Responses with too and either
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This document discusses the differences between the words "either" and "too". It states that "either" is used in negative sentences while "too" is used in positive or affirmative sentences. Several examples are provided to illustrate this simple difference, such as "I'm not a pizza lover - I'm not either" versus "I can play soccer for hours - I can too". The document then provides an in-class activity where students must respond to statements using either "too" or "either". It concludes with instructions for pair work where students take turns making statements and responding.
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Responses with too and either
This document discusses the differences between the words "either" and "too". It states that "either" is used in negative sentences while "too" is used in positive or affirmative sentences. Several examples are provided to illustrate this distinction, such as "I'm not a pizza lover - I'm not either" versus "I can play soccer for hours - I can too". The document concludes with an in-class activity where students must respond to statements using either "too" or "either" and then pair work where students take turns making statements and responding.
Teaching English by using B-Slim Model
Stuart invites Amy to go out to eat with friends and catch a movie for Sara's birthday party after. Amy says she needs to cram for a test but Stuart insists she come to relax. Amy agrees to go if Stuart picks her up at 6 and brings her back by 10:30, though Stuart says midnight will be fine.
Futuro con el verbo auxiliar
The document discusses the use of the auxiliary verb "will" to express future tense in English in three forms: affirmative, negative, and interrogative. It provides examples of using "will" in the simple present with subjects like "she," "he," "we," and "I" to express what each subject will or will not do in the future, as well as examples of interrogative sentences using "will" to ask about future actions.
Webconferencec 2 dic
The document discusses using adverbs of frequency to agree or disagree with statements. It provides examples of using "so" and "too" to agree with positive statements, and "neither" and "either" to agree with negative statements. Practice examples are included to demonstrate agreeing and disagreeing with different tenses. Links to additional resources on this topic are listed at the end.
ADVERBS AND ADVERBIALS
The document defines and provides examples of different types of adverbs in English including: manner, frequency, degree, time, comment, place, and others. It explains where adverbs are typically placed in sentences and compares the meanings and uses of similar adverbs like "hardly" vs "hard", "lately" vs "late", "in the end" vs "at the end", and others. The document also includes exercises asking the reader to correct sentences and identify differences between related adverbs.
Unit 6 Writing about the Future
The document discusses the use of the phrase "be going to" to talk about future plans and predictions. It provides examples of how to form and use "be going to" in affirmative, negative, and question sentences. It also discusses using time words and combining sentences to make complex sentences when using "be going to".
Reported speech summary
This document discusses how to report speech in indirect or reported speech. It explains that when changing direct to reported speech, you may need to:
1. Remove quotation marks and adjust punctuation.
2. Change verb tenses. For example, changing "I am teaching" to "She said she was teaching."
3. Replace pronouns. For example, changing "you" to "I".
4. Adjust time and place references that were mentioned in the direct speech.
The document provides examples of reporting statements, questions, orders and commands in indirect speech. It emphasizes the need to change verb tenses and pronouns when reporting speech.
Past Indefinite Tense
The document discusses the past indefinite tense in English. It provides examples of regular verbs that form the past tense by adding "-ed" and irregular verbs that change their spelling or form entirely, such as "go-went-gone". It also discusses using the past indefinite tense to talk about completed actions in the past and provides examples of affirmative, interrogative, and negative sentence structures in this tense.
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Responses with too and either
This document discusses the differences between the words "either" and "too". It states that "either" is used in negative sentences while "too" is used in positive or affirmative sentences. Several examples are provided to illustrate this distinction, such as "I'm not a pizza lover - I'm not either" versus "I can play soccer for hours - I can too". The document concludes with an in-class activity where students must respond to statements using either "too" or "either" and then pair work where students take turns making statements and responding.
Teaching English by using B-Slim Model
Stuart invites Amy to go out to eat with friends and catch a movie for Sara's birthday party after. Amy says she needs to cram for a test but Stuart insists she come to relax. Amy agrees to go if Stuart picks her up at 6 and brings her back by 10:30, though Stuart says midnight will be fine.
Futuro con el verbo auxiliar
The document discusses the use of the auxiliary verb "will" to express future tense in English in three forms: affirmative, negative, and interrogative. It provides examples of using "will" in the simple present with subjects like "she," "he," "we," and "I" to express what each subject will or will not do in the future, as well as examples of interrogative sentences using "will" to ask about future actions.
Webconferencec 2 dic
The document discusses using adverbs of frequency to agree or disagree with statements. It provides examples of using "so" and "too" to agree with positive statements, and "neither" and "either" to agree with negative statements. Practice examples are included to demonstrate agreeing and disagreeing with different tenses. Links to additional resources on this topic are listed at the end.
ADVERBS AND ADVERBIALS
The document defines and provides examples of different types of adverbs in English including: manner, frequency, degree, time, comment, place, and others. It explains where adverbs are typically placed in sentences and compares the meanings and uses of similar adverbs like "hardly" vs "hard", "lately" vs "late", "in the end" vs "at the end", and others. The document also includes exercises asking the reader to correct sentences and identify differences between related adverbs.
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The document discusses the use of the phrase "be going to" to talk about future plans and predictions. It provides examples of how to form and use "be going to" in affirmative, negative, and question sentences. It also discusses using time words and combining sentences to make complex sentences when using "be going to".
Reported speech summary
This document discusses how to report speech in indirect or reported speech. It explains that when changing direct to reported speech, you may need to:
1. Remove quotation marks and adjust punctuation.
2. Change verb tenses. For example, changing "I am teaching" to "She said she was teaching."
3. Replace pronouns. For example, changing "you" to "I".
4. Adjust time and place references that were mentioned in the direct speech.
The document provides examples of reporting statements, questions, orders and commands in indirect speech. It emphasizes the need to change verb tenses and pronouns when reporting speech.
Past Indefinite Tense
The document discusses the past indefinite tense in English. It provides examples of regular verbs that form the past tense by adding "-ed" and irregular verbs that change their spelling or form entirely, such as "go-went-gone". It also discusses using the past indefinite tense to talk about completed actions in the past and provides examples of affirmative, interrogative, and negative sentence structures in this tense.
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This document provides an overview of the present simple tense in English, including its basic sentence structures. It gives examples of sentences using common adverbs like usually, often, and never. It also provides examples of the third person singular form. The document includes a short passage describing someone's daily routine and asks comprehension questions about the details. It concludes by prompting the reader to write about their own daily activities.
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The document provides exercises to practice using the structure "be going to" to talk about future plans and activities. It includes examples of sentences with "be going to" and tasks for students to complete sentences and write dialogues using the structure to discuss what various subjects will do in the future.
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The document discusses different types of adverbs. It explains that many adverbs are formed by adding -ly to adjectives, though some words ending in -ly are not adverbs. It then defines and provides examples of different types of adverbs including: manner, place, time, frequency, purpose/reason, quantity/degree, and affirmation/negation. Examples are given to illustrate each type of adverb.
Past Simple Tense
The document discusses the past simple tense in English grammar. It explains that the past simple tense is used to talk about actions or events that happened at a specific time in the past. It provides examples of regular verbs that take the "-ed" ending in the past simple (like "worked") and irregular verbs that have unique past forms (like "saw"). It then gives exercises for learners to practice forming sentences in the past simple tense.
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This document provides examples and exercises to practice using past tense verbs in English sentences. It begins with definitions and examples of past tense. Students are given sentences and asked to rewrite them in past tense, negative form, and questions. Further exercises involve providing the past tense form of given verbs and adding time expressions to sample sentences written in past tense. The document concludes by providing a paragraph writing prompt for students to describe how they spent their New Year's celebration in paragraph form using at least 5 sentences.
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This document discusses different types of adverbs and provides examples. It explains that many adverbs are formed by adding -ly to adjectives, though some words ending in -ly are not adverbs. It defines different types of adverbs including manner, place, time, frequency, purpose/reason, quantity/degree, and affirmation/negation. Examples are provided for each type of adverb like "happily" for manner and "tomorrow" for time. The document concludes by providing a practice exercise with blank spaces to insert different adverbs.
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The document discusses different modals of obligation in English including must, have to, should, and ought to. It explains that must and have to express obligation or strong recommendation, with must expressing the speaker's own feelings and have to stating facts. Must can only be used for present and future tense while have to can be used in all tenses. Should and ought to are used to give advice or opinion. You mustn't indicates prohibition. You don't have to means there is no obligation. Examples are provided to illustrate the usage of each modal.
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The document provides information on conjugating verbs in the present simple tense in English. It discusses the forms of the verb "to be" in positive, negative, and question structures. It then explains how other verbs are conjugated in the present simple tense, including adding "-s" to verbs for third person singular subjects and using "do/does" for negative and question forms. Examples are provided throughout to illustrate the various structures.
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The document provides information on conjugating verbs in the present simple tense in English. It discusses the forms of the verb "to be" in positive, negative, and question structures. It then explains how other verbs are conjugated in the present simple tense, including adding "-s" to verbs for third person singular subjects and using "do/does" for questions and negatives. Examples are provided throughout to illustrate the various structures.
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The document contains examples of phrasal verbs and prepositional phrases using common English words like keep on, delay, succeed in, be committed to, take care of, avoid, postpone, be used to, be looking forward to, be opposed to, admit, cannot help, be guilty of, be responsible for, be tired of, prevent someone from, finish, get through, complain about, prohibit someone from, appreciate, and enjoy. The examples provide contexts for using these phrasal verbs and prepositional phrases in sentences.
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The document discusses the present simple tense in English. It explains the forms of to be (am, is, are) in positive, negative, and question forms. It then explains the forms of other verbs like play, which add -s in third person singular positive forms and use do/does for negatives and questions. Questions can be yes/no or "wh" questions by placing the question word at the start. The present simple tense is used to express habitual or repeated actions.
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The document discusses various tenses in English including:
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2) The simple past tense which expresses completed actions in the past.
3) The future tense which can be expressed using "will" to talk about voluntary actions or promises, and "be going to" to express plans. Both can also be used to make predictions.
4) Time clauses require the simple present rather than future tense.
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The adverb
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This document discusses different types of adverbs and provides examples. It explains that many adverbs are formed by adding -ly to adjectives, though some words ending in -ly are not adverbs. It defines different types of adverbs including manner, place, time, frequency, purpose/reason, quantity/degree, and affirmation/negation. Examples are provided for each type of adverb like "happily" for manner and "tomorrow" for time. The document concludes by providing a practice exercise with blank spaces to insert different adverbs.
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Modals of obligation
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The document provides information on conjugating verbs in the present simple tense in English. It discusses the forms of the verb "to be" in positive, negative, and question structures. It then explains how other verbs are conjugated in the present simple tense, including adding "-s" to verbs for third person singular subjects and using "do/does" for questions and negatives. Examples are provided throughout to illustrate the various structures.
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The document contains examples of phrasal verbs and prepositional phrases using common English words like keep on, delay, succeed in, be committed to, take care of, avoid, postpone, be used to, be looking forward to, be opposed to, admit, cannot help, be guilty of, be responsible for, be tired of, prevent someone from, finish, get through, complain about, prohibit someone from, appreciate, and enjoy. The examples provide contexts for using these phrasal verbs and prepositional phrases in sentences.
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This document contains the summary of an online English class conducted by Teacher Norhasimah on 29 January 2021 from 9:00-10:00 AM for Class 5 Emerald and Class 5 Opal. The class covered revisiting the previous week's lesson on hobbies and interests using key phrases. Students were instructed to practice writing sentences about their own hobbies and interests using the phrases as examples. Homework was assigned from the English Plus 1 workbook.
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The document discusses the present simple tense in English. It explains the forms of to be (am, is, are) in positive, negative, and question forms. It then explains the forms of other verbs like play, which add -s in third person singular positive forms and use do/does for negatives and questions. Questions can be yes/no or "wh" questions by placing the question word at the start. The present simple tense is used to express habitual or repeated actions.
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This document discusses modal verbs and semi-modals in English. It defines modal verbs as can, could, may, might, must, should, will, shall, would, ought to, have to, and have got to. It explains that modal verbs behave differently than normal verbs in that they are always followed by a base verb form and do not take -s in the third person present simple. The document also discusses the meanings and uses of individual modal verbs like can, may, might, should, must, will, have to, and ought to. It notes that many modal verbs cannot be used in all tenses, so substitutes are provided like be able to.
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Use the past perfect progressive to talk about an action that was in progress before a specific time in the past. The progressive emphasizes the continuing activity, not the end result.
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The document discusses the simple future tense in English using the forms "will" and "be going to." It explains that while the two forms can sometimes be used interchangeably, they often express different meanings. "Will" is used to express voluntary actions or promises, while "be going to" expresses plans. Both can also be used to make predictions about the future, where there is no difference in meaning. Examples are provided to illustrate the uses and forms of each.
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2) The simple past tense which expresses completed actions in the past.
3) The future tense which can be expressed using "will" to talk about voluntary actions or promises, and "be going to" to express plans. Both can also be used to make predictions.
4) Time clauses require the simple present rather than future tense.
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Temple of Asclepius in Thrace. Excavation results
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Responses with too and either
- 1. RESPONSES WITH TOO AND EITHER PROFESSOR: Águeda Castillo
- 2. RESPONS ES WITH TOO AND EITHER The differences between “either” and “too” are that “either” is used in negative sentences, and “too” is used in positive or affirmative sentences. We can explain this simple difference with the help of a lot of examples.
- 3. PRESENT OF BE • I´m allergic to coconut -I am too
- 4. PRESENT OF BE •I´m not a pizza lover. -I’ m not either
- 5. SIMPLE PRESENT •I watch cartoons -I do too.
- 6. SIMPLE PRESENT • I don´t like to wear dresses. • I don´t either
- 7. CAN • I can play soccer for hours! • I can too
- 8. CAN •I can’t cook on weekends. •I can’t either
- 9. IN-CLASS ACTIVITY. In your notebooks, respond to these statements using too or either. You have 10 minutes to complete it. After 10 minutes, the teacher will nominate students for participation. The nominated student will turn both microphone and camera on. I watch a lot of sports. I’m allergic to nuts. I can’t play the guitar I´m not a morning person. I don´t have a pet I can eat chocolate all day. I study at UDELAS. I’m not a baseball player. I don’t like meat I love shopping.
- 10. PAIR WORK Student A: Make a statement Student B: give a response using too or either. Each pair will turn both microphone and camera on when they take their turn to speak.
- 11. THANK YOU