This document provides examples and exercises for using the grammatical structures "there is/there are" and forming questions about existence and quantity using "there". It introduces using "there is/there are" to indicate location of a singular or plural noun. Examples are given for yes/no questions using "is/are there" and for questions with "how many" to inquire about quantities. The document concludes with practice questions for learners to apply these grammar points.
Las expresiones there is y there are se usan en inglés para indicar que un objeto o una persona se encuentran en un lugar determinado. La primera característica de estas estructuras consiste en que there no es el sujeto real del verbo to be, aunque lo preceda, sino que el verdadero sujeto del verbo se encuentra en la posición inmediatamente posterior, por lo cual there no es más que un antecedente del sujeto
Las expresiones there is y there are se usan en inglés para indicar que un objeto o una persona se encuentran en un lugar determinado. La primera característica de estas estructuras consiste en que there no es el sujeto real del verbo to be, aunque lo preceda, sino que el verdadero sujeto del verbo se encuentra en la posición inmediatamente posterior, por lo cual there no es más que un antecedente del sujeto
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
The slideshow explains the use of too, (not) enough, very, too many and too much and covers the difference between them. The slideshow also includes a gap-filling exercise to practice the skills.
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
The slideshow explains the use of too, (not) enough, very, too many and too much and covers the difference between them. The slideshow also includes a gap-filling exercise to practice the skills.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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For more information, visit-www.vavaclasses.com
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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2. 5-4 THERE + BE
(a) There is a girl on the horse.
(b) There are two boys on the swing.
2
THERE + BE + SUBJECT + PLACE
3. 3
5-4 THERE + BE
THERE + BE + SUBJECT + PLACE
(a) There is a girl on the horse.
(b) There are two boys on the swing.
be in front oefx sisutsb jienc at place
there + is + singular noun
there + are + plural noun
there + be
4. 4
5-4 THERE + BE
(c) There’s a girl on the horse.
(d) There’re two boys on the swing.
CONTRACTIONS:
there is
there are
there’s
there’re
5. 5
5-4 Let’s Practice
There __ is a house in this picture.
?
is
are
yes no
6. 6
There _a_re_ three elephants in this picture.
?
yes no
5-4 Let’s Practice
is
are
7. 7
There’_re_ three bugs in this picture.
?
yes no
5-4 Let’s Practice
’s
’re
8. 8
There’_s_ a girl __ the horse.
yes no
on
?
5-4 Let’s Practice
’s
’re
is
on
9. 9
There’_s_ a man __ the car.
yes no
in
?
5-4 Let’s Practice
at
in
’s
’re
10. 10
5-5 THERE + BE: YES/NO QUESTIONS
Is there any ice in the glass?
11. 11
5-5 THERE + BE: YES/NO QUESTIONS
QUESTION
BE + THERE + SUBJECT
(a) Is there any ice in the glass?
12. 12
5-5 THERE + BE: YES/NO QUESTIONS
QUESTION SHORT ANSWER
BE + THERE + SUBJECT
(a) Is there any ice in the glass?
Yes, there is.
13. 13
5-5 THERE + BE: YES/NO QUESTIONS
QUESTION
BE + THERE + SUBJECT
(b) Are there any apples in the bag?
14. 14
5-5 THERE + BE: YES/NO QUESTIONS
QUESTION SHORT ANSWER
BE + THERE + SUBJECT
(b) Are there any apples in the bag?
No, there
aren’t.
15. 15
Are there any people in this picture?
Yes, there are.
Yes, there is.
No, there aren’t.
No, there isn’t.
5-5 Let’s Practice
16. 16
Are there any people in this picture?
Yes, there are.
Yes, there is.
No, there aren’t.
No, there isn’t.
5-5 Let’s Practice
17. 17
Is there a school in this picture?
Yes, there are.
Yes, there is.
No, there aren’t.
No, there isn’t.
5-5 Let’s Practice
18. 18
Is there a window in this picture?
Yes, there are.
Yes, there is.
No, there aren’t.
No, there isn’t.
5-5 Let’s Practice
19. 19
5-6 THERE + BE: ASKING QUESTIONS WITH
HOW MANY
How many chapters
are there in this book?
20. 20
QUESTION
HOW MANY + SUBJECT + ARE + THERE + PLACE
(a) How many chapters are there in this
book?
5-6 THERE + BE: ASKING QUESTIONS WITH
HOW MANY
21. 21
QUESTION
SHORT ANSWER
HOW MANY + SUBJECT + ARE + THERE + PLACE
(a) How many chapters are there in this
book?
Sixteen
.
5-6 THERE + BE: ASKING QUESTIONS WITH
HOW MANY
22. 22
QUESTION
HOW MANY + SUBJECT + ARE + THERE + PLACE
(b) How many eggs are there in this
carton?
5-6 THERE + BE: ASKING QUESTIONS WITH
HOW MANY
23. 23
QUESTION
SHORT ANSWER
HOW MANY + SUBJECT + ARE + THERE + PLACE
(b) How many eggs are there in this
carton?
Twelve.
5-6 THERE + BE: ASKING QUESTIONS WITH
HOW MANY
24. 24
QUESTION
SHORT ANSWER
(c) How many students are there in this picture?
Seven.
5-6 THERE + BE: ASKING QUESTIONS WITH
HOW MANY
25. 25
5-6 Let’s Practice
How many children are there in this
family?
Three.
26. 26
5-6 Let’s Practice
How many bears are there in this
picture?
One.
27. 27
5-6 Let’s Practice
How many schools are there?
Three.