The document provides examples of using simple tenses (past, present, future) in a paragraph. It includes a short paragraph written by Analyn A. Castro of Manuel L. Quezon Elementary School that uses verbs in simple tenses to describe actions. It then provides a drill with sentences where students must identify the correct verb form (past, present, future) to match the underlined verb tense.
The document provides information about an English course offered from August 2011 to January 2012 at Colegio de Estudios Científicos y Tecnológicos del Estado de Quintana Roo. It lists the course topics covered including nouns, adjectives, tenses, irregular verbs, and presents sample exercises on these topics. It also provides the names of the instructors for the course.
This document contains a collection of activities and games for enjoying the summer, including coloring pages, finding numbers in a word search, matching days of the week in English and Spanish, and filling in missing words related to animals, boys, and toys in English. It directs the reader to a website for more summer activities and games.
The document provides examples of how pronouns can be used to replace nouns and make sentences less repetitive. It defines common pronouns like "I", "you", "he", "she" and provides examples of how pronouns can be used in sentences, as well as questions about pronoun usage. Examples are provided in both English and Spanish.
ENGLISH 5 PPT Q3 W1 Day 1-5 - Distinguishing Fact from Opinion, Compound Word...ANNAMELIZAOLVIDA
This persuasive essay argues that the school should install automatic hand dryers in the restrooms instead of using paper towels. It provides three main reasons to support this argument. First, automatic hand dryers are more sanitary than paper towels since students won't touch levers that many others have touched. This could improve attendance by preventing the spread of germs. Second, automatic dryers are cheaper than paper towels in the long run due to waste of paper towels. The money saved could be used for other purposes. Third, automatic dryers would keep the restrooms cleaner since there would no longer be paper towel litter on the floors. The essay concludes by stating that health, cost savings, and cleanliness are strong reasons for the school
This persuasive essay argues that the school should install automatic hand dryers in the restrooms instead of using paper towels. It provides three main reasons to support this argument. First, automatic hand dryers are more sanitary than paper towels since students won't touch levers that many others have touched. This could improve attendance by preventing the spread of germs. Second, automatic dryers are cheaper than paper towels in the long run due to waste of paper towels. The money saved could be used for other purposes. Third, automatic dryers would keep the restrooms cleaner since there would no longer be paper towel litter on the floors. The essay concludes by stating that health, cost savings, and cleanliness are strong reasons for the school
Hasna has a busy day caring for her son Hassan. In the morning she makes breakfast for Hassan at 7:30 and packs his lunch at 8:00 before sending him to school. During the day she does chores like washing dishes, doing laundry, making beds, and hanging clothes. In the afternoon she cleans rooms and goes shopping before returning home to make tea.
Ancient Filipino poetry reflects local culture, traditions, and ideals through various forms and structures. Riddles, proverbs, and folksongs were popular ways to express experiences and lessons through rhyme and music. The document explores sample riddles, proverbs, and analysis activities to help students understand how ancient Filipino poetry embodied Filipino feelings and customs through its sources, features, and topic structures.
Ancient Filipino poetry reflects local culture, traditions, and ideals through various forms and structures. Riddles, proverbs, and folksongs were popular ways to express experiences and lessons through rhyme and music. The document explores sample riddles, proverbs, and analysis activities to help students understand how ancient Filipino poetry embodied Filipino feelings and customs through its topics, sources, and structures.
The document provides information about an English course offered from August 2011 to January 2012 at Colegio de Estudios Científicos y Tecnológicos del Estado de Quintana Roo. It lists the course topics covered including nouns, adjectives, tenses, irregular verbs, and presents sample exercises on these topics. It also provides the names of the instructors for the course.
This document contains a collection of activities and games for enjoying the summer, including coloring pages, finding numbers in a word search, matching days of the week in English and Spanish, and filling in missing words related to animals, boys, and toys in English. It directs the reader to a website for more summer activities and games.
The document provides examples of how pronouns can be used to replace nouns and make sentences less repetitive. It defines common pronouns like "I", "you", "he", "she" and provides examples of how pronouns can be used in sentences, as well as questions about pronoun usage. Examples are provided in both English and Spanish.
ENGLISH 5 PPT Q3 W1 Day 1-5 - Distinguishing Fact from Opinion, Compound Word...ANNAMELIZAOLVIDA
This persuasive essay argues that the school should install automatic hand dryers in the restrooms instead of using paper towels. It provides three main reasons to support this argument. First, automatic hand dryers are more sanitary than paper towels since students won't touch levers that many others have touched. This could improve attendance by preventing the spread of germs. Second, automatic dryers are cheaper than paper towels in the long run due to waste of paper towels. The money saved could be used for other purposes. Third, automatic dryers would keep the restrooms cleaner since there would no longer be paper towel litter on the floors. The essay concludes by stating that health, cost savings, and cleanliness are strong reasons for the school
This persuasive essay argues that the school should install automatic hand dryers in the restrooms instead of using paper towels. It provides three main reasons to support this argument. First, automatic hand dryers are more sanitary than paper towels since students won't touch levers that many others have touched. This could improve attendance by preventing the spread of germs. Second, automatic dryers are cheaper than paper towels in the long run due to waste of paper towels. The money saved could be used for other purposes. Third, automatic dryers would keep the restrooms cleaner since there would no longer be paper towel litter on the floors. The essay concludes by stating that health, cost savings, and cleanliness are strong reasons for the school
Hasna has a busy day caring for her son Hassan. In the morning she makes breakfast for Hassan at 7:30 and packs his lunch at 8:00 before sending him to school. During the day she does chores like washing dishes, doing laundry, making beds, and hanging clothes. In the afternoon she cleans rooms and goes shopping before returning home to make tea.
Ancient Filipino poetry reflects local culture, traditions, and ideals through various forms and structures. Riddles, proverbs, and folksongs were popular ways to express experiences and lessons through rhyme and music. The document explores sample riddles, proverbs, and analysis activities to help students understand how ancient Filipino poetry embodied Filipino feelings and customs through its sources, features, and topic structures.
Ancient Filipino poetry reflects local culture, traditions, and ideals through various forms and structures. Riddles, proverbs, and folksongs were popular ways to express experiences and lessons through rhyme and music. The document explores sample riddles, proverbs, and analysis activities to help students understand how ancient Filipino poetry embodied Filipino feelings and customs through its topics, sources, and structures.
This document discusses the three articles in English - a, an, and the. It explains that a and an are indefinite articles used with non-specific nouns, while the is the definite article used with specific nouns. It provides examples of when to use each article and exceptions for uncountable nouns. It also includes activities for the reader to practice accurately using articles in different contexts.
This document contains a lesson plan for a kindergarten language class. It introduces the pronouns "we" and "they" and provides examples of how to use each pronoun correctly. The lesson includes motivational activities, content explaining the uses of "we" and "they", and exercises for students to practice identifying which pronoun to use in different contexts. The goal is for students to understand that "we" refers to the speaker and other people being spoken to, while "they" refers to people being talked about.
Here are the answers to the questions about Tim's daily routine:
1. B - In the USA
2. B - He gets up at six o'clock in the morning.
3. B - He drives to work.
4. A - He helps customers in a bank.
5. A - He asks people some questions.
6. B - What is your job?
7. B - He asks the callers to call back with correct information.
8. C - He is polite and friendly.
9. B - In a park near work
10. A - He works out at the gym and watches TV.
Ac fr ogciu9pdztbxznkcezjm-furm0sq6blcjozttblb_wbjvsngt5ptz0oezqjr4ne33qvgc0m...NiriaYudith1
This document contains a cuadernillo (workbook) for 4th grade primary education students in Tamaulipas, Mexico. It was created by academic staff at PRONI Tamaulipas and contains 18 activities to practice vocabulary and language related to daily routines and schedules. The activities include reading passages, writing sentences, matching activities, drawings and more to help students learn and practice describing their daily activities and routines in English. It provides an index of the activities, references and information about the authors and coordinators who created the material.
English 6 dlp 45 using descriptive words and phrasesEDITHA HONRADEZ
1. The document discusses using descriptive words and phrases to describe nouns and pronouns more clearly. It provides examples of descriptive phrases like "too tired to walk" and two-word adjectives like "three-hour".
2. Descriptive phrases are formed using patterns like adjective + too + to + verb or adjective + enough + to + verb. Two-word adjectives are formed by joining a number word and noun, an adverb and past participle, or a noun and past participle with a hyphen.
3. The document contains exercises for learners to practice identifying, forming, and using descriptive phrases and two-word adjectives correctly in sentences.
1. The document provides a lesson on drawing conclusions by having learners read passages and choose conclusions. It gives examples of conclusions that can be drawn from short passages and tests learners' ability to do the same.
2. The document emphasizes that conclusions are guesses or decisions made based on presented events, and clues in phrasing can help with drawing conclusions.
3. It provides answers to conclusion questions and encourages learners to check their own answers, with the goal of developing their conclusion-drawing skill.
The document is a worksheet about possessive adjectives in Spanish. It contains exercises to practice using possessive adjectives to complete sentences in Spanish describing whose items are being referred to. It also covers using 's to express possession in English and discusses the rules around adding just an apostrophe versus 's when the possessor is plural or singular and ends in s.
Ana introduces herself, stating her name, age (25), and that she lives in Miami, Florida with her husband and two children - a son in kindergarten and a daughter in first grade. Her husband works as a mechanic during the week and at a restaurant washing dishes on weekends when they need extra help.
This document discusses correlative conjunctions, which are conjunctions that work in pairs to join sentence fragments. It provides examples of common correlative conjunctions like either/or, neither/nor, both/and, whether/or, and not only/but also. The document contains practice identifying correlative conjunctions in sample sentences and choosing the correct conjunction to complete additional sentences. It aims to help the reader better understand and use correlative conjunctions.
This document appears to be a Portuguese language exam for 2nd grade elementary students. It includes sections for students to write their name, make a list of items needed for a class trip to the beach, write a short speech, read and answer questions about a text on elephants, copy a conversation with proper punctuation, answer questions about a text on blue whales, and write a "Did you know" fact based on a text about jumping rope. The exam contains reading comprehension questions and writing prompts to assess students' Portuguese language skills.
The document provides an English worksheet for students with exercises about daily routines. The first exercise has students match pictures of daily activities with sentences. The second has students read about Lucy's daily routine and rewrite sentences in the third person singular form. The third exercise has students write out their own ideal daily routine.
Examen Parcial – PrácticaPreguntas Orales – Hay 8. They will c.docxSANSKAR20
Examen Parcial – Práctica
Preguntas Orales – Hay 8. They will come from the “Practice preguntas orale”s list
Actividad auditiva A
Verbos reflexivos.
* pronombre reflexivo + el verbo
Conjuga levantarse:
yo
nosotros
tú
vosotros
usted/él/ella
ustedes/ellos/ellas
Conjugate the reflexive verbs according to the subjects. OJO: Don’t forget to use the correct reflexive pronoun.
Todos los días Lucia _____ __________ (acostarse) a las 10 de la noche.
Yo _____ __________ (quitarse) la ropa antes de ducharme.
¿Tú _____ __________ (ponerse) la ropa antes de cepillarte los dientes?
Los hijos _____ __________ (despertarse) a las 9 de la mañana.
Los verbos como gustar.
Los verbos como “gustar” : dos conjugaciones:
Usamos los pronombres de objeto indirecto (me, te, le, nos, les) para indicar a quién se refiere el gusto
· gusta = se refiere a una cosa singular o una actividad (verbo infinitivo)
· Me gusta la manzana.
· ¿A ti, te interesa esquiar?
· gustan= se refiere a una cosa plural
· Me gustan las manzanas.
· A los estudiantes, les gustan los deportes.
Llena los espacios con la conjugación correcta del verbo como gustar.
1. ¿A ti ________ _____________ (gustar) las vacaciones de primavera?
2. A mí, ________ _____________ (interesar) los museos arqueológicos de México.
3. A Pedro y Marta ________ _____________ (encantar) viajar por América Central
4. A mi tía Paula ________ _____________ (interesar) las costumbres de la gente indígena.
5. A nosotros ________ _____________ (importar) sacar buenas notas.
7. Pero a mí, ________ _____________ (encantar) todas las playas de México.
8. A Uds. ________ _____________ (gustar) tomar el sol en Acapulco?
Palabras afirmativas y negativas
algo ----- nada
alguien ----- nadie
algún ----- ningún
alguno ----- ninguno
siempre ----- nunca
también ----- tampoco
o…o ----- ni… ni
Change the afirmative sentences to negative and the negative sentences to afirmative. *Don’t forgeto to use the doublé negation when necessary.
1. A todos les gusta comer pasas.
2. Elene siempre pide alguna bebida.
3. Ningún estudiante va a comer pizza.
4. Alberto va a pedir paella también.
5. Yo quiero comer algo antes de salir de casa.
6. Juan no quiere comer carne de res tampoco.
7. Jamás viviría ni en Alaska ni en Canadá.
Responde a las preguntas con por lo menos una palabra negativo o afirmativa.
¿Conoces personas que son de Rusia?_____________________________________________________
¿Vas a visitar México y Panamá el próximo semestre?_______________________________________
¿Compras libros cuando vas a la librería?__________________________________________________
Comparaciones:
Desigualdad:
más/menos + adjective + que
más/menos + noun + que
más/menos + adverb + que
verb + más/menos que
Irregulares:
mayor / menor + que mejor / peor + que
Igualdad:
tan + adjective + como
tanto/a/o/as + noun + como
verb + tanto como
Write comparisons in complete sente ...
This document discusses correlative conjunctions, which are conjunctions that work in pairs to join sentence fragments. It provides examples of common correlative conjunctions like either/or, neither/nor, both/and, whether/or, and not only/but also. The document contains practice sentences for the learner to identify the correlative conjunction. It aims to help the learner understand how correlative conjunctions are used and provide practice identifying them in different contexts.
Teaching Kids at Home - Help with #Adverbs that Describe #Adjectives. Ex: The...Lynn Scotty
Demonstration Lesson @ https://youtu.be/QIWmdrRDBl8
#Adverbs describe (modify) adjectives in sentences with linking verbs not action verbs. Unlike action #verbs, linking verbs do not show action. Instead they tell what nouns are. In these sentences adverbs describe adjectives. Examples include: (1) The bananas are perfectly ripe. (2) The bananas are almost ripe. and (3) The bananas are not ripe.
This document contains an English lesson on analyzing ancient Filipino poetry. It includes activities where students identify Filipino customs depicted in images, analyze lines from folk songs and poems to understand traditions, complete a KWL chart about ancient Filipino poetry, examine poetic structures like riddles and proverbs, identify descriptive adjectives, and analyze poems to understand themes, meanings, and experiences conveyed. The goal is for students to understand how ancient Filipino poetry reflects local culture, traditions, and ideals.
This document provides an overview of a lesson on ancient Filipino poetry. It discusses how Filipino poetry reflects local customs, traditions, beliefs, and ideals. It presents examples of riddles, proverbs, and folksongs that were popular forms of ancient Filipino poetry. Students are asked to analyze riddles and proverbs and explain the cultural significance and relevance over time of one proverb.
This document provides an introduction and overview of a lesson plan on using the past tense verbs "was" and "were" in English. It begins by congratulating the student and explaining that the material aims to help students learn English grammar in a simple, clear way. It then provides examples of how to use "was" and "were" in the affirmative, negative, and question forms. The document includes practice exercises for students to complete to reinforce using these past tense verbs. The overall goal is for students to understand and use phrases and vocabulary in oral and written form to describe past situations and exchange information.
English 6-dlp-56-talking-writing-about-of-interest-using-variety-of-sentencesAlice Failano
This document provides activities to practice talking and writing about topics of interest using different types of sentences and paragraph structure. It reviews simple, compound, and complex sentences and teaches arranging ideas in a paragraph from general to specific. Learners are given examples and activities to identify sentence structures, arrange sentences into paragraphs, and write their own paragraphs using what they've learned. The goal is to help learners comfortably use a variety of sentence structures and organization methods in their writing.
This document discusses countable and uncountable nouns. It provides examples of countable nouns, which can be singular or plural, and examples of uncountable nouns, which only have one form. It also discusses the uses of some, any, no, and a lot of with nouns. Quizzes are included to test understanding of countable vs. uncountable nouns and the uses of some, any, no and a lot of. The document provides a helpful overview of these noun concepts in under 3 sentences.
This document discusses the three articles in English - a, an, and the. It explains that a and an are indefinite articles used with non-specific nouns, while the is the definite article used with specific nouns. It provides examples of when to use each article and exceptions for uncountable nouns. It also includes activities for the reader to practice accurately using articles in different contexts.
This document contains a lesson plan for a kindergarten language class. It introduces the pronouns "we" and "they" and provides examples of how to use each pronoun correctly. The lesson includes motivational activities, content explaining the uses of "we" and "they", and exercises for students to practice identifying which pronoun to use in different contexts. The goal is for students to understand that "we" refers to the speaker and other people being spoken to, while "they" refers to people being talked about.
Here are the answers to the questions about Tim's daily routine:
1. B - In the USA
2. B - He gets up at six o'clock in the morning.
3. B - He drives to work.
4. A - He helps customers in a bank.
5. A - He asks people some questions.
6. B - What is your job?
7. B - He asks the callers to call back with correct information.
8. C - He is polite and friendly.
9. B - In a park near work
10. A - He works out at the gym and watches TV.
Ac fr ogciu9pdztbxznkcezjm-furm0sq6blcjozttblb_wbjvsngt5ptz0oezqjr4ne33qvgc0m...NiriaYudith1
This document contains a cuadernillo (workbook) for 4th grade primary education students in Tamaulipas, Mexico. It was created by academic staff at PRONI Tamaulipas and contains 18 activities to practice vocabulary and language related to daily routines and schedules. The activities include reading passages, writing sentences, matching activities, drawings and more to help students learn and practice describing their daily activities and routines in English. It provides an index of the activities, references and information about the authors and coordinators who created the material.
English 6 dlp 45 using descriptive words and phrasesEDITHA HONRADEZ
1. The document discusses using descriptive words and phrases to describe nouns and pronouns more clearly. It provides examples of descriptive phrases like "too tired to walk" and two-word adjectives like "three-hour".
2. Descriptive phrases are formed using patterns like adjective + too + to + verb or adjective + enough + to + verb. Two-word adjectives are formed by joining a number word and noun, an adverb and past participle, or a noun and past participle with a hyphen.
3. The document contains exercises for learners to practice identifying, forming, and using descriptive phrases and two-word adjectives correctly in sentences.
1. The document provides a lesson on drawing conclusions by having learners read passages and choose conclusions. It gives examples of conclusions that can be drawn from short passages and tests learners' ability to do the same.
2. The document emphasizes that conclusions are guesses or decisions made based on presented events, and clues in phrasing can help with drawing conclusions.
3. It provides answers to conclusion questions and encourages learners to check their own answers, with the goal of developing their conclusion-drawing skill.
The document is a worksheet about possessive adjectives in Spanish. It contains exercises to practice using possessive adjectives to complete sentences in Spanish describing whose items are being referred to. It also covers using 's to express possession in English and discusses the rules around adding just an apostrophe versus 's when the possessor is plural or singular and ends in s.
Ana introduces herself, stating her name, age (25), and that she lives in Miami, Florida with her husband and two children - a son in kindergarten and a daughter in first grade. Her husband works as a mechanic during the week and at a restaurant washing dishes on weekends when they need extra help.
This document discusses correlative conjunctions, which are conjunctions that work in pairs to join sentence fragments. It provides examples of common correlative conjunctions like either/or, neither/nor, both/and, whether/or, and not only/but also. The document contains practice identifying correlative conjunctions in sample sentences and choosing the correct conjunction to complete additional sentences. It aims to help the reader better understand and use correlative conjunctions.
This document appears to be a Portuguese language exam for 2nd grade elementary students. It includes sections for students to write their name, make a list of items needed for a class trip to the beach, write a short speech, read and answer questions about a text on elephants, copy a conversation with proper punctuation, answer questions about a text on blue whales, and write a "Did you know" fact based on a text about jumping rope. The exam contains reading comprehension questions and writing prompts to assess students' Portuguese language skills.
The document provides an English worksheet for students with exercises about daily routines. The first exercise has students match pictures of daily activities with sentences. The second has students read about Lucy's daily routine and rewrite sentences in the third person singular form. The third exercise has students write out their own ideal daily routine.
Examen Parcial – PrácticaPreguntas Orales – Hay 8. They will c.docxSANSKAR20
Examen Parcial – Práctica
Preguntas Orales – Hay 8. They will come from the “Practice preguntas orale”s list
Actividad auditiva A
Verbos reflexivos.
* pronombre reflexivo + el verbo
Conjuga levantarse:
yo
nosotros
tú
vosotros
usted/él/ella
ustedes/ellos/ellas
Conjugate the reflexive verbs according to the subjects. OJO: Don’t forget to use the correct reflexive pronoun.
Todos los días Lucia _____ __________ (acostarse) a las 10 de la noche.
Yo _____ __________ (quitarse) la ropa antes de ducharme.
¿Tú _____ __________ (ponerse) la ropa antes de cepillarte los dientes?
Los hijos _____ __________ (despertarse) a las 9 de la mañana.
Los verbos como gustar.
Los verbos como “gustar” : dos conjugaciones:
Usamos los pronombres de objeto indirecto (me, te, le, nos, les) para indicar a quién se refiere el gusto
· gusta = se refiere a una cosa singular o una actividad (verbo infinitivo)
· Me gusta la manzana.
· ¿A ti, te interesa esquiar?
· gustan= se refiere a una cosa plural
· Me gustan las manzanas.
· A los estudiantes, les gustan los deportes.
Llena los espacios con la conjugación correcta del verbo como gustar.
1. ¿A ti ________ _____________ (gustar) las vacaciones de primavera?
2. A mí, ________ _____________ (interesar) los museos arqueológicos de México.
3. A Pedro y Marta ________ _____________ (encantar) viajar por América Central
4. A mi tía Paula ________ _____________ (interesar) las costumbres de la gente indígena.
5. A nosotros ________ _____________ (importar) sacar buenas notas.
7. Pero a mí, ________ _____________ (encantar) todas las playas de México.
8. A Uds. ________ _____________ (gustar) tomar el sol en Acapulco?
Palabras afirmativas y negativas
algo ----- nada
alguien ----- nadie
algún ----- ningún
alguno ----- ninguno
siempre ----- nunca
también ----- tampoco
o…o ----- ni… ni
Change the afirmative sentences to negative and the negative sentences to afirmative. *Don’t forgeto to use the doublé negation when necessary.
1. A todos les gusta comer pasas.
2. Elene siempre pide alguna bebida.
3. Ningún estudiante va a comer pizza.
4. Alberto va a pedir paella también.
5. Yo quiero comer algo antes de salir de casa.
6. Juan no quiere comer carne de res tampoco.
7. Jamás viviría ni en Alaska ni en Canadá.
Responde a las preguntas con por lo menos una palabra negativo o afirmativa.
¿Conoces personas que son de Rusia?_____________________________________________________
¿Vas a visitar México y Panamá el próximo semestre?_______________________________________
¿Compras libros cuando vas a la librería?__________________________________________________
Comparaciones:
Desigualdad:
más/menos + adjective + que
más/menos + noun + que
más/menos + adverb + que
verb + más/menos que
Irregulares:
mayor / menor + que mejor / peor + que
Igualdad:
tan + adjective + como
tanto/a/o/as + noun + como
verb + tanto como
Write comparisons in complete sente ...
This document discusses correlative conjunctions, which are conjunctions that work in pairs to join sentence fragments. It provides examples of common correlative conjunctions like either/or, neither/nor, both/and, whether/or, and not only/but also. The document contains practice sentences for the learner to identify the correlative conjunction. It aims to help the learner understand how correlative conjunctions are used and provide practice identifying them in different contexts.
Teaching Kids at Home - Help with #Adverbs that Describe #Adjectives. Ex: The...Lynn Scotty
Demonstration Lesson @ https://youtu.be/QIWmdrRDBl8
#Adverbs describe (modify) adjectives in sentences with linking verbs not action verbs. Unlike action #verbs, linking verbs do not show action. Instead they tell what nouns are. In these sentences adverbs describe adjectives. Examples include: (1) The bananas are perfectly ripe. (2) The bananas are almost ripe. and (3) The bananas are not ripe.
This document contains an English lesson on analyzing ancient Filipino poetry. It includes activities where students identify Filipino customs depicted in images, analyze lines from folk songs and poems to understand traditions, complete a KWL chart about ancient Filipino poetry, examine poetic structures like riddles and proverbs, identify descriptive adjectives, and analyze poems to understand themes, meanings, and experiences conveyed. The goal is for students to understand how ancient Filipino poetry reflects local culture, traditions, and ideals.
This document provides an overview of a lesson on ancient Filipino poetry. It discusses how Filipino poetry reflects local customs, traditions, beliefs, and ideals. It presents examples of riddles, proverbs, and folksongs that were popular forms of ancient Filipino poetry. Students are asked to analyze riddles and proverbs and explain the cultural significance and relevance over time of one proverb.
This document provides an introduction and overview of a lesson plan on using the past tense verbs "was" and "were" in English. It begins by congratulating the student and explaining that the material aims to help students learn English grammar in a simple, clear way. It then provides examples of how to use "was" and "were" in the affirmative, negative, and question forms. The document includes practice exercises for students to complete to reinforce using these past tense verbs. The overall goal is for students to understand and use phrases and vocabulary in oral and written form to describe past situations and exchange information.
English 6-dlp-56-talking-writing-about-of-interest-using-variety-of-sentencesAlice Failano
This document provides activities to practice talking and writing about topics of interest using different types of sentences and paragraph structure. It reviews simple, compound, and complex sentences and teaches arranging ideas in a paragraph from general to specific. Learners are given examples and activities to identify sentence structures, arrange sentences into paragraphs, and write their own paragraphs using what they've learned. The goal is to help learners comfortably use a variety of sentence structures and organization methods in their writing.
This document discusses countable and uncountable nouns. It provides examples of countable nouns, which can be singular or plural, and examples of uncountable nouns, which only have one form. It also discusses the uses of some, any, no, and a lot of with nouns. Quizzes are included to test understanding of countable vs. uncountable nouns and the uses of some, any, no and a lot of. The document provides a helpful overview of these noun concepts in under 3 sentences.
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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.
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.
3. Your Logo or Name Here
Drill:
Directions:
Encircle the
action words in the
puzzle
3
R W T D C T P P
E E R A O Y L R
A S F N O W A E
D C T C K A Y P
W R S E L L S A
P R A Y X K U R
K B L H Q H A E
R U N M C R Y O
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
4. Your Logo or Name Here
Drill:
________1. We will (wake, woke) up early. Future
________2. Mother will (prepare, prepared) breakfast. Future
________3. Jerry (misses, missed) his class. Past
________4. We (hurry, hurried) to school. Past
________5. My sister (works, worked) in the office. Present
________6. The children will (go, went) home together.
Future
________7. We will (meet, met) Anna on the way. Future
________8. Edgar will (try, tried) the new flashlight. Future
________9. Marie (marks, marked) the trail last week. Past
_______10. Carlos (moves, moved) the dishes to the tent.
Present
4
Directions: Choose the verb form in the parenthesis that
matches the underlined verb tense after the sentence.
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
5. Your Logo or Name Here 5
Review:
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
6. Your Logo or Name Here
ACTIVITY
-1
6
A. Directions: Circle the verb or verbs in
each sentence below. Then, write
whether the sentence is written in
present, past or future tense.
Example: A sam walked to the store yesterday.
Answer: Past Tense
1. Suzy and Sharon will bring food to the frontliners.
____________________________________________________________________
2. We went at the quarantine facility for rapid testing.
____________________________________________________________________
3. The team will make facemasks to gain money for the Covid patients.
4. The girl is studying for her online classes.
____________________________________________________________________
5. Donita prays for the fast recovery of her grandmother.
____________________________________________________________________
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
7. Your Logo or Name Here
Write if the sentence is in the
past, present or future.
____________ 6. The school year will end in June
2021.
____________ 7. Mark wears a face mask.
____________ 8. Melissa finished her online project.
____________ 9. Virus will kill us if we don’t use
alcohol.
____________10. We celebrated Buwan ng Wika last
year 7
ACTIVITY
-2
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
8. Your Logo or Name Here
A verb is a word used to
indicate an action. Tense
indicates the time of action or
an event. By using tenses, you
can refer to either the past,
the present or the future.
Tenses are shown by the form
of the verbs used.
Lesson:
Simple
Tenses
The series of completed
actions are always
described using past
tense. In this case, the
verb simply ends with –d
or –ed. We also use the
be verb was for singular
subject and were for
plural subject. In some
cases, the spelling of the
different forms of verb
are totally changed.
Verb Examples:
8
Basic
Form of
a Verb
Past
Tense
come came
find found
eat ate
run ran
catch caught
break broke
swim swam
go went
have had
fall fell
stand stood
say said
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
9. Your Logo or Name Here
Verbs
Present
Tense
comes
finds
eats
runs
catches
breaks
swims
goes
have
falls
stands
says
Past Tense
came
found
ate
ran
caught
broke
swam
went
had
fell
stood
said
Future
Tense
will / shall come
will / shall find
will / shall eat
will / shall run
will / shall catch
will / shall break
will / shall swim
will / shall go
will / shall have
will / shall fall
will / shall stand
will / shall say
9
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
10. Your Logo or Name Here 10
The officials strictly _________________ the home quarantine protocol for the common good of
Barangay Masipag. Because of this, Aling Sabel _________________ roses in her garden. Every
morning and afternoon we see Aling Sabel in her rose garden.
The rose plants are very healthy. They have big, beautiful flowers. They are of different colors. There
are red, white, pink and yellow roses.
Early in the morning, Aling Sabel cut some flowers. She _________________ them to the flower shop.
She also _________________ the roses through online. Aling Sabel is happy. She _________________
much money selling her roses.
ACTIVITY-3
Choose the correct one!
takes grows implement
earns early sells
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
11. Your Logo or Name Here
Directions: Write in the blank the correct past form of the verb
in the parenthesis.
COLORING BOATS
Children below 21 years of age are not
allowed to go out due to community
quarantine. However, the girls of same age
of 9 (want) ___________ to play with their paper
boats on the pond. They (run)___________ to
the window to see if it had stopped raining.
“It is still raining,” said Maria.
“We cannot go out to play,” said Leonora.
“Let us color our paper boats,” Teresa said.
So they (go) ___________ back to the table and
colored their boats. Maria colored her boats
red. Leonora (color) ___________ her boats
green. Teresa colored her boats blue. Soon
they (have) ___________ beautiful paper boats. 11
ACTIVITY-4
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
12. Your Logo or Name Here
Underline the words in the form of past tense.
12
A tiny baby bird sat on the ground,
close to the nest. The bird cried out
nervously for its mother. Several
people passed by and stared, but
no one touched the bird. If a cat
saw the bird, the cat would kill it.
However, the area seemed remote,
and no cats were nearby.
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
13. Your Logo or Name Here
Underline the words in the form of past tense.
13
A tiny baby bird sat on the ground,
close to the nest. The bird cried out
nervously for its mother. Several
people passed by and stared, but
no one touched the bird. If a cat
saw the bird, the cat would kill it.
However, the area seemed remote,
and no cats were nearby.
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
14. Your Logo or Name Here
The Simple Present Tense :
Verbs in simple present tense indicate habits and general truth. In this case,
the verb simply ends in –s or –es next to any singular noun subjects or
pronoun subjects like he or she. We also use the be verbs -is and –are.
14
Bob is a frog. He is green with yellow spots. He has
a long sticky tongue that he uses to catch flies. He
lives near a pond. Sometimes he goes into the
water and sometimes he stays on the land. Bob has
strong legs that he uses to hop. When Bob was a
little baby he was called a tadpole.
However, the verbs that come after I, you, we, they
and plural nouns do not end with –s or –es.
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
15. Your Logo or Name Here
The Simple Present Tense :
Find the present tense in a sentence.
15
Bob is a frog. He is green with yellow spots. He has
a long sticky tongue that he uses to catch flies. He
lives near a pond. Sometimes he goes into the
water and sometimes he stays on the land. Bob has
strong legs that he uses to hop. When Bob was a
little baby he was called a tadpole.
However, the verbs that come after I, you, we, they
and plural nouns do not end with –s or –es.
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
16. Your Logo or Name Here
The Simple Present Tense :
Verbs in simple present tense indicate habits and general truth. In this case,
the verb simply ends in –s or –es next to any singular noun subjects or
pronoun subjects like he or she. We also use the be verbs -is and –are.
16
1. They worship God for the fast
recovery of Covid patients.
2. I grab the phone to tell her I am
negative after knowing the swab
test result.
3. You need to take the vitamins
to boost your immune system.
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
17. Your Logo or Name Here
The Simple
Future Tense
17
It indicates an
action that will
happen in the
future. The future
tense is formed by
using the helping
verb “will” (or
“shall”) with the
base form of the
verb
Example:
The proposed vehicle will use carbon
dioxide as its primary fuel and will
convert the CO2 into oxygen, which
will then release into the air. The
vehicle will weigh only ten pounds 7
and will fold up so that it will fit into
the shoe box at the end of each day.
All these sentences indicate that the
action has not yet happened yet but
it will happen in the future.
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
18. Objectives:
irections: Complete the paragraph using verbs in the box.
he officials strictly _________________ the home quarantine protocol
or the common good of Barangay Masipag. Because of this, Aling
abel _________________ roses in her garden. Every morning and
fternoon we see Aling Sabel in her rose garden.
he rose plants are very healthy. They have big, beautiful flowers.
hey are of different colors. There are red, white, pink and yellow
oses.
arly in the morning, Aling Sabel cut some flowers. She
________________ them to the flower shop. She also
________________ the roses through online. Aling Sabel is happy.
he _________________ much money selling her roses.
www.fabrikam.com
y 1
se
ct
Identify the correct
form of the verb.
Answers:
takes grows
implement
earns early sells
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
19. Directions:
+1 23 987 6554
kalle@email.com
www.fabrikam.com
Activity
3
Fill in the blanks using
simple future form the verb
given in the parentheses.
Analysi
s is the
Power
of
Though
t!
Objective:
Recognize the
correct future
form of the
verb.
Children below 21 years of age are not allowed to go out due to
community quarantine. However, the girls of same age of 9 (want)
(1.)___________ to play with their paper boats on the pond. They (run)
(2.)_____ to the window to see if it had stopped raining.
“It is still raining,” said Maria.
“We cannot go out to play,” said Leonora.
“Let us color our paper boats,” Teresa said.
So they (go) _(3.)_________ back to the table and colored their boats.
Maria colored her boats red. Leonora (color) (4.)_________ her boats
green. Teresa colored her boats blue. Soon they (have) (5.)___________
beautiful paper boats. BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
20. Directions:
+1 23 987 6554
kalle@email.com
www.fabrikam.com
Activity
-5
Tomorrow, grade three pupils_________ (attend)
their online class with Mrs. Cullat through Google
Classroom.
They _______ (show) pictures of people on the
screen. They _____________(study) about the
sacrifices of front liners during pandemic.
They __________(cite) names of front liners in our
society. Also, they __________ (share) tips and
methods on how to be safe and healthy
nowadays.
Fill in the blanks using
simple future form the verb
given in the parentheses.
Analysi
s is the
Power
of
Though
t!
Objective:
Recognize the
correct future
form of the
verb.
21. +1 23 987 6554
kalle@email.com
www.fabrikam.com
A verb is a word used to indicate an action. Verb has
three simple tenses: It covers the simple past tense,
the simple present tense and the simple future tense.
The Simple Present Tense – The simple present tense
of the verbs show action that happens regularly or
habitually.
The Simple Past Tense - Verb in the past tense tell
about actions that already happened in the past.
The Simple Future Tense – The simple future tense
indicates an action that will happen in the future.
Remember
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
22. Checking Your
Understanding
1. Elton is a grade three pupil. He goes
to online classes three times a week.
He listens well to his teacher. He tries to
answer all questions asked of him
through google classroom. He works
well with his virtual classmates. He
finishes his online project on time.
Directions: Write in the blank the
correct past form of the verb in the
parenthesis.
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
23. Checking Your
Understanding
Even at night he studies his lessons
before going to bed. He does his
homework neatly and well. When
he finishes all his online
assignments, he tries to help his
mother. In this way, he makes his
mother happy. BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
24. Answer the following
questions
1. What grade is Elton now?
______________________________________________
2. What did he do three times a week?
__________________________________
3. What are the verbs used in the story?
_____________________________________________
4. What kind of verbs can you find in the
story?
______________________________________
BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
25. BY: ANALYN A. CASTRO
MANUEL L.QUEZON ELEM.SCHOOL
THANK YOU., AND GOD
BLESS CHILDREN..KEEP
SAFE EVERYONE..