aspectos lingüísticos que se tendrán en cuenta en cada nivel.
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Syllabus
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Chapter 2
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Present tenses
- 2. Pres. Simple • It is used for: Routines or repeated actions: I have a shower everyday. Permanent situations: Water boils over 100 degrees. Pres. Continuous (BE + V-ing) • It is used for: Actions happening now, in progress: We are revising the present tenses right now. Temporary situations: Alex is living at her grandparents´ for a few days.
- 3. PRES. SIMPLE Everyday Every week, year, … Every summer, autumn, … Always Usually Often Sometimes Rarely Hardly ever Never PRES. CONTINUOUS Now Right now In this moment At the moment
- 4. Pres. Perf. Simple (HAVE/HAS + PARTICIPLE) Pres. Perf. Continuous (HAVE/HAS + BEEN + V-ing) Both the Pres. Perf. Simple and the Pres. Perf. Continuous are used to express that an action began in the past and is still going on or has just finished. But there is often a difference in meaning: • We use the Pres. Perf. Simple mainly to express that an action is completed or to emphasise the result (what / how much / how often): • I have written 5 letters. = (the letters are already written) • I have been to London twice. = (now I´m at home) • We use the Pres. Perf. Continuous to emphasise the duration or continuous course of an action (how long): • I have been writing for an hour. = (up until now) • I have been doing my homework. = (up until now)
- 5. PRES. PERF. SIMPLE Ever Never Already Just Still Yet Recently PRES. PERF. CONTINUOUS All (day, week, …) For Since This week, year, …