U6 reported statements-4 to -3b
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This document provides guidance on how to change direct speech into reported speech. It lists several things that need to be changed such as tense, pronouns, time words, and punctuation. Examples are given showing how the direct speech "I am very happy today" would change to the reported speech "Susanna said that she was very happy that day." Rules are also given for changing questions into reported speech like changing the question mark to a period.
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Mrs. Anabel Montes is an English teacher who discusses reported speech and how to summarize what someone said. To report a statement, you take away the quotation marks and sometimes change the tense or pronouns depending on when the statement was said relative to when it is being reported. For example, 'Some students are talking,' said the teacher would become The teacher said (that) some students were talking.
U6 reported statements-4 to -3b
This document provides guidance on how to change direct speech into reported speech. It lists several things that need to be changed such as tense, pronouns, time words, and punctuation. Examples are given showing how a direct quote such as "I am very happy today" would become "Susanna said that she was very happy that day" in reported speech. The document also covers how to change questions into reported speech, such as changing the question mark to a period.
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Mrs. Anabel Montes is an English teacher who discusses reported speech and how to summarize what someone said. To report a statement, you take away the quotation marks and sometimes change the tense or pronouns depending on when the statement was said relative to when it is being reported. For example, 'Some students are talking,' said the teacher would become The teacher said (that) some students were talking.
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This document provides guidance on how to change direct speech into reported speech. It lists several things that need to be changed such as tense, pronouns, time words, and punctuation. Examples are given showing how a direct quote such as "I am very happy today" would become "Susanna said that she was very happy that day" in reported speech. The document also covers how to change questions into reported speech, such as changing the question mark to a period.
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This document provides instruction on using the adverbs "ever" and "never" in the present perfect tense in English. It explains that "ever" is used in questions to ask about experiences in someone's life, such as "Have you ever ridden a horse?" It also explains that "never" is used to talk about things that have not been done, like "I have never eaten raw fish." The document concludes with exercises asking the reader to form sentences using "ever" and "never" in the present perfect.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
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- 1. Lifestyle Mrs. Anabel Montes - English teacher I am very happy today.
- 2. Change the tense e.g ‘I am very happy today,’ said Susanna. Susanna said (that) she was very happy that day. simple present present continuous simple past past continuous
- 3. 3 The teacher said (that) some students were talking. e.g “Some students are talking,” said the teacher.
- 4. Change the pronouns I/you we/you me/you us/you my/your our/your mine/yours ours/yours he/she they him/her them his/her their his/hers theirs
- 5. e.g ‘I am very happy today,’ said Susanna. Susanna said (that) she was very happy that day.
- 6. Change the time words today that day yesterday the day before tomorrow the following day e.g. ‘I am very happy today,’ said Susanna. Susanna said (that) she was very happy that day.
- 7. How many people are there in your family? Tony asked Ray how many people there were in his family.
- 8. When we report a question, we have to: change the tense change the pronouns change the time words take away the quotation marks
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- 10. Change the order of words e.g. ‘How many people are there in your family?’ Tony asked Ray. Tony asked Ray how many people there were in his family.