Stative verbs
•Download as PPTX, PDF•
0 likes•1,406 views
The document discusses the present simple and present continuous tenses in English. The present simple is used to talk about routine or habitual actions, while the present continuous is used to describe actions happening at the present moment. Some verbs like "like", "love", "want", and "prefer" are stative verbs that cannot be used in the present continuous tense as they describe a state of being rather than an action. Examples are provided of incorrect usage of stative verbs in the present continuous tense.
Report
Share
Report
Share
Recommended
Reconnaissance pp
The document provides details about the sets and props needed to film a music video. It describes the bedroom, bathroom, living room, outside, bar, and hallway sets that will be used to show the lonely and depressive life of the main character. Key props mentioned include a bed, lamp, window, mirror, television, bottle of alcohol, and replica firearm. The sets and props are intended to represent the themes, story, and symbolism referenced in the song's lyrics.
Past perfect tense - spot
The document discusses the past perfect tense, which is used to describe actions that were completed before other past actions. It provides examples of how the past perfect is used to refer to actions that happened before a specific time in the past or to indicate that something started in the past and continued up until another past event. The structure, forms, and examples of the past perfect tense are outlined, including affirmative and negative forms. Practice questions are provided for the reader to test their understanding of using the past perfect.
Film ideas
The document discusses choosing a genre and song for a music video project based on market research. After analyzing the research results, the filmmaker decides indie music would be the best genre as it often combines performance and narrative elements. Foster the People's song "I Would Do Anything for You" is selected over another option because it provides more opportunities to incorporate different filming ideas around performance, storytelling, and artistic styles.
Module 3 gustar notes
The document discusses the use of the verb "gustar" in Spanish. It explains that "gustar" means "to be pleasing" and is used in a way that is backwards from English, with the indirect object coming first followed by the verb "gustar" and then the subject. Some examples are provided to show how to express "I like", "you like", "he/she likes" in Spanish using indirect object pronouns and the verb "gustar".
Music video – used, developed and challenge
The document discusses how the author of a music video both used and challenged conventions from other artists' music videos. Specifically:
- The costume followed conventions by using a floaty dress but challenged expectations by focusing attention on the artist.
- The location used the same setting as Jessie Ware's video but challenged it by including monologues in addition to performance shots.
- Elements were borrowed from Ed Sheeran's "A Team" video like the black and white theme and storyline but the author developed their own concept further.
- A scene recreated one from "A Team" but in a different location so as not to be disrupted.
- The author challenged gender norms by including
Module 5 gustar
This document explains how to use the verb "gustar" in Spanish. It discusses how "gustar" means "to be pleasing" and is used differently than the English verb "to like". Specifically, in Spanish the subject of the verb is the thing being liked, while the person or people doing the liking use indirect object pronouns before "gustar". Several examples are provided to illustrate how to conjugate "gustar" and construct sentences expressing likes and dislikes in Spanish using this structure.
Gustar2
This document explains how to use the verb "gustar" in Spanish. It discusses how "gustar" means "to be pleasing" and is used differently than the English verb "to like". Specifically, in Spanish the subject of the verb is the thing being liked, while the person or people doing the liking use indirect object pronouns before "gustar". Several examples are provided to illustrate how to conjugate "gustar" and construct sentences expressing likes and dislikes in Spanish using this structure.
Gustar2
This document explains how to use the verb "gustar" in Spanish. It discusses how "gustar" means "to be pleasing" and is used differently than the English verb "to like". In Spanish, the subject of the verb is the thing being liked, while the person or people doing the liking use indirect object pronouns before "gustar". Some examples of how to translate common "I/you/we like" sentences into Spanish using this structure are provided.
Recommended
Reconnaissance pp
The document provides details about the sets and props needed to film a music video. It describes the bedroom, bathroom, living room, outside, bar, and hallway sets that will be used to show the lonely and depressive life of the main character. Key props mentioned include a bed, lamp, window, mirror, television, bottle of alcohol, and replica firearm. The sets and props are intended to represent the themes, story, and symbolism referenced in the song's lyrics.
Past perfect tense - spot
The document discusses the past perfect tense, which is used to describe actions that were completed before other past actions. It provides examples of how the past perfect is used to refer to actions that happened before a specific time in the past or to indicate that something started in the past and continued up until another past event. The structure, forms, and examples of the past perfect tense are outlined, including affirmative and negative forms. Practice questions are provided for the reader to test their understanding of using the past perfect.
Film ideas
The document discusses choosing a genre and song for a music video project based on market research. After analyzing the research results, the filmmaker decides indie music would be the best genre as it often combines performance and narrative elements. Foster the People's song "I Would Do Anything for You" is selected over another option because it provides more opportunities to incorporate different filming ideas around performance, storytelling, and artistic styles.
Module 3 gustar notes
The document discusses the use of the verb "gustar" in Spanish. It explains that "gustar" means "to be pleasing" and is used in a way that is backwards from English, with the indirect object coming first followed by the verb "gustar" and then the subject. Some examples are provided to show how to express "I like", "you like", "he/she likes" in Spanish using indirect object pronouns and the verb "gustar".
Music video – used, developed and challenge
The document discusses how the author of a music video both used and challenged conventions from other artists' music videos. Specifically:
- The costume followed conventions by using a floaty dress but challenged expectations by focusing attention on the artist.
- The location used the same setting as Jessie Ware's video but challenged it by including monologues in addition to performance shots.
- Elements were borrowed from Ed Sheeran's "A Team" video like the black and white theme and storyline but the author developed their own concept further.
- A scene recreated one from "A Team" but in a different location so as not to be disrupted.
- The author challenged gender norms by including
Module 5 gustar
This document explains how to use the verb "gustar" in Spanish. It discusses how "gustar" means "to be pleasing" and is used differently than the English verb "to like". Specifically, in Spanish the subject of the verb is the thing being liked, while the person or people doing the liking use indirect object pronouns before "gustar". Several examples are provided to illustrate how to conjugate "gustar" and construct sentences expressing likes and dislikes in Spanish using this structure.
Gustar2
This document explains how to use the verb "gustar" in Spanish. It discusses how "gustar" means "to be pleasing" and is used differently than the English verb "to like". Specifically, in Spanish the subject of the verb is the thing being liked, while the person or people doing the liking use indirect object pronouns before "gustar". Several examples are provided to illustrate how to conjugate "gustar" and construct sentences expressing likes and dislikes in Spanish using this structure.
Gustar2
This document explains how to use the verb "gustar" in Spanish. It discusses how "gustar" means "to be pleasing" and is used differently than the English verb "to like". In Spanish, the subject of the verb is the thing being liked, while the person or people doing the liking use indirect object pronouns before "gustar". Some examples of how to translate common "I/you/we like" sentences into Spanish using this structure are provided.
Stative verbs
Stative verbs describe states of being, thoughts, emotions, senses, or possession that are generally timeless and not actions. Some common stative verbs are think, know, understand, believe, have, belong, hate, love, seem, mean, look, sound, smell, feel, and taste. Stative verbs are often used without continuous tenses and describe things that simply are true and generally do not change.
Stative verbs
This document discusses stative verbs, which cannot be used in continuous tenses. It lists common stative verbs for feelings, thoughts, opinions, senses, possession, and measures. It notes some stative verbs like "think" and "have" that can sometimes be used as dynamic/action verbs in continuous tenses. When stative verbs like "smell", "weigh", "look", and "taste" are used transitively, they can be used in continuous tenses, but when used intransitively to describe a state, they cannot be used in continuous tenses. It also discusses the different meanings and uses of the verb "see".
State verbs
The document discusses state verbs and action verbs. State verbs describe a state of being and are not usually used in the present continuous tense. Some examples of state verbs given are related to senses, sentiments, possession, knowledge, and opinions. Action verbs describe something happening and can be used in the present continuous tense under certain circumstances such as to express an action rather than a state.
Tense Forms. Stative verbs
The document discusses stative verbs, which express a state rather than an action and are not used in continuous tenses. It provides examples of different types of stative verbs including verbs of the senses, feelings/emotions, opinion, and others. It notes some stative verbs like feel, hurt, look, watch, and listen that can be used in continuous tenses to express deliberate actions. The document also explains how some stative verbs have different meanings depending on whether they are used in continuous or simple tenses to express a state or an action.
Non action verbs
"Inscribete Ya: https://goo.gl/wv2KA6
Informacion y Requisitos
Inscribete Al Curso de Ingles Para el Trabajo 100% Financiado Por INSAFORP."
Stative verbs 5to
Stative verbs describe states of being rather than actions, and are never used in continuous tenses. Some common stative verbs include verbs showing emotions like 'like' and 'love', verbs showing possession like 'have' and 'own', verbs showing thought like 'know' and 'believe', verbs showing senses like 'see' and 'hear', and other verbs like 'fit' and 'require'. The document provides examples of using different types of stative verbs in sentences.
English basic i
The document provides an overview of key concepts for communicating in English, including expressing ideas and feelings, sharing plans, and interacting with others through talking, singing songs. It then lists some basic grammar structures to learn like the present simple tense, verbs to be, yes/no and wh- questions, verbs with do/does, adverbs of frequency, and daily routines. Learning English takes practice but can be enjoyable.
Stative verbs non action verbs
Stative verbs cannot be used in the present progressive tense because they describe sensory experiences, opinions, emotions, and intellectual states rather than actions. Examples of stative verbs include hear, see, smell, taste, like, dislike, think, love, hate, need, want, know, understand, and believe. While "I am loving my family" is incorrect, "I love my family" is the proper way to use a stative verb.
Non-action verbs
This document provides examples and explanations of non-action or stative verbs. It discusses how some non-action verbs express emotions, senses, needs, mental states, possession, and measurements. It also notes that non-action verbs are generally not used in the present progressive form and gives examples of verbs that can be either action or non-action depending on the context. Practice exercises are included to have the reader identify and use non-action verbs correctly.
Action & non action verbs explanation
The document discusses the present simple and present continuous tenses in English grammar. It provides examples of verbs used in their present simple and present continuous forms, and distinguishes between action verbs and non-action verbs. Action verbs can be used in both the present simple and present continuous tenses, while non-action verbs are generally only used in the present simple tense. The document also lists some verbs that can function as either action or non-action verbs depending on the context.
Stative and dynamic verbs
This document discusses stative and dynamic verbs. Stative verbs describe a state of being and are not usually used in continuous tenses, while dynamic verbs describe actions and can be used in continuous tenses. It provides examples of common stative verbs like appear, belong, and fit. Some verbs like be, have, see, taste, and think can be either stative or dynamic depending on how they are used.
Digital Tools for Language Development
This document discusses using digital tools to develop language skills. It provides examples of digital tools that can be used for reading, writing, pronunciation, and media literacy skills. Tasks for using tools like infographics to develop comprehension are suggested. The document encourages subscribing to the author's newsletter and downloading free digital materials and this presentation.
Trabjo de pintura [autoguardado] nº 30
Este documento proporciona instrucciones para un proyecto de arte que involucra dibujar y pintar. Detalla los materiales necesarios como camiseta, paño, bolsa de basura, pinceles, cartón o lienzo. Explica los 4 pasos del proyecto: 1) dibujar el diseño en papel, 2) transferir el diseño al lienzo, 3) comenzar a pintar, y 4) terminar de pintar. Finalmente, lista los nombres de los estudiantes y sus trabajos.
Power point n 5
Los estudiantes realizaron un proyecto de aprendizaje basado en problemas (PBL) en matemáticas para medir el área total de un patio. Se organizaron en grupos de tres personas, se pusieron de acuerdo para traer un metro para medir, midieron el patio, y obtuvieron el resultado final. A la estudiante le gustó realizar el PBL.
Power point gema nº 5
Los estudiantes realizaron un proyecto de aprendizaje basado en problemas (PBL) en matemáticas para medir el área total de un patio. Se organizaron en grupos de tres personas, se pusieron de acuerdo para traer un metro para medir, midieron el patio, y obtuvieron el resultado final. A la estudiante le gustó realizar el PBL.
Portfolio la marioneta martina robayna padrón nº 28
El documento describe los cinco pasos para hacer marionetas en una clase. Primero, los estudiantes reunieron los materiales necesarios como plastilina, vaselina y papel de periódico. Luego, moldearon las caras de los personajes y aplicaron capas de papel y cola para darles forma. Después, la maestra cortó las cabezas y los estudiantes las volvieron a unir. Finalmente, eligieron la ropa y decoraciones para Caperucita Roja, Pinocho, Mudito, Pitufina y un viejito.
Power point n 5
Los estudiantes realizaron un proyecto de aprendizaje basado en problemas (PBL) en matemáticas para medir el área total de un patio. Se organizaron en grupos de tres personas, se pusieron de acuerdo para traer un metro para medir, midieron el patio, y obtuvieron el resultado final. A la estudiante le gustó realizar el PBL.
Portfolio nº 14
El documento describe los pasos para completar un portfolio de inglés, incluyendo aprender vocabulario para describir ropa, colores, características físicas y del pelo, con el objetivo a largo plazo de memorizar vocabulario y verbos necesarios para realizar descripciones, aprender a expresarse bien en inglés y hablar con propiedad como si fuera nativo, y aprender idiomas importantes para encontrar trabajo en el futuro. Actualmente se sabe un poco más del idioma universal.
Power point gema nº 5
Los estudiantes realizaron un proyecto de aprendizaje basado en problemas (PBL) en matemáticas para medir el área total de un patio. Se organizaron en grupos de tres personas, se pusieron de acuerdo para traer un metro para medir, midieron el patio, y obtuvieron el resultado final. A la estudiante le gustó realizar el PBL.
Portfolio lengua. n 10
Mari Cruz fue asesinada por unos ladrones mientras cerraba su tienda. Aunque estaba muerta, podía ver lo que sucedía. Su hermana fue acusada injustamente de su asesinato y enviada a la cárcel, donde fue abusada. Dio a luz a una hija en prisión. Más tarde, uno de los verdaderos asesinos confesó el crimen desde Argentina, pero para entonces la hermana de Mari Cruz ya había muerto, víctima de los abusos en prisión.
Plastica ( portfolio ) nº 8
La alumna Ma Elena Cabrera Hernández describe los cuatro pasos para hacer una cajita de madera decorada con servilletas y fieltro: 1) pegar círculos y un oso recortados de servilletas floreadas en la caja, 2) cubrir los lados externos con servilletas floreadas y una tira navideña, 3) pegar una rana recortada en el interior superior, 4) rellenar la parte inferior con fieltro rojo.
Nº 21 el universo.
El universo está formado por galaxias que contienen estrellas, planetas, satélites y otros cuerpos celestes. El sistema solar contiene 8 planetas que orbitan alrededor del sol, divididos en interiores y exteriores, así como satélites, cometas, asteroides y meteoritos. El sol es la estrella central del sistema solar y permite la vida en la Tierra.
More Related Content
Viewers also liked
Stative verbs
Stative verbs describe states of being, thoughts, emotions, senses, or possession that are generally timeless and not actions. Some common stative verbs are think, know, understand, believe, have, belong, hate, love, seem, mean, look, sound, smell, feel, and taste. Stative verbs are often used without continuous tenses and describe things that simply are true and generally do not change.
Stative verbs
This document discusses stative verbs, which cannot be used in continuous tenses. It lists common stative verbs for feelings, thoughts, opinions, senses, possession, and measures. It notes some stative verbs like "think" and "have" that can sometimes be used as dynamic/action verbs in continuous tenses. When stative verbs like "smell", "weigh", "look", and "taste" are used transitively, they can be used in continuous tenses, but when used intransitively to describe a state, they cannot be used in continuous tenses. It also discusses the different meanings and uses of the verb "see".
State verbs
The document discusses state verbs and action verbs. State verbs describe a state of being and are not usually used in the present continuous tense. Some examples of state verbs given are related to senses, sentiments, possession, knowledge, and opinions. Action verbs describe something happening and can be used in the present continuous tense under certain circumstances such as to express an action rather than a state.
Tense Forms. Stative verbs
The document discusses stative verbs, which express a state rather than an action and are not used in continuous tenses. It provides examples of different types of stative verbs including verbs of the senses, feelings/emotions, opinion, and others. It notes some stative verbs like feel, hurt, look, watch, and listen that can be used in continuous tenses to express deliberate actions. The document also explains how some stative verbs have different meanings depending on whether they are used in continuous or simple tenses to express a state or an action.
Non action verbs
"Inscribete Ya: https://goo.gl/wv2KA6
Informacion y Requisitos
Inscribete Al Curso de Ingles Para el Trabajo 100% Financiado Por INSAFORP."
Stative verbs 5to
Stative verbs describe states of being rather than actions, and are never used in continuous tenses. Some common stative verbs include verbs showing emotions like 'like' and 'love', verbs showing possession like 'have' and 'own', verbs showing thought like 'know' and 'believe', verbs showing senses like 'see' and 'hear', and other verbs like 'fit' and 'require'. The document provides examples of using different types of stative verbs in sentences.
English basic i
The document provides an overview of key concepts for communicating in English, including expressing ideas and feelings, sharing plans, and interacting with others through talking, singing songs. It then lists some basic grammar structures to learn like the present simple tense, verbs to be, yes/no and wh- questions, verbs with do/does, adverbs of frequency, and daily routines. Learning English takes practice but can be enjoyable.
Stative verbs non action verbs
Stative verbs cannot be used in the present progressive tense because they describe sensory experiences, opinions, emotions, and intellectual states rather than actions. Examples of stative verbs include hear, see, smell, taste, like, dislike, think, love, hate, need, want, know, understand, and believe. While "I am loving my family" is incorrect, "I love my family" is the proper way to use a stative verb.
Non-action verbs
This document provides examples and explanations of non-action or stative verbs. It discusses how some non-action verbs express emotions, senses, needs, mental states, possession, and measurements. It also notes that non-action verbs are generally not used in the present progressive form and gives examples of verbs that can be either action or non-action depending on the context. Practice exercises are included to have the reader identify and use non-action verbs correctly.
Action & non action verbs explanation
The document discusses the present simple and present continuous tenses in English grammar. It provides examples of verbs used in their present simple and present continuous forms, and distinguishes between action verbs and non-action verbs. Action verbs can be used in both the present simple and present continuous tenses, while non-action verbs are generally only used in the present simple tense. The document also lists some verbs that can function as either action or non-action verbs depending on the context.
Stative and dynamic verbs
This document discusses stative and dynamic verbs. Stative verbs describe a state of being and are not usually used in continuous tenses, while dynamic verbs describe actions and can be used in continuous tenses. It provides examples of common stative verbs like appear, belong, and fit. Some verbs like be, have, see, taste, and think can be either stative or dynamic depending on how they are used.
Digital Tools for Language Development
This document discusses using digital tools to develop language skills. It provides examples of digital tools that can be used for reading, writing, pronunciation, and media literacy skills. Tasks for using tools like infographics to develop comprehension are suggested. The document encourages subscribing to the author's newsletter and downloading free digital materials and this presentation.
Viewers also liked (12)
More from yurenafdezsmv
Trabjo de pintura [autoguardado] nº 30
Este documento proporciona instrucciones para un proyecto de arte que involucra dibujar y pintar. Detalla los materiales necesarios como camiseta, paño, bolsa de basura, pinceles, cartón o lienzo. Explica los 4 pasos del proyecto: 1) dibujar el diseño en papel, 2) transferir el diseño al lienzo, 3) comenzar a pintar, y 4) terminar de pintar. Finalmente, lista los nombres de los estudiantes y sus trabajos.
Power point n 5
Los estudiantes realizaron un proyecto de aprendizaje basado en problemas (PBL) en matemáticas para medir el área total de un patio. Se organizaron en grupos de tres personas, se pusieron de acuerdo para traer un metro para medir, midieron el patio, y obtuvieron el resultado final. A la estudiante le gustó realizar el PBL.
Power point gema nº 5
Los estudiantes realizaron un proyecto de aprendizaje basado en problemas (PBL) en matemáticas para medir el área total de un patio. Se organizaron en grupos de tres personas, se pusieron de acuerdo para traer un metro para medir, midieron el patio, y obtuvieron el resultado final. A la estudiante le gustó realizar el PBL.
Portfolio la marioneta martina robayna padrón nº 28
El documento describe los cinco pasos para hacer marionetas en una clase. Primero, los estudiantes reunieron los materiales necesarios como plastilina, vaselina y papel de periódico. Luego, moldearon las caras de los personajes y aplicaron capas de papel y cola para darles forma. Después, la maestra cortó las cabezas y los estudiantes las volvieron a unir. Finalmente, eligieron la ropa y decoraciones para Caperucita Roja, Pinocho, Mudito, Pitufina y un viejito.
Power point n 5
Los estudiantes realizaron un proyecto de aprendizaje basado en problemas (PBL) en matemáticas para medir el área total de un patio. Se organizaron en grupos de tres personas, se pusieron de acuerdo para traer un metro para medir, midieron el patio, y obtuvieron el resultado final. A la estudiante le gustó realizar el PBL.
Portfolio nº 14
El documento describe los pasos para completar un portfolio de inglés, incluyendo aprender vocabulario para describir ropa, colores, características físicas y del pelo, con el objetivo a largo plazo de memorizar vocabulario y verbos necesarios para realizar descripciones, aprender a expresarse bien en inglés y hablar con propiedad como si fuera nativo, y aprender idiomas importantes para encontrar trabajo en el futuro. Actualmente se sabe un poco más del idioma universal.
Power point gema nº 5
Los estudiantes realizaron un proyecto de aprendizaje basado en problemas (PBL) en matemáticas para medir el área total de un patio. Se organizaron en grupos de tres personas, se pusieron de acuerdo para traer un metro para medir, midieron el patio, y obtuvieron el resultado final. A la estudiante le gustó realizar el PBL.
Portfolio lengua. n 10
Mari Cruz fue asesinada por unos ladrones mientras cerraba su tienda. Aunque estaba muerta, podía ver lo que sucedía. Su hermana fue acusada injustamente de su asesinato y enviada a la cárcel, donde fue abusada. Dio a luz a una hija en prisión. Más tarde, uno de los verdaderos asesinos confesó el crimen desde Argentina, pero para entonces la hermana de Mari Cruz ya había muerto, víctima de los abusos en prisión.
Plastica ( portfolio ) nº 8
La alumna Ma Elena Cabrera Hernández describe los cuatro pasos para hacer una cajita de madera decorada con servilletas y fieltro: 1) pegar círculos y un oso recortados de servilletas floreadas en la caja, 2) cubrir los lados externos con servilletas floreadas y una tira navideña, 3) pegar una rana recortada en el interior superior, 4) rellenar la parte inferior con fieltro rojo.
Nº 21 el universo.
El universo está formado por galaxias que contienen estrellas, planetas, satélites y otros cuerpos celestes. El sistema solar contiene 8 planetas que orbitan alrededor del sol, divididos en interiores y exteriores, así como satélites, cometas, asteroides y meteoritos. El sol es la estrella central del sistema solar y permite la vida en la Tierra.
El baloncesto daniel nº 3
El documento resume la historia, reglas y aspectos técnicos del baloncesto. Se describe que el baloncesto fue creado en 1891 por James Naismith para un juego de invierno, con cestas de melocotón como canastas. Explica reglas como los pasos, el área, los tiempos de posesión y los tipos de faltas. También cubre las técnicas básicas de ataque, defensa y táctica, así como los tipos de pases y las medidas del campo.
Portfolio la marioneta martina robayna padrón nº 28
El documento describe los cinco pasos para hacer marionetas en una clase. Primero, los estudiantes reunieron los materiales necesarios como plastilina, vaselina y papel de periódico. Luego, moldearon las caras de los personajes y aplicaron capas de papel y cola para darles forma. Después, la maestra cortó las cabezas y los estudiantes las volvieron a unir. Finalmente, eligieron la ropa y decoraciones para Caperucita Roja, Pinocho, Mudito, Pitufina y un viejito.
Bodega el grifi n 26
Este documento resume la historia de la bodega El Grifo en Lanzarote, la bodega más antigua de Canarias fundada en 1775. Describe cómo el paisaje volcánico de Lanzarote parecía no ser apto para el cultivo de viñas hasta que se descubrió que la tierra volcánica mantenía una temperatura constante y absorbía el rocío, haciendo posible el cultivo. La bodega produce alrededor de 700,000 botellas anuales de diferentes variedades de vinos blancos y tintos cult
Carnaval
El documento resume tres entrevistas sobre cómo se celebraba el carnaval en el pasado en Lanzarote en comparación con el carnaval moderno. La abuela de Manuel recuerda que en el pasado la gente iba de casa en casa pidiendo limosnas disfrazados con ropa de sus madres y abuelas. Julia cuenta que antes había más ilusión y tradición, mientras que ahora hay más niños malcriados. La madre de Jimena dice que antes la gente se disfrazaba de mascarita usando ropa de hombre o militar con un pañuelo en la cabeza
Pwer point carnaval antiguo
El documento describe las tradiciones del carnaval antiguo en una isla canaria. Habla de cómo la gente se disfrazaba y recorría las casas para comer y beber. También explica cómo se hacían los "buches", inflando pescados vacíos que luego se curtían y llevaban a la playa. Finalmente, menciona el grupo La Parranda Los Buches, creado en 1963 para representar las tradiciones del carnaval antiguo.
Mascaritas
Los carnavales antiguamente eran muy divertidos y variaban según la localidad. En algunos lugares, las mujeres se disfrazaban con la ropa de sus padres y se desfiguraban la cara, mientras que en otros había bailes de disfraces. La gente solía vestirse representando cosas de actualidad o personajes como bebés, bañistas o Doña Urraca.
Carnavales trabajo del cole
El documento describe los orígenes del Carnaval en las culturas egipcia y romana, así como su evolución en España. Explica que el Carnaval celebra la llegada de la primavera y se originó en las fiestas en honor a Baco. También describe las tradiciones de Carnaval en Valladolid, donde no era una fiestra muy celebrada, y en Madrid, donde comenzó en el siglo XVI y los disfraces se popularizaron en el siglo XVIII. Finalmente, incluye entrevistas sobre cómo era el Carnaval antes, con disfra
Carnaval
El documento habla sobre cómo se celebraba el carnaval en el pasado. Incluye entrevistas con abuelos y padres que describen que antes del gobierno de Franco, el carnaval era más pequeño y casero, donde la gente se disfrazaba con ropa vieja y pedía dinero de casa en casa sin cabalgatas ni carrozas. También menciona una tradición llamada "Los Buches" donde la gente tocaba instrumentos y golpeaba a otros con pescado seco como broma.
Carnaval 6ª
El documento describe cómo eran los carnavales antiguamente en Lanzarote, incluyendo las tradiciones de vestirse con ropa de otro género, gastar bromas a amigos, bailar en torno a una piñata hasta que se rompía, y finalizar el carnaval. También menciona grupos como "La parranda de los buches" que amenizaban los bailes con música, y "Los Diabletes" de Teguise que asustaban a niños. Finalmente, el documento explica cómo terminaban las fiestas con "El entierro de
Carnavales
El documento presenta entrevistas con el padre de Andrés Morales y la abuela de Cynthia sobre sus recuerdos del carnaval. Para el padre de Andrés, el carnaval era una fiesta alegre donde disfrutaba de ir disfrazado de personajes infantiles al carnavalito del Casino con sus amigos y familia. Le gustaba la participación de la gente y pasarlo bien comiendo y bebiendo. La abuela de Cynthia recuerda que en los viejos tiempos la gente se disfrazaba con trapos y ropa vieja, se divertían tocando
More from yurenafdezsmv (20)
Portfolio la marioneta martina robayna padrón nº 28
Portfolio la marioneta martina robayna padrón nº 28
Portfolio la marioneta martina robayna padrón nº 28
Portfolio la marioneta martina robayna padrón nº 28
Recently uploaded
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
The Diamonds of 2023-2024 in the IGRA collection
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.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Walmart Business+ and Spark Good for Nonprofits.pdf
"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!"
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
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.Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Recently uploaded (20)
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Stative verbs
- 1. PRESENT SIMPLE AND PRESENT CONTINUOUS
- 2. PRESENT SIMPLE: It’s used to talk about routine and habits. PRESENT CONTINUOUS: It’s used to talk about things happening at the moment. NOT ALL THE VERBS CAN BE USED IN PRESENT CONTINUOUS
- 3. Some verbs are stative verbs, they can’t be used in present continuous: LIKE LOVE ENJOY HATE PREFER WANT
- 4. The first time I saw it I thought it was boring, but I am liking like this film now. I am wanting want my coffe now. At the moment, I am prefering prefer to work in groups.