Stressed syllable2 4 original
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This document discusses stressed and unstressed syllables in English words. It explains that stressed syllables are long and have full vowel sounds, while unstressed syllables are short and often reduced. It provides the example of the word "banana" to demonstrate how the first and third syllables are unstressed (short) while the middle syllable is stressed (long). The document concludes with an activity that asks the reader to underline the stressed words in a list of example words.
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English intonation
Intonation refers to the rise and fall of pitch in speech and is used in English to express meaning, emotion, and structure. Intonation is closely linked to grammar and sentence structure in English. Certain sentence types have characteristic intonation patterns, such as rising intonation for yes/no questions and falling intonation for declarative sentences. Within sentences, intonation is used to emphasize important information through stressing certain words or thought groups. Intonation also conveys aspects such as new information, contrast, meaning, mood, and cultural understanding.
Word stress
This document discusses word stress in English. It explains that most words with more than one syllable have one syllable that is stressed, making it longer and louder than the other syllables. This stressed syllable plays an important role in pronouncing words correctly. The document provides examples of words with different stress patterns and discusses rules for determining stress in words based on their part of speech, suffixes, and whether they are compound words. It emphasizes that word stress is an important part of pronunciation in English and that stressing the wrong syllable can change a word's meaning or make it difficult to understand.
Stress
Stress refers to the emphasis or prominence given to certain syllables in a word. In English, stressed syllables are louder, higher-pitched, and longer than unstressed syllables. The location and degree of stress can influence the meaning of words and is an important part of pronunciation. Rules for determining stress are complex and often irregular, so it is best learned through listening practice.
COMPLEX WORD STRESS
This document discusses complex word stress in English. It covers several types of complex words formed from affixes or compounds. For words with affixes, the affix may receive primary stress, stress remains on the stem, or stress shifts within the stem. Common suffixes are discussed, some carry their own stress while others do not affect stress placement. Prefixes do not regularly carry or shift stress in predictable ways. Compound words may be stressed on the first or second element depending on the word class. Variable stress can occur in connected speech or between dialects. Word-class pairs with identical spelling but different stress include noun/verb pairs where the verb is stressed on the second syllable and the noun/adjective on the first.
Stress presentation
Stress is an important feature of English pronunciation. A stressed syllable is pronounced with more force or prominence compared to unstressed syllables. There are different levels of stress - primary, secondary, tertiary. Word stress refers to emphasizing a particular syllable within a word, while sentence stress emphasizes certain words for meaning. The placement of stress depends on factors like the type of word, number of syllables, and presence of affixes or compounds. Stress helps distinguish words and meanings in English.
connected speech
The document discusses features of connected speech in English, including assimilation, reduction, elision, and liaison. Assimilation refers to changes in sounds due to neighboring sounds, such as "this" becoming "thish" before "shop." Reduction involves shortening and weakening sounds like vowels. Elision is the omission of sounds, like the "t" sound in "next week." Liaison is the smooth joining of words, such as the "r" sound being pronounced in "car is" instead of just "car is." These features help English speech flow smoothly and quickly between words.
5. sentence stress
This document discusses techniques for teaching sentence stress in English pronunciation. It explains that placing stress on the wrong words can change the meaning of sentences or distort their intended meaning. Content words like nouns, verbs, and adjectives are generally stressed more than function words like articles and prepositions. Examples are provided to demonstrate stressing different parts of sentences to emphasize different meanings. Exercises are suggested for students to practice identifying and stressing content words in sentences.
Pronunciation stress
This document discusses word stress in English pronunciation. It explains that words with multiple syllables have one syllable that is stressed, making it louder and longer than the unstressed syllables. Examples are given of both single and multi-syllable words and which syllable receives stress. The document stresses that in words with two or more syllables, one syllable will always be pronounced more strongly than the others. Links are provided for further practice with word stress.
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English intonation
Intonation refers to the rise and fall of pitch in speech and is used in English to express meaning, emotion, and structure. Intonation is closely linked to grammar and sentence structure in English. Certain sentence types have characteristic intonation patterns, such as rising intonation for yes/no questions and falling intonation for declarative sentences. Within sentences, intonation is used to emphasize important information through stressing certain words or thought groups. Intonation also conveys aspects such as new information, contrast, meaning, mood, and cultural understanding.
Word stress
This document discusses word stress in English. It explains that most words with more than one syllable have one syllable that is stressed, making it longer and louder than the other syllables. This stressed syllable plays an important role in pronouncing words correctly. The document provides examples of words with different stress patterns and discusses rules for determining stress in words based on their part of speech, suffixes, and whether they are compound words. It emphasizes that word stress is an important part of pronunciation in English and that stressing the wrong syllable can change a word's meaning or make it difficult to understand.
Stress
Stress refers to the emphasis or prominence given to certain syllables in a word. In English, stressed syllables are louder, higher-pitched, and longer than unstressed syllables. The location and degree of stress can influence the meaning of words and is an important part of pronunciation. Rules for determining stress are complex and often irregular, so it is best learned through listening practice.
COMPLEX WORD STRESS
This document discusses complex word stress in English. It covers several types of complex words formed from affixes or compounds. For words with affixes, the affix may receive primary stress, stress remains on the stem, or stress shifts within the stem. Common suffixes are discussed, some carry their own stress while others do not affect stress placement. Prefixes do not regularly carry or shift stress in predictable ways. Compound words may be stressed on the first or second element depending on the word class. Variable stress can occur in connected speech or between dialects. Word-class pairs with identical spelling but different stress include noun/verb pairs where the verb is stressed on the second syllable and the noun/adjective on the first.
Stress presentation
Stress is an important feature of English pronunciation. A stressed syllable is pronounced with more force or prominence compared to unstressed syllables. There are different levels of stress - primary, secondary, tertiary. Word stress refers to emphasizing a particular syllable within a word, while sentence stress emphasizes certain words for meaning. The placement of stress depends on factors like the type of word, number of syllables, and presence of affixes or compounds. Stress helps distinguish words and meanings in English.
connected speech
The document discusses features of connected speech in English, including assimilation, reduction, elision, and liaison. Assimilation refers to changes in sounds due to neighboring sounds, such as "this" becoming "thish" before "shop." Reduction involves shortening and weakening sounds like vowels. Elision is the omission of sounds, like the "t" sound in "next week." Liaison is the smooth joining of words, such as the "r" sound being pronounced in "car is" instead of just "car is." These features help English speech flow smoothly and quickly between words.
5. sentence stress
This document discusses techniques for teaching sentence stress in English pronunciation. It explains that placing stress on the wrong words can change the meaning of sentences or distort their intended meaning. Content words like nouns, verbs, and adjectives are generally stressed more than function words like articles and prepositions. Examples are provided to demonstrate stressing different parts of sentences to emphasize different meanings. Exercises are suggested for students to practice identifying and stressing content words in sentences.
Pronunciation stress
This document discusses word stress in English pronunciation. It explains that words with multiple syllables have one syllable that is stressed, making it louder and longer than the unstressed syllables. Examples are given of both single and multi-syllable words and which syllable receives stress. The document stresses that in words with two or more syllables, one syllable will always be pronounced more strongly than the others. Links are provided for further practice with word stress.
Saleem ...stress
The document discusses English word stress and sentence stress. It explains that English is a stress-timed language where certain syllables within words and certain words within sentences are pronounced with more force. It provides examples of word stress patterns in different types of words. It also discusses how sentence stress gives English its rhythm by emphasizing content words over structure words. The document advises learning the stress patterns of new words from dictionaries or by listening to native English speakers.
Word stress
Word stress refers to emphasizing certain syllables within words for proper pronunciation in English. Most words have one syllable that is longer and louder than the others. The document outlines rules for determining stress patterns in different types of words like two-syllable words, compound words, words ending in certain suffixes, and prefixes. Mistakes in word stress can cause misunderstandings and prevent clear communication. Examples are provided to illustrate the rules. Exercises at the end test the reader's understanding of applying word stress rules.
Sentence stress & word stress
This document discusses word stress and sentence stress in linguistics. It defines stress as emphasis or prominence given to certain syllables in words or certain words in phrases. Word stress refers to stressing syllables within words, with rules provided for stress patterns in different types of words. Sentence stress involves accenting content words over structure words to convey meaning. Examples are given to illustrate both word stress and sentence stress.
Stressed syllables 1 3-5 original
This document discusses stressed and unstressed syllables in English words. It explains that stressed syllables are long with full vowel sounds, while unstressed syllables are short with reduced vowel sounds. It provides examples of words with stressed and unstressed syllables, and encourages underlining the stressed words in a list of example words.
TAREA MARIBEL DE FREDDY
This document provides an overview of word and sentence stress and intonation patterns in English. It discusses where stress typically falls in words with different numbers of syllables, such as one-syllable words usually being stressed on the vowel, two-syllable nouns on the first syllable, and three-syllable words often having primary stress on the first syllable and secondary stress on the last. It also covers how stress can shift in derivatives and compounds. The document concludes by discussing intonation patterns that convey meaning, mood, and personality.
Word and sentence stress
This document provides an overview and exercises on English phonetics, specifically word stress and sentence stress. It explains that word stress refers to emphasizing certain syllables within words, while sentence stress emphasizes certain words within sentences. It then gives examples of the 8 common word stress patterns in English words containing 1-4 syllables. Exercises are included to practice identifying word stress. Sentence stress is described as giving English its rhythm, with content words usually stressed over structure words. More examples and exercises are provided to practice sentence stress through intonation.
Stress
Stress in linguistics refers to giving extra force to certain syllables when speaking. In English, some syllables are pronounced with greater force and are considered stressed. The level of stress can be primary, secondary, or unstressed. Primary stress is given to the most prominent syllable, while secondary stress is weaker. Some words have variable stress that changes depending on whether the word is by itself or in a sentence. The placement of stress helps determine meaning and the structure of sentences.
Learning English Pronunciation word stress
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Word stress (phonetics)
This document discusses word stress and sentence stress in English. It explains that in words with more than one syllable, one syllable is more prominent and receives more stress than the others. It provides examples of words and which syllable receives primary and sometimes secondary stress. It also discusses how stress patterns can change meaning, such as in verbs versus nouns. Additionally, it covers how stress works in compounds and sentences, with content words usually receiving more stress than grammatical words. Regular rhythm and intonation are also important aspects of pronunciation.
Syllable and Syllable Stress
This document discusses syllables and syllable stress in words. It defines a syllable as the sound of a vowel created when pronouncing letters like A, E, I, O, U, and their combinations. Words can have one syllable (monosyllabic) or multiple syllables (polysyllabic). All multisyllabic words have one syllable that is stressed, making it longer, higher in pitch, and louder. The document provides examples of syllable breakdowns and stressed syllables in words. It also outlines general rules for determining stress patterns based on a word's ending, like stressing the penultimate or ante-penultimate syllable. The importance of accurate syllable stress for fluent English is emphasized
Rule of Word Stress
This document discusses rules for word stress in English pronunciation. It explains that one syllable in multisyllabic words is stressed more than the other syllables. There are four main rules: 1) stress the first syllable of most two-syllable nouns and adjectives, 2) stress the last syllable of most two-syllable verbs, 3) stress the second-to-last syllable of words ending in -ic, -sion, -tion, 4) stress the third-from-last syllable of words ending in -cy, -ty, -phy, -gy or -al. There are also rules for compound words, proper nouns, reflexive pronouns, and numbers. Exceptions are
Stess Patters In Prefixes And Suffixes
The document discusses stress patterns in English prefixes and suffixes. It explains that stress is an important feature of English pronunciation and proficiency in stress patterns is needed to be a powerful English communicator. It then provides examples of different types of word stress and sentence stress. Finally, it discusses rules related to stress and affixes, specifically discussing how some suffixes change the stress of words while others do not.
Prosodic Featuures of Speech
Prosodic features of speech include pause, stress, volume, pitch, and tempo. Pause allows listeners time to understand words and emphasize key words. Stress involves pronouncing syllables louder to indicate important words. Volume shows emotion. Pitch is the highness or lowness of tone. Tempo is the speed of speech. Content words that carry sentence meaning include nouns, verbs, adjectives, adverbs, negatives, wh-words, and interjections.
Word and sentence stress
English is a stress-timed language, meaning stress occurs at regular intervals based on the number of stressed syllables rather than the total number of syllables. Sentences contain both content words, which carry meaning and are usually stressed, and function words like articles and prepositions, which are usually unstressed. Stress has three levels - primary, secondary, and weak - and changing stress can alter a word or sentence's meaning.
Stress in complex words
The document discusses stress and syllables in English words. It explains that stressed syllables are louder, longer, higher in pitch, and have a different quality than unstressed syllables. Words can have primary stress, secondary stress, or be unstressed. The placement of stress in words depends on factors like the number of syllables, grammatical category, and phonological structure. Complex words formed from affixes or compounds may have stress shifted or placed on different components. Exceptions to stress rules are also discussed.
Stress in English
This document discusses stress in English words. It defines stress as the relative emphasis given to certain syllables. Stress is represented with symbols like a capital letter or circle. Stressed syllables are longer, louder, higher in pitch, and have a purer vowel sound. The document provides rules for determining stress patterns in words, including compound words. Stress typically falls on the first syllable of two-syllable words and compounds. Suffixes usually do not change the stress of a word. Exceptions include words ending in -tion, -ian, -sion, -ic, and -ity, which often shift stress to the preceding syllable. Examples are provided to illustrate stress patterns.
INTONATION AND ITS FUNCTIONS
Intonation refers to variations in pitch when speaking and helps convey meaning. It has several key components including pitch, sentence stress, and rhythm. Intonation patterns differ between languages like English and Ukrainian. In English, falling intonation is most common and used for statements while rising intonation expresses questions, lists, and lack of certainty. Ukrainian uses rising and falling intonation differently, with pitch changes occurring on accented syllables. Speakers must be careful not to transfer intonation patterns from their native language when speaking English.
Use Of Stress And Intonation In Newspaper Headings
The document discusses the use of stress and intonation in English language newspaper headings. It provides details on word stress, sentence stress, weak forms in English, and the different tones used in intonation including falling, rising, and falling-rising tones. Examples of newspaper headlines are given to demonstrate how stress and intonation are used to convey meaning.
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Saleem ...stress
The document discusses English word stress and sentence stress. It explains that English is a stress-timed language where certain syllables within words and certain words within sentences are pronounced with more force. It provides examples of word stress patterns in different types of words. It also discusses how sentence stress gives English its rhythm by emphasizing content words over structure words. The document advises learning the stress patterns of new words from dictionaries or by listening to native English speakers.
Word stress
Word stress refers to emphasizing certain syllables within words for proper pronunciation in English. Most words have one syllable that is longer and louder than the others. The document outlines rules for determining stress patterns in different types of words like two-syllable words, compound words, words ending in certain suffixes, and prefixes. Mistakes in word stress can cause misunderstandings and prevent clear communication. Examples are provided to illustrate the rules. Exercises at the end test the reader's understanding of applying word stress rules.
Sentence stress & word stress
This document discusses word stress and sentence stress in linguistics. It defines stress as emphasis or prominence given to certain syllables in words or certain words in phrases. Word stress refers to stressing syllables within words, with rules provided for stress patterns in different types of words. Sentence stress involves accenting content words over structure words to convey meaning. Examples are given to illustrate both word stress and sentence stress.
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This document discusses stressed and unstressed syllables in English words. It explains that stressed syllables are long with full vowel sounds, while unstressed syllables are short with reduced vowel sounds. It provides examples of words with stressed and unstressed syllables, and encourages underlining the stressed words in a list of example words.
TAREA MARIBEL DE FREDDY
This document provides an overview of word and sentence stress and intonation patterns in English. It discusses where stress typically falls in words with different numbers of syllables, such as one-syllable words usually being stressed on the vowel, two-syllable nouns on the first syllable, and three-syllable words often having primary stress on the first syllable and secondary stress on the last. It also covers how stress can shift in derivatives and compounds. The document concludes by discussing intonation patterns that convey meaning, mood, and personality.
Word and sentence stress
This document provides an overview and exercises on English phonetics, specifically word stress and sentence stress. It explains that word stress refers to emphasizing certain syllables within words, while sentence stress emphasizes certain words within sentences. It then gives examples of the 8 common word stress patterns in English words containing 1-4 syllables. Exercises are included to practice identifying word stress. Sentence stress is described as giving English its rhythm, with content words usually stressed over structure words. More examples and exercises are provided to practice sentence stress through intonation.
Stress
Stress in linguistics refers to giving extra force to certain syllables when speaking. In English, some syllables are pronounced with greater force and are considered stressed. The level of stress can be primary, secondary, or unstressed. Primary stress is given to the most prominent syllable, while secondary stress is weaker. Some words have variable stress that changes depending on whether the word is by itself or in a sentence. The placement of stress helps determine meaning and the structure of sentences.
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This document discusses word stress and sentence stress in English. It explains that in words with more than one syllable, one syllable is more prominent and receives more stress than the others. It provides examples of words and which syllable receives primary and sometimes secondary stress. It also discusses how stress patterns can change meaning, such as in verbs versus nouns. Additionally, it covers how stress works in compounds and sentences, with content words usually receiving more stress than grammatical words. Regular rhythm and intonation are also important aspects of pronunciation.
Syllable and Syllable Stress
This document discusses syllables and syllable stress in words. It defines a syllable as the sound of a vowel created when pronouncing letters like A, E, I, O, U, and their combinations. Words can have one syllable (monosyllabic) or multiple syllables (polysyllabic). All multisyllabic words have one syllable that is stressed, making it longer, higher in pitch, and louder. The document provides examples of syllable breakdowns and stressed syllables in words. It also outlines general rules for determining stress patterns based on a word's ending, like stressing the penultimate or ante-penultimate syllable. The importance of accurate syllable stress for fluent English is emphasized
Rule of Word Stress
This document discusses rules for word stress in English pronunciation. It explains that one syllable in multisyllabic words is stressed more than the other syllables. There are four main rules: 1) stress the first syllable of most two-syllable nouns and adjectives, 2) stress the last syllable of most two-syllable verbs, 3) stress the second-to-last syllable of words ending in -ic, -sion, -tion, 4) stress the third-from-last syllable of words ending in -cy, -ty, -phy, -gy or -al. There are also rules for compound words, proper nouns, reflexive pronouns, and numbers. Exceptions are
Stess Patters In Prefixes And Suffixes
The document discusses stress patterns in English prefixes and suffixes. It explains that stress is an important feature of English pronunciation and proficiency in stress patterns is needed to be a powerful English communicator. It then provides examples of different types of word stress and sentence stress. Finally, it discusses rules related to stress and affixes, specifically discussing how some suffixes change the stress of words while others do not.
Prosodic Featuures of Speech
Prosodic features of speech include pause, stress, volume, pitch, and tempo. Pause allows listeners time to understand words and emphasize key words. Stress involves pronouncing syllables louder to indicate important words. Volume shows emotion. Pitch is the highness or lowness of tone. Tempo is the speed of speech. Content words that carry sentence meaning include nouns, verbs, adjectives, adverbs, negatives, wh-words, and interjections.
Word and sentence stress
English is a stress-timed language, meaning stress occurs at regular intervals based on the number of stressed syllables rather than the total number of syllables. Sentences contain both content words, which carry meaning and are usually stressed, and function words like articles and prepositions, which are usually unstressed. Stress has three levels - primary, secondary, and weak - and changing stress can alter a word or sentence's meaning.
Stress in complex words
The document discusses stress and syllables in English words. It explains that stressed syllables are louder, longer, higher in pitch, and have a different quality than unstressed syllables. Words can have primary stress, secondary stress, or be unstressed. The placement of stress in words depends on factors like the number of syllables, grammatical category, and phonological structure. Complex words formed from affixes or compounds may have stress shifted or placed on different components. Exceptions to stress rules are also discussed.
Stress in English
This document discusses stress in English words. It defines stress as the relative emphasis given to certain syllables. Stress is represented with symbols like a capital letter or circle. Stressed syllables are longer, louder, higher in pitch, and have a purer vowel sound. The document provides rules for determining stress patterns in words, including compound words. Stress typically falls on the first syllable of two-syllable words and compounds. Suffixes usually do not change the stress of a word. Exceptions include words ending in -tion, -ian, -sion, -ic, and -ity, which often shift stress to the preceding syllable. Examples are provided to illustrate stress patterns.
INTONATION AND ITS FUNCTIONS
Intonation refers to variations in pitch when speaking and helps convey meaning. It has several key components including pitch, sentence stress, and rhythm. Intonation patterns differ between languages like English and Ukrainian. In English, falling intonation is most common and used for statements while rising intonation expresses questions, lists, and lack of certainty. Ukrainian uses rising and falling intonation differently, with pitch changes occurring on accented syllables. Speakers must be careful not to transfer intonation patterns from their native language when speaking English.
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The document discusses the use of stress and intonation in English language newspaper headings. It provides details on word stress, sentence stress, weak forms in English, and the different tones used in intonation including falling, rising, and falling-rising tones. Examples of newspaper headlines are given to demonstrate how stress and intonation are used to convey meaning.
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Sarah is having problems moving into her new apartment. She cannot get into the apartment because the landlady is not there with the keys. The apartment has two bedrooms and is fully furnished with items like a sofa, armchair, bookshelf, and coffee table in the living room. Sarah wants her friend to visit the apartment and help her move in.
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This document appears to be a Spanish language photo album created by Anabel. It contains 6 sentences to complete with verbs like "am", "is", or "are". The sentences practice identifying singular and plural subjects and using the correct verb form to complete simple sentences in English.
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Este documento presenta una lección sobre las expresiones "gustar" y "no gustar" en español. La lección incluye ejemplos de oraciones que usan "me gusta" y "no me gusta", así como una actividad para que los estudiantes identifiquen cosas que les gustan y no les gustan a través de imágenes y oraciones. También contiene un ejercicio para llenar espacios en blanco con "no" y "no le" en oraciones sobre gustos y disgustos.
Comparative 5to prim
The document provides a lesson on comparative adjectives in English. It lists common adjectives and their comparative forms by adding "-er", such as "big-bigger" and "tall-taller". For some adjectives the comparative uses "more", such as "intelligent-more intelligent". Examples of comparative sentences are given using the structure of adjective+"-er"+"than". The summary focuses on the core content about forming and using comparative adjectives in English.
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This document provides descriptions of different types of vacations and asks the reader to match each description with the correct term. It includes: (1) a vacation organized by a company which is a package vacation, (2) a trip to visit famous places which is a sightseeing trip, (3) a vacation where food and hotels are included which is an all-inclusive vacation, (4) travel via airplane which is a flight, (5) traveling around cheaply carrying luggage which is a backpacking vacation, (6) a vacation where the hotel is a ship which is a cruise, (7) a short trip to visit places with a group which is a tour, and (8) a trip to look at buildings
Can can't
This document discusses different ways to use the modal verb "can" in English. It explains that "can" is used to express ability, such as "My brother can play the piano." It also describes using "can" and "can't" to ask for and give permission, like "Can I go to the toilet, please?" And "can" is used to ask someone to do something, as in "Can you close the door, please?" The document provides examples for each use of "can" in short sentences.
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This document provides a list of adjectives and their comparative forms, including dry, wet, far, near, heavy, light, long, short, weak, and strong. It then gives examples of how to use the comparative form of adjectives in sentences using "er" and "than", such as "I am taller than my sister" and "A car is bigger than a bike". The document concludes with exercises for the student to complete using the correct comparative form of adjectives in sentences.
Imperative
The document discusses imperative verbs, which are verbs that give orders or instructions by telling someone what to do. Imperative verbs are often used when writing instructions, as they follow time connectives like "first", "next", and "then" to indicate the steps. Examples of imperative verbs provided are turn, mix, fold, cut, stick, plug, and pour. The document also contains exercises for selecting the appropriate imperative verb to complete instructions.
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This document provides information about the auxiliary verbs can, have to, should, and don't have to in English. It discusses their uses for expressing ability, permission, obligation, advice, and opinions. Examples are given for their structures and forms in affirmative, negative and interrogative sentences. Exercises are included to practice using these modal auxiliary verbs in different contexts.
Verbs 3ero class
The document defines verbs as words that indicate actions, events, or states of being. It provides examples of common action verbs like "coughed", "swallowed", and "ran". To identify the verb in a sentence, the reader is instructed to locate the subject and ask what it is doing. Several example sentences are then given and the verb is identified in each case by determining the action or state of being.
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This list contains items one might pack for a day at the beach or park including a swimsuit, baseball cap, hat, shorts, sunglasses, flip flops, bag, handbag, ball, and ice cream.
Can have to 2
The document is an English lesson about different modal verbs - can, have to, should, and their uses. It provides examples of how to use each modal verb to talk about ability, permission, requests, obligation, advice and recommendations. It also includes exercises for students to practice using the modal verbs in sentences. The lesson is intended to teach English grammar structures related to possibility, permission, obligation and advice.
U8 past simle exercises- 4to
This document contains an English exercise with multiple parts:
- Part A provides 20 positive simple past tense sentences to complete.
- Part B provides 20 sentences to change the sentences in Part A to negative form.
- The document provides context that it is an English exercise created by Mrs. Anabel Montes, an English teacher.
Adjectives opposite adjectives
El documento presenta una lista de 10 palabras en inglés relacionadas con características físicas como peso, distancia, longitud y humedad. También incluye ejercicios para descifrar y emparejar estas palabras.
Adjectives 4to
El documento presenta una lista de palabras en inglés relacionadas con adjetivos de descripción física como ligero, pesado, corto, largo, seco y húmedo. Luego, proporciona ejercicios para completar palabras con letras faltantes, reordenar letras en palabras y emparejar adjetivos en inglés con sus traducciones en español. El objetivo general es practicar vocabulario adjetival en inglés.
Past simple 4 th worksheet
This document contains an English worksheet with grammar exercises on using the simple past tense. The exercises include filling in blanks with simple past verbs, writing what activities someone did or did not do yesterday in simple past form, and rewriting a story in simple past tense and answering questions about it. The story is about a young sailor named Bob who falls in love with his neighbor's daughter while home from voyage and promises to send her presents from each port.
Past simple 2do worksheet
This document contains an English worksheet with multiple grammar exercises on using the simple past tense. The exercises include filling in blanks with simple past verbs, writing what activities someone did or did not do yesterday in simple past tense, conjugating verbs to their simple past form, and rewriting a short story from the passage in simple past tense and answering comprehension questions about it. The story is about a young sailor named Bob who finds new neighbors with a daughter when he returns home from a voyage and promises to send her presents from each port.
Adverbs of possibility
The document is a worksheet for a 5th grade Spanish class on adverbs of possibility such as probably, definitely, maybe, and perhaps. It contains exercises to complete charts with these adverbs, order sentences using the adverbs, make new sentences with the adverbs, and reorder phrases containing the adverbs into categories.
Vacations 3 ro
The document lists various words related to the beach and summer activities. It contains exercises to complete partial words, unscramble words, and match words related to items commonly found at the beach. Some of the words included are: swimsuits, sand, seagulls, sunglasses, shorts, flip flops, beach bags, ice cream, and tourists.
Plural 1ero
This document discusses rules for making nouns plural in English. It explains that most nouns become plural by adding -s, but there are exceptions. Nouns ending in consonant-y change the y to i and add -es, while vowel-y nouns just add -s. Other exceptions add -es, like nouns ending in -ch, -sh, -s, -x. Some nouns have irregular plural forms like mouse/mice or man/men. The document provides examples and exercises for learners to practice forming plurals according to the rules.
Plural 1ero
This document discusses rules for making nouns plural in English. It explains that most nouns become plural by adding -s, but there are exceptions. Nouns ending in consonant-y change the y to i and add -es, while vowel-y nouns just add -s. Other exceptions add -es, like nouns ending in -ch, -sh, -s, -x. Some nouns have irregular plural forms like mouse/mice or man/men. The document provides examples and exercises for learners to practice forming plurals according to the rules.
Past simple review
This document provides instructions on how to form sentences in the past tense in English. It explains that the past simple is formed using "did" plus the base verb form, and lists examples of affirmative, negative, short negative, and interrogative past tense sentences. It then provides an exercise for students to practice forming positive, negative, and interrogative past tense sentences using example verbs.
Be good at going to
This document is an album of photographs by Anabel. It contains several photos of Mrs. Anabel Montes, an English teacher, along with lessons on using "good at" and "going to" to talk about sports abilities and plans. The lessons include examples of how to use "good at" and "going to" correctly, exercises to complete sentences using this grammar, and an activity to practice using "good at" in sentences describing different athletic abilities.
Imperatives
This document appears to be an English worksheet for third grade students containing exercises on using imperative verbs correctly. The worksheet contains exercises where students must identify the correct imperative verb to use in a sentence, form negative imperatives, and choose the appropriate imperative form of a verb to complete sentences. The exercises focus on common imperative verbs like wait, come, ask, close, give, work, go, be, forget, smoke, save, take, be, walk, turn, sit, exercise, and dress.
A per every
The document discusses using "a/an", "per", and "every" to indicate frequency or regularity. It provides examples of sentences using these words, such as "I go swimming five times a week" and "I go swimming five times per week". It then lists exercises for the reader to practice using "a/an", "per", and "every" in sentences about frequency, such as "I play soccer two days a week" and "She cooks two times a day".
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- 2. STRESSED SYLLABLES What is a syllablesyllable? A word part and the basic unit of English rhythm What is a stressed syllablestressed syllable? ba NAAAA na Syllable 1 Syllable 2 Syllable 3 (short) (long) (short)
- 3. Stressed syllables are strong syllables. Unstressed syllables are weak syllables. Stressed syllables: are long have full vowel sounds. Unstressed syllables: are short often have a reduced vowel sound.
- 4. Any English vowel letter can be pronounced with the schwa / / allow a firemen e possible i / / command o support u
- 5. ActivityActivity 1. Underline the STRESSED WORDS in the worksheet: a. Bicycle b. Horse c. House d. Pencil e. Mouse
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