Quantifiers
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The document provides a procedure and exercises for students to learn about quantifiers. Students will look at example pictures showing uses of quantifiers and answer practice questions. They will then create a mind map in their notebook or folder to demonstrate their understanding of quantifiers. The exercises include selecting the correct quantifier based on example sentences and answering questions about quantifier usage.
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The document provides practice questions to test the use of comparative adjectives, quantifiers like "many/much/a lot of", and prepositions. There are fill-in-the-blank questions covering topics like weather, school marks, interests, time, pictures, text messages, tools, rest, friends, popularity, patience, ages, possessions, prices, buildings, city sizes, teachers, prices, humor, work, animals, cities, drinks, weddings, mountains, and places to shop for specific items.
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QUANTIFIERS
This document is an English lesson guide for students on quantifiers. It includes examples of quantifiers in sentences and exercises for students to practice identifying the correct quantifier based on the context. Students are asked to create a mind map of all quantifiers in their notebook or folder. The document provides methodology, learning objectives, examples, exercises, and a test for students to demonstrate their understanding of quantifiers.
Quantifiers
This document is an English lesson guide for students on quantifiers. It includes examples of quantifiers in sentences and exercises for students to practice identifying the correct quantifier. Students are asked to answer questions about quantifiers and create a mind map of quantifiers in their notebook. The goal is for students to recognize quantifiers and their uses.
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2. Verb tenses and irregular verbs are discussed, including examples and an activity for students to practice identifying verb forms.
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This document provides information about countable and uncountable nouns in English. It explains that countable nouns refer to things that can be counted, while uncountable nouns refer to substances or concepts that cannot be divided into separate elements. Examples are given of countable nouns like "apple" and uncountable nouns like "water". Rules are presented for using "a", "an", and "some" with countable and uncountable nouns. The document also covers forming questions using "how many" with countable nouns and "how much" with uncountable nouns. Exercises are included for students to practice these concepts.
Recommended
Practice
The document provides practice questions to test the use of comparative adjectives, quantifiers like "many/much/a lot of", and prepositions. There are fill-in-the-blank questions covering topics like weather, school marks, interests, time, pictures, text messages, tools, rest, friends, popularity, patience, ages, possessions, prices, buildings, city sizes, teachers, prices, humor, work, animals, cities, drinks, weddings, mountains, and places to shop for specific items.
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This document is an English lesson guide for students on quantifiers. It includes examples of quantifiers in sentences and exercises for students to practice identifying the correct quantifier based on the context. Students are asked to create a mind map of all quantifiers in their notebook or folder. The document provides methodology, learning objectives, examples, exercises, and a test for students to demonstrate their understanding of quantifiers.
Quantifiers
This document is an English lesson guide for students on quantifiers. It includes examples of quantifiers in sentences and exercises for students to practice identifying the correct quantifier. Students are asked to answer questions about quantifiers and create a mind map of quantifiers in their notebook. The goal is for students to recognize quantifiers and their uses.
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The document discusses differentiated instruction through the use of learning centers in two primary classrooms. In Mrs. Walker's classroom, students work in language arts centers with teacher-assigned and student-selected options. Ms. Cunningham's centers draw on differentiated principles, with students assigned to centers based on readiness and working with customized materials at their level. Both teachers incorporate sharing and discussion of center work into classroom activities.
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2. Verb tenses and irregular verbs are discussed, including examples and an activity for students to practice identifying verb forms.
3. Writing exercises are assigned asking students to describe a restaurant experience from different perspectives for an audience. Revising and feedback is discussed.
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The document describes a science experiment involving making invisible ink from lemon juice. It provides the materials needed, which include half a lemon, water, a spoon, a bowl, cotton bud, white paper, and a lamp or light bulb. The instructions explain how to squeeze lemon juice into a bowl with some water, mix it with a spoon, use the cotton bud to write a secret message on paper with the lemon juice mixture, and then wait for it to dry before heating the paper under a light bulb to reveal the hidden message.
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The document describes a science experiment involving making invisible ink from lemon juice. It provides the materials needed, which include half a lemon, water, a spoon, a bowl, cotton bud, white paper, and a lamp or light bulb. The instructions explain how to squeeze lemon juice into a bowl with some water, mix it with a spoon, use the cotton bud to write a secret message on paper with the lemon juice mixture, and wait for it to dry. Then when ready, heat the paper under a light bulb to reveal the hidden message as the lemon juice oxidizes and turns brown.
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The document outlines a lesson plan for a 6th grade English class. The lesson aims to introduce students to functional language for getting into groups and writing diary entries. Students will practice their listening and reading skills through an activity where they listen for mistakes in a sample diary entry and correct them. They will then answer comprehension questions about the diary entry to check their understanding. The lesson will be taught using a communicative approach and integrate reading and listening skills.
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Directions Type out the answers to all questions on a separate .docx
Directions
: Type out the answers to all questions on a separate sheet of paper. This sheet of paper or document will be known as the “Answer Sheet for Final Exam” Be sure to number your answer sheet in the same way the questions on the Final Exam are numbered. For this assignment, your answer sheet should be numbered from 1 through 50.
Where to submit Final Exam
: When you complete the assignment, you will submit it either by uploading it as an attachment or by cutting and pasting the assignment from your word processing program into the textbox. Both of these options appear at the bottom of the assignment page. If you cut and paste your assignment into the textbox, be sure to do so by choosing the option to “Paste from Word.” Using this option will maintain your original formatting. To access the “Paste from Word” option, click on the three dots that appear in the box in the far right hand corner of the textbox. After you do this, several more buttons should appear. Once these buttons appear, click on the arrow beside the picture of the clipboard in order to see the option “Paste from Word.” Click on this option and follow the directions provided.
If you submit your final exam as an attachment, label it in the following way: FELastName. If I were submitting the final exam, I would label it in the following way: FETolbert.
If you submit the final exam as an attachment, be sure to save it and attach it as a Rich Text Format (RTF) since the majority of computers can open an RTF attachment.
If you submit the final exam as an attachment that my computer will not open, I will return the assignment to you ungraded. The assignment will remain ungraded until you submit it in a form my computer will open
.
When to Submit Your Assignment:
The Final Exam is due by 11:59 Eastern Standard Time on
Sunday, December 14, 2014
.
How to Format Assignmen
t:
Title
: Center the following information at the top of the completed exercise:
Answer Sheet for Final Exam
Font
: 12pt Times New Roman
Spacing
: Double Spacing
If you have any questions about how to do the Final Exam or how to submit it, be sure to let me know.
EDCP 103 Final Exam
Fall 2014
Section I: Multiple choice and fill-in-the-blank
Each question in this section is worth 1 point.
Questions 1-6
Three passages out of the four in each question contain sentence fragments or run-on sentences. Choose the one correct sentence that is error-free.
1.
Taking classes at night helps me develop my job skills it also works well with my schedule.
Taking classes at night helps me develop my job skills, it also works well with my schedule.
C)
Taking classes at night helps me develop my job skills; it also works well with my schedule.
D)
Taking classes at night helps me develop my job skills. And also works well with my schedule.
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There are several good techniques for cleaning a room. For example, starting at the top of the room.
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This document provides grammar worksheets and exercises focused on elementary school grammar concepts including:
- Using forms of the verb "to be" in affirmative, negative, and question sentences.
- Subject pronouns and possessive adjectives.
- Question words and forming questions.
- Using "there is/there are" in affirmative, negative, and question sentences.
- "Have got" in affirmative, negative sentences and questions.
- Present simple tense in affirmative, negative sentences and questions.
- Object pronouns.
The worksheets provide fill-in-the-blank, sentence completion, and question/answer exercises to practice these basic grammar structures.
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The document is an English study guide about quantifiers for 11th grade students. It includes examples of quantifiers in pictures and sentences for students to identify the correct quantifier. Students are asked to answer multiple choice and fill in the blank exercises about quantifiers. Finally, students are instructed to create a mind map of all quantifiers in their notebook or folder.
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The document describes a science experiment involving making invisible ink from lemon juice. It provides the materials needed, which include half a lemon, water, a spoon, a bowl, cotton bud, white paper, and a lamp or light bulb. The instructions explain how to squeeze lemon juice into a bowl with some water, mix it with a spoon, use the cotton bud to write a secret message on paper with the lemon juice mixture, and then wait for it to dry before heating the paper under a light bulb to reveal the hidden message.
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The document describes a science experiment involving making invisible ink from lemon juice. It provides the materials needed, which include half a lemon, water, a spoon, a bowl, cotton bud, white paper, and a lamp or light bulb. The instructions explain how to squeeze lemon juice into a bowl with some water, mix it with a spoon, use the cotton bud to write a secret message on paper with the lemon juice mixture, and then wait for it to dry before heating the paper under a light bulb to reveal the hidden message.
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The document describes a science experiment involving making invisible ink from lemon juice. It provides the materials needed, which include half a lemon, water, a spoon, a bowl, cotton bud, white paper, and a lamp or light bulb. The instructions explain how to squeeze lemon juice into a bowl with some water, mix it with a spoon, use the cotton bud to write a secret message on paper with the lemon juice mixture, and wait for it to dry. Then when ready, heat the paper under a light bulb to reveal the hidden message as the lemon juice oxidizes and turns brown.
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The document describes a science experiment involving making invisible ink from lemon juice. It provides the materials needed, which include half a lemon, water, a spoon, a bowl, cotton bud, white paper, and a lamp or light bulb. The instructions explain how to squeeze lemon juice into a bowl with some water, mix it with a spoon, use the cotton bud to write a secret message on paper with the lemon juice mixture, and then wait for it to dry before heating the paper under a light bulb to reveal the hidden message.
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The document outlines a lesson plan for a 6th grade English class. The lesson aims to introduce students to functional language for getting into groups and writing in diaries. Students will practice their reading, listening, and writing skills through two main activities. In the first activity, students will listen to a passage about a girl's diary and find mistakes, correcting them. In the second activity, students will listen again and answer comprehension questions about the diary entry. The lesson plan provides detailed instructions and timing for each part of the lesson.
TPD - Initial - Lesson 1 - passed
The document outlines a lesson plan for a 6th grade English class. The lesson aims to introduce students to functional language for getting into groups and writing diary entries. Students will practice their listening and reading skills through an activity where they listen for mistakes in a sample diary entry and correct them. They will then answer comprehension questions about the diary entry to check their understanding. The lesson will be taught using a communicative approach and integrate reading and listening skills.
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The document provides instructions for an online grammar class. Students are told to introduce themselves on the discussion forum by Thursday and respond to two other students by Sunday. They are also instructed to get their classroom response devices and textbooks, and begin studying prepositions for an upcoming quiz. The class will cover various grammar topics like subjects, the writing process, and how to follow directions.
Directions Type out the answers to all questions on a separate .docx
Directions
: Type out the answers to all questions on a separate sheet of paper. This sheet of paper or document will be known as the “Answer Sheet for Final Exam” Be sure to number your answer sheet in the same way the questions on the Final Exam are numbered. For this assignment, your answer sheet should be numbered from 1 through 50.
Where to submit Final Exam
: When you complete the assignment, you will submit it either by uploading it as an attachment or by cutting and pasting the assignment from your word processing program into the textbox. Both of these options appear at the bottom of the assignment page. If you cut and paste your assignment into the textbox, be sure to do so by choosing the option to “Paste from Word.” Using this option will maintain your original formatting. To access the “Paste from Word” option, click on the three dots that appear in the box in the far right hand corner of the textbox. After you do this, several more buttons should appear. Once these buttons appear, click on the arrow beside the picture of the clipboard in order to see the option “Paste from Word.” Click on this option and follow the directions provided.
If you submit your final exam as an attachment, label it in the following way: FELastName. If I were submitting the final exam, I would label it in the following way: FETolbert.
If you submit the final exam as an attachment, be sure to save it and attach it as a Rich Text Format (RTF) since the majority of computers can open an RTF attachment.
If you submit the final exam as an attachment that my computer will not open, I will return the assignment to you ungraded. The assignment will remain ungraded until you submit it in a form my computer will open
.
When to Submit Your Assignment:
The Final Exam is due by 11:59 Eastern Standard Time on
Sunday, December 14, 2014
.
How to Format Assignmen
t:
Title
: Center the following information at the top of the completed exercise:
Answer Sheet for Final Exam
Font
: 12pt Times New Roman
Spacing
: Double Spacing
If you have any questions about how to do the Final Exam or how to submit it, be sure to let me know.
EDCP 103 Final Exam
Fall 2014
Section I: Multiple choice and fill-in-the-blank
Each question in this section is worth 1 point.
Questions 1-6
Three passages out of the four in each question contain sentence fragments or run-on sentences. Choose the one correct sentence that is error-free.
1.
Taking classes at night helps me develop my job skills it also works well with my schedule.
Taking classes at night helps me develop my job skills, it also works well with my schedule.
C)
Taking classes at night helps me develop my job skills; it also works well with my schedule.
D)
Taking classes at night helps me develop my job skills. And also works well with my schedule.
2.
There are several good techniques for cleaning a room. For example, starting at the top of the room.
If time is limited, don’t worry, you can set aside .
Ix determiners part 2_beta file
The document discusses the proper usage of different types of determiners such as some/any, much/many, few/little, each/every, either/neither, and interrogatives like what/whose/which. It provides examples to illustrate the differences between similar determiners and when to use them correctly with countable vs. uncountable nouns in positive, negative, and interrogative sentences. The goal is to help students properly apply determiners in their writing by understanding the nuanced differences between options.
Nivelación 7th grade
The document provides a review of basic English grammar structures including:
1) The present simple form of the verb "to be";
2) Expressing existence with "there is/there are";
3) Using "some" and "any" to express quantity;
4) Identifying countable and uncountable nouns; and
5) Asking and telling time.
It includes examples and exercises for learners to practice these essential grammar points.
6. Nouns
This document provides guidance on nouns in English. It begins with an introduction to nouns and then poses several guiding questions about nouns, including how they are classified and their grammatical functions. The document then covers rules for changing nouns from singular to plural forms. It provides examples for each rule. Several exercises follow, asking the reader to identify and use nouns correctly in sentences. The document focuses on distinguishing count nouns from non-count nouns and using quantifiers like "many", "much", "a few" correctly with nouns.
Agenda #8
The document discusses types of methodology questions and the methodology used in class. The class begins by relating vocabulary to its equivalent in another language. Students then take notes and key information to later compare what was seen in class through different activities. The class is 50% oral and participative, so students must listen and pay close attention to adequately develop the topic.
Grammar worksheets
This document provides grammar worksheets and exercises focused on elementary school grammar concepts including:
- Using forms of the verb "to be" in affirmative, negative, and question sentences.
- Subject pronouns and possessive adjectives.
- Question words and forming questions.
- Using "there is/there are" in affirmative, negative, and question sentences.
- "Have got" in affirmative, negative sentences and questions.
- Present simple tense in affirmative, negative sentences and questions.
- Object pronouns.
The worksheets provide fill-in-the-blank, sentence completion, and question/answer exercises to practice these basic grammar structures.
QUANTIFIERS
The document is an English study guide about quantifiers for 11th grade students. It includes examples of quantifiers in pictures and sentences for students to identify the correct quantifier. Students are asked to answer multiple choice and fill in the blank exercises about quantifiers. Finally, students are instructed to create a mind map of all quantifiers in their notebook or folder.
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This document outlines a lesson plan for an English class for 5th grade students. The 45-minute lesson's objectives are to review vocabulary related to places in a city, describe cities using adjectives, answer questions about the presence or absence of places, and describe their own city. The lesson includes warm-up activities reviewing vocabulary and places. Students then complete reading comprehension and grammar exercises individually and as a group. The lesson aims to assess students' understanding of describing cities.
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This document provides an English lesson on places in town, present simple vs. present continuous tenses, and quantifiers like some, any, many, a lot of. It includes examples of how to use there is/there are to describe things that exist in locations. Students practice identifying places in their town and describing current and routine activities using the proper tenses. The lesson encourages students to discuss places in their town and what they do on holidays versus currently in a recorded video dialogue activity.
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The document provides guidance and materials for teaching probability and data representation to students. It includes examples of activities like drawing colored popsicle sticks from a bag to have students predict outcomes and make inferences. Worksheets are suggested to have students classify the likelihood of events as impossible, certain, by chance, less likely, equally likely, more likely, or unlikely based on experiments and real-world examples. Pictographs and tally charts are used to organize and present collected data for students to interpret.
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Directions Type out the answers to all questions on a separate .docx
Directions Type out the answers to all questions on a separate .docx
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This proposal outlines a project for students to learn about national and international holidays and festivities through an English immersion. The project will have six phases and use task-based and project-based learning over 2-4 weeks. Students will research holidays in their local area and around the world, collecting information to include in a virtual magazine. They will work individually and in groups, using tools like Nearpod and Canva. The project aims to develop students' English skills while learning about different cultures and traditions.
English Project Holidays and Festivals
This project aims to increase students' English skills while learning about holidays and festivals in their local area and around the world. Students will work individually or in groups to research and collect information about cultural traditions, history, costumes, music, and more related to national and international holidays. They will use digital tools to compile their findings. Students will then create a virtual magazine to showcase what they learned about their locality's holidays and share it with other schools. The goal is for students to both improve their English and appreciate the context in which they live.
Ingles 11 icfes Part 6
Este documento presenta una guía de trabajo para estudiantes sobre el tema de las pruebas Saber 11 sección 6 en inglés. La guía incluye ejemplos de diferentes gráficos sobre el tema con usos y aplicaciones del vocabulario. Los estudiantes deben responder ejercicios basados en los ejemplos y luego crear su propio diseño sobre un tema específico considerando las secciones de las pruebas Saber 11. Finalmente, la guía pide a los estudiantes buscar un artículo sobre democracia y paz para crear una
PASSIVE VOICE
The document discusses various verb tenses and voices in English grammar including simple present, past, and future tenses. It provides examples of sentences using active and passive voice in the present, past, future, progressive, perfect, and modal verb tenses. The examples discuss Colombian people fighting for their rights to demonstrate different grammatical structures including subject-verb agreement and plural/singular forms across tenses.
Ingles 11 icfes guide part 1 and 2
Este documento presenta una guía de trabajo para estudiantes sobre el tema de las pruebas ICFES. Incluye ejemplos de diferentes secciones de la prueba ICFES de inglés, como el uso interactivo del inglés y el conocimiento léxico. Luego, pide a los estudiantes que creen sus propios ejercicios basados en esas secciones, tomando en cuenta la situación educativa y de salud actual a nivel mundial. El objetivo es que los estudiantes reconozcan situaciones reales relacionadas con las secciones 1 y 2
Dia del idioma 2021 Joseista
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Inglés 11 icfes Guide part5
Este documento presenta una guía de trabajo para estudiantes sobre el tema de las pruebas Saber 11 de inglés. La guía incluye ejemplos y ejercicios sobre la sección 5 de las pruebas, que trata sobre el uso interactivo del inglés. Los estudiantes deben analizar los ejemplos provistos y luego completar ejercicios relacionados antes de crear su propio diseño sobre un tema específico, tomando en cuenta las secciones de las pruebas Saber 11. Al final, se pide a los estudiantes buscar dos
WORKSHOP PAST TENSE
The document discusses the past simple tense in English. It covers regular verbs in the past simple tense, which is formed by adding "-ed" to most verbs. Examples of sentences using regular past simple verbs like "walked", "talked", and "cooked" are provided. Links to worksheets on the past simple tense on a language learning site are also included for additional practice.
Ingles 11 icfes guide part 3 y 4
Este documento presenta una guía de trabajo para estudiantes sobre el tema de las pruebas Saber 11 de inglés. La guía incluye ejemplos de secciones 3 y 4 de las pruebas, que cubren conocimiento comunicativo y gramática. Los estudiantes deben revisar los ejemplos y completar ejercicios similares. También se les pide que creen sus propios ejercicios sobre el medio ambiente usando el formato de las secciones 3 y 4. El objetivo es que los estudiantes practiquen habilidades lingüísticas
AUTOEVALACIÓN
El documento presenta un formato de autoevaluación para que los estudiantes califiquen su desempeño durante el primer periodo del año 2021 en el marco del programa "Aprende en Casa Llega a Tu Puerta" implementado debido a la emergencia por Covid-19. El formato contiene 10 criterios de desempeño que los estudiantes deben calificar de 1 a 10 y al final se les indica si obtuvieron un puntaje alto o bajo para felicitarlos o retarlos a mejorar.
Autoevaluacion formato
El documento presenta un formato de autoevaluación para que los estudiantes califiquen su desempeño durante el primer periodo del año 2021 en el marco del programa "Aprende en Casa Llega a Tu Puerta" implementado debido a la emergencia por Covid-19. El formato contiene 10 criterios de desempeño que los estudiantes deben calificar de 1 a 10 y al final se les indica si obtuvieron un puntaje alto o bajo para motivarlos a continuar mejorando.
Guide zero and first conditional
Este documento presenta una guía de trabajo sobre condicionales cero y primero en inglés. Explica la diferencia entre ambos condicionales y provee ejemplos. Luego, pide a los estudiantes que completen ejercicios emparejando oraciones con los condicionales correctos y que creen su propia presentación sobre este tema usando mapas mentales. Finalmente, incluye una prueba sobre condicionales cero y primero para que los estudiantes demuestren su comprensión.
Sustantivos
Los sustantivos se dividen en varias clases según su significado y uso. Algunas clases principales son los sustantivos comunes, que designan objetos, seres o ideas en general; los sustantivos propios, que designan personas, lugares o cosas de manera única e individual; y los colectivos, que designan un conjunto o grupo de seres u objetos.
Sustantivos
Los sustantivos se dividen en varias clases: comunes, propios, colectivos e individuales. Los sustantivos comunes designan objetos, personas o ideas de forma genérica, mientras que los propios se refieren a nombres propios de personas, lugares o cosas. Los sustantivos colectivos designan un conjunto o grupo y los individuales se refieren a una única persona, cosa o idea.
Demonstratives
The document provides a date of February 16th, 2021. No other context or details are included in the document beyond stating this single date. In summary, the document simply lists the date of February 16th, 2021 without any additional information.
Adjectives vs Adverbs Modal verbs
The document discusses parts of speech and verb tenses including adjectives, adverbs, modal verbs, and infinitive verbs. It provides examples of how to correctly use adjectives, adverbs, and modal verbs. It also distinguishes between different verb tenses such as present, past, and modal forms. Finally, it lists infinitive verbs.
Simple Present tense
The document discusses rules for verbs in the simple present tense in English. It explains that the third person singular takes -s endings, such as "she sings" and "it sounds." Exceptions are listed for irregular verbs like "read," "work," and "swim." Common verbs like "wash," "watch," "fix," and "kiss" are provided as examples for third person singular conjugations. Finally, it notes the rules for verbs like "have," "go," and "do" in the third person singular, and how verbs ending in a consonant plus "y" change the "y" to "i" in the third person singular.
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Quantifiers
- 1. 1 Procedure Students will have different pictures related to quatifiers where they can find several examples about their uses, how and when they can use them in the correct way. Once they have answered the exercises, they have to create/design their own presentation by mind maps about quantifiers in their notebook or folder. 1. EJEMPLO/CONSULTA/PREGUNTAS.- Look at the examplesin the pictures about Quantifiers
- 2. 2 2. APLICACIÓNESDEL TEMA (Accordingto the examplesanswerthe followingexercisesaboutquantifiers)
- 3. 3 A) Write the correct Quantifier Some or any? Kate: Do you have any brothers or sisters? John: No, I don't, but I have cousins that love me like a real brother! Mark: Are there cinemasin this city? I really want to go to the movies! According to the followingsentences selectthe correct quantifier 6. There are __ people in the supermarket today. a lot fewer little 7. She has __ friends. lot of lots of a lot 8. He earns __ money. a lot a lot of lots 9. She wears __ gold jewellery. lots a lot lots of 10. He eats __. lots of a lot fewer
- 4. 4 Lisa: No, there aren't. But I have movies at home if you want! Rachel: I have cereal every morning, it is good for my health. Derek: I hate cereal! Mary: Do you have idea of how to do this exercise? Peter: No, I have no idea, but my mum gave books to study, maybe the answer is there! Amy: Can you give me of your posters? You have a lot of them! Claire: No, they are all mine. I can't give you poster! But I can give you old magazines I have... Amy: No, thanks. You are so selfish... B) According tothe following sentences select the correct quantifier. EXAMPLE 1. There are __ biscuits in the packet. a few a little a lot 2. We've got __ time before the plane leaves. a few a little a lot 3. 'Few of my students remember the third person singular 's' ending on verbs'' means that:: 11. Do you like hip-hop music? Yes, __ lots of much a lot 12. There's __ money in my wallet. few much a little 13. They have __ information on their website. much few very little 14. They have __ customers. very little very few a lot 15. He eats __ sweet food. lots of few a lot 16. He has __ free time. lots few
- 5. 5 not many students understand (maybe 2 or 3) some students understand (maybe 6 or 7) none of my students understand (0 students) 4. He always gets __ presents than his sister on his birthday. a lot of fewer less 5. I have __ money than you. a lot fewer less a lot of 17. There's only__ milk left in the fridge. lots a few a little 18. You smoke __ much a lot few 19. He doesn't earn __ fewer little a lot 20. I have __ good friends. a few a lot little
- 7. 7 SUMMARY TAKEN FROM: https://www.eslprintables.com/grammar_worksheets/quantifiers/QUANTIFIERS_editable_w ith_ke_381747/ TEST: Create a mind map about all quantifiers in your notebook or folder. EXAMP https://prom2021englishclasspractice.blogspot.com/