The document discusses various expressions used to indicate preferences and obligations in English:
1. "Prefer to" and "prefer doing" are used to express general preferences, while "would prefer to" refers to preferences in a particular situation.
2. "Would rather" with the infinitive is used similarly to "would prefer to" to express preferences.
3. "Had better" implies something is advisable and its negative form is "had better not."
4. "It's time" followed by the past tense verb implies it is present or future time for something, while criticizing delays.
5. Expressions like "It's no use," "There's no point
This document provides examples of how to connect sentences using conjunctions and linking adverbs to express sequencing, adding information, proving a point, comparing and contrasting, expressing time, cause and effect, emphasis, offering examples, and summarizing. It shows how to combine multiple sentences into a single complex sentence for a variety of purposes using connectors like first, furthermore, consequently, however, and to conclude. It also includes a quiz to test understanding of different connectors.
This document provides expressions that can be used when giving opinions, having discussions, and reaching conclusions. For giving opinions, it lists expressions for stating general opinions, advantages and disadvantages, suggestions, possibilities and uncertainties, and desires. For discussions, it gives expressions for stating your opinion, asking for others' opinions, agreeing/disagreeing, asking for clarification, giving yourself time to think, restating something, and referring back to previous points. It also includes expressions for interrupting and reaching conclusions.
Indirect questions are more polite than direct questions, especially when speaking to strangers. To form an indirect question, use an introductory phrase followed by the question in a positive or negative structure connected by a question word like "who", "where", or "if/whether". Common introductory phrases include "Do you know...", "Can/Could you tell me...", and "May I ask you...". Indirect questions serve the same purpose as direct questions but are considered more formal.
The document discusses the difference between the words "as" and "like" in English. It explains that "as" is used to refer to a person's role or job, or the part they play, while "like" is used for comparisons. Some examples are provided, such as "He works as an engineer" to indicate a job, versus "He can climb like a monkey" which is a comparison. The document also contains exercises asking the reader to fill in gaps with either "as" or "like" based on the rules and examples provided.
The document provides information on basic word order in English sentences and the typical placement of different types of words. It discusses the order of subjects, verbs, objects, and adverbial phrases in sentences. It also covers guidelines for ordering adjectives, adverbs, and using commas with certain adverbs.
Este documento presenta expresiones comunes en inglés para saludar, presentarse a uno mismo y a otros, y despedirse en diferentes contextos formales e informales. Incluye traducciones al español de estas expresiones. En la primera sección se enfoca en saludos, despedidas y preguntas comunes sobre el estado de la otra persona. La segunda sección presenta vocabulario para referirse a familiares y amigos. La tercera sección cubre la conjugación de verbos ser y estar en presente. El documento concluye con ejemplos de cómo presentarse y present
The document is a worksheet for students to practice telling time. It contains questions about identifying times of day in words and writing out times numerically. Students are asked to circle the correct times, write out times, and draw clock hands to match given times such as "five past nine" or "a quarter to seven."
The document discusses various expressions used to indicate preferences and obligations in English:
1. "Prefer to" and "prefer doing" are used to express general preferences, while "would prefer to" refers to preferences in a particular situation.
2. "Would rather" with the infinitive is used similarly to "would prefer to" to express preferences.
3. "Had better" implies something is advisable and its negative form is "had better not."
4. "It's time" followed by the past tense verb implies it is present or future time for something, while criticizing delays.
5. Expressions like "It's no use," "There's no point
This document provides examples of how to connect sentences using conjunctions and linking adverbs to express sequencing, adding information, proving a point, comparing and contrasting, expressing time, cause and effect, emphasis, offering examples, and summarizing. It shows how to combine multiple sentences into a single complex sentence for a variety of purposes using connectors like first, furthermore, consequently, however, and to conclude. It also includes a quiz to test understanding of different connectors.
This document provides expressions that can be used when giving opinions, having discussions, and reaching conclusions. For giving opinions, it lists expressions for stating general opinions, advantages and disadvantages, suggestions, possibilities and uncertainties, and desires. For discussions, it gives expressions for stating your opinion, asking for others' opinions, agreeing/disagreeing, asking for clarification, giving yourself time to think, restating something, and referring back to previous points. It also includes expressions for interrupting and reaching conclusions.
Indirect questions are more polite than direct questions, especially when speaking to strangers. To form an indirect question, use an introductory phrase followed by the question in a positive or negative structure connected by a question word like "who", "where", or "if/whether". Common introductory phrases include "Do you know...", "Can/Could you tell me...", and "May I ask you...". Indirect questions serve the same purpose as direct questions but are considered more formal.
The document discusses the difference between the words "as" and "like" in English. It explains that "as" is used to refer to a person's role or job, or the part they play, while "like" is used for comparisons. Some examples are provided, such as "He works as an engineer" to indicate a job, versus "He can climb like a monkey" which is a comparison. The document also contains exercises asking the reader to fill in gaps with either "as" or "like" based on the rules and examples provided.
The document provides information on basic word order in English sentences and the typical placement of different types of words. It discusses the order of subjects, verbs, objects, and adverbial phrases in sentences. It also covers guidelines for ordering adjectives, adverbs, and using commas with certain adverbs.
Este documento presenta expresiones comunes en inglés para saludar, presentarse a uno mismo y a otros, y despedirse en diferentes contextos formales e informales. Incluye traducciones al español de estas expresiones. En la primera sección se enfoca en saludos, despedidas y preguntas comunes sobre el estado de la otra persona. La segunda sección presenta vocabulario para referirse a familiares y amigos. La tercera sección cubre la conjugación de verbos ser y estar en presente. El documento concluye con ejemplos de cómo presentarse y present
The document is a worksheet for students to practice telling time. It contains questions about identifying times of day in words and writing out times numerically. Students are asked to circle the correct times, write out times, and draw clock hands to match given times such as "five past nine" or "a quarter to seven."
This document discusses the differences between direct and indirect speech. Direct speech uses quotation marks to report what someone said verbatim. Indirect speech does not use quotation marks and the meaning is conveyed rather than the exact words. When changing from direct to indirect speech, verb tenses, pronouns, places, times and other contextual references need to be changed to reflect that a past statement is being reported rather than quoted directly. Examples are provided to illustrate these changes.
The Student Guide To Writing Better Sentences In The English Classroom 1jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. The Student Guide To Writing Better Sentences In The English Classroom 1 shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Non-fiction writing
* Analysing images
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 1 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The document discusses the differences between the future perfect and future continuous tenses in English. It provides examples of each, noting that the future continuous (will be + verb+ing) is used to refer to actions that will be in progress at a specific time in the future, while the future perfect (will have + past participle) refers to actions that will be completed before a specified time in the future. Exercises are included to illustrate the uses of each tense.
This document discusses tag questions, which are short questions added to statements to confirm or deny information. It explains that the tense and grammar structure of the tag must match the statement. Positive statements take negative tags, and negative statements take positive tags. The tense or modal verb from the statement is also repeated in the tag. Common structures for different tenses like simple present and past are provided. Finally, exceptions for statements containing negative words are covered, which take affirmative tags instead.
Simple present tense reading 1.pdf alejandra y jeniferalejitap2910
Stewie introduces his family which consists of his mother Lois, father Peter, brother Meg, brother Chris, dog Brian and himself. Lois is a housewife who likes to cook and bake. Peter works in a factory and enjoys watching sports. Meg is intelligent and studies frequently while Chris is less studious and prefers spending time with friends. Brian is their talking dog who likes TV but hates baths. Stewie enjoys school, playing with friends and spending time with his family in the evenings.
MUST-MUSTN'T-HAVE TO DON'T HAVE TO (EXERCISES)jfhidal
This document provides examples of using modals such as "must", "mustn't", "have to", and "don't have to" in sentences. It contains fill-in-the-blank exercises, multiple choice questions, and examples of forming sentences with these modals. The purpose seems to be practicing the correct usage of these modals to express obligations, necessities, prohibitions and permissions in English.
The document summarizes the uses of the infinitive "to" form and the "-ing" form in English grammar.
1) The infinitive "to" is used to express purpose or intent after certain verbs, adjectives, nouns, and pronouns.
2) The "-ing" form is used as a noun or gerund after certain verbs to express preferences, and after prepositions and verbs like "spend" and "see".
3) Both forms are used in different constructions like "too/enough to", "be the first to", and "spend time doing" something.
This document discusses the past progressive tense in English and provides examples of its use. It is used to talk about actions that were ongoing or in progress at a specific time in the past. Some key uses include emphasizing an ongoing action, and answering questions about what someone was doing at a certain time in the past with sentences like "Yes, I was watching TV yesterday in the night." Exercises are provided to practice forming questions and responses in the past progressive tense.
This document provides information and examples about using the present simple tense in English. It discusses the affirmative and negative forms of the present simple, including rules for third person singular verbs. Examples are given for making affirmative and negative sentences, as well as yes/no questions and short answers. The document also includes exercises for learners to practice forming sentences and questions in the present simple tense.
This document contains an English Olympic test for 5th grade students. It consists of 60 multiple choice questions testing grammar, verbs, pronouns, time, numbers, likes/dislikes and other basic English concepts. It also provides a writing prompt for a 10 sentence essay about "My Day." The test covers foundational English skills and comprehension for 5th grade level students.
This document provides information about and examples of using the present simple tense in English. It discusses the affirmative, interrogative, and negative forms. It also covers using the present simple tense to describe habitual actions, facts, opinions, and schedules/frequencies. Examples are provided to illustrate spelling rules for the third person singular as well as using frequency adverbs like "usually", "often", and time expressions like "every day". Exercises at the end practice forming verbs in the present simple tense based on subjects and time expressions.
This document discusses modal verbs and how they are used to modify the meaning of other verbs. It provides examples of common modal verbs like can, could, will, shall, must, should, might, and may. It explains how modal verbs are used to show ability, likelihood, advice, permission, obligation, and habits. It provides exercises for learners to practice identifying modal verbs, making them negative, choosing the right modal verb, and matching pictures to sentences containing modal verbs.
Level i practice countable and uncountable nounsAlicia Garcia
The document provides examples of countable and uncountable nouns to practice using "a/an", "some", "any", "much/many" correctly. It includes fill-in-the-blank exercises with various nouns to choose the correct determiner. There are also questions about collections of stamps, coins, and CDs to practice forming questions and answering them. Further exercises cover using "some" vs "any" and "how much/how many" to ask questions and provide answers.
This document provides vocabulary exercises to practice rewriting sentences using synonyms, completing mini-dialogues, writing follow-up sentences, and filling in blanks with provided words. It also includes grammar exercises to practice using modals and modal perfect tenses, including completing sentences, rewriting sentences, and writing original sentences using modals or modal perfects. The exercises focus on improving English vocabulary and grammar skills.
We use some in positive sentences with uncountable and plural nouns, and in questions when offering or requesting things. Any is used in questions and negative sentences. Would like is the same form for all persons and is used in offers and requests. How much is used with uncountable nouns while how many is used with countable nouns. Prepositions show spatial relationships between objects.
John fell ill a month ago with a high fever, sore throat, cough, headache and body aches. His mother tried to help him with hot tea but it did not work. She called the doctor who examined John and said he had the flu. The doctor prescribed treatment and John's mother got the necessary pills and medicine. John followed the doctor's instructions and recovered in ten days, returning to school.
This document discusses indecisiveness and provides examples of situations where someone may struggle to make decisions, such as what to wear, eat, or do in their free time. It also introduces the vocabulary words "decisive" and "indecisive" and explains that "may/might" and "may not/might not" are used to talk about future possibilities, such as whether it might rain. Additionally, "may I/may we" can be used to ask for permission from someone.
This document provides instruction on using the simple past tense in English. It explains that the simple past tense is used to talk about completed actions in the past. It provides examples of using the past form of regular and irregular verbs. It also discusses forming yes/no and information questions in the past tense. Finally, it includes exercises for learners to practice using verbs in the simple past tense.
This document provides guidance on greetings and introductions in English. It begins by stating the learning objectives of understanding greetings and introductions in daily life. It then provides examples of formal and informal greetings, as well as everyday greetings. It emphasizes the importance of tone, eye contact, fluency and other aspects of communication. Sample dialogues demonstrate introducing oneself and asking basic questions like name and location. The document also covers use of "be" verbs and possessive adjectives as well as questions involving them. It encourages practicing introductions in pairs.
This document contains instructions for several listening exercises. It asks the reader to listen to conversations and write down answers to questions or numbers heard. It also provides examples of lifestyle adjectives and explains that a person profile provides a short summary of someone's activities and interests. Finally, it lists questions about details heard in listening to profiles from a high school reunion.
This document contains a list of common illnesses and injuries including backache, broken arm, broken bones, cold, dizzy, fever, headache, measles, nausea, stomachache, swollen thumb, insect bite, black eye, cut, and sunburn. The list serves as a health vocabulary for 14th grade school students taught by G. Rentsenkhand.
This document discusses the differences between direct and indirect speech. Direct speech uses quotation marks to report what someone said verbatim. Indirect speech does not use quotation marks and the meaning is conveyed rather than the exact words. When changing from direct to indirect speech, verb tenses, pronouns, places, times and other contextual references need to be changed to reflect that a past statement is being reported rather than quoted directly. Examples are provided to illustrate these changes.
The Student Guide To Writing Better Sentences In The English Classroom 1jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. The Student Guide To Writing Better Sentences In The English Classroom 1 shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Non-fiction writing
* Analysing images
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 1 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The document discusses the differences between the future perfect and future continuous tenses in English. It provides examples of each, noting that the future continuous (will be + verb+ing) is used to refer to actions that will be in progress at a specific time in the future, while the future perfect (will have + past participle) refers to actions that will be completed before a specified time in the future. Exercises are included to illustrate the uses of each tense.
This document discusses tag questions, which are short questions added to statements to confirm or deny information. It explains that the tense and grammar structure of the tag must match the statement. Positive statements take negative tags, and negative statements take positive tags. The tense or modal verb from the statement is also repeated in the tag. Common structures for different tenses like simple present and past are provided. Finally, exceptions for statements containing negative words are covered, which take affirmative tags instead.
Simple present tense reading 1.pdf alejandra y jeniferalejitap2910
Stewie introduces his family which consists of his mother Lois, father Peter, brother Meg, brother Chris, dog Brian and himself. Lois is a housewife who likes to cook and bake. Peter works in a factory and enjoys watching sports. Meg is intelligent and studies frequently while Chris is less studious and prefers spending time with friends. Brian is their talking dog who likes TV but hates baths. Stewie enjoys school, playing with friends and spending time with his family in the evenings.
MUST-MUSTN'T-HAVE TO DON'T HAVE TO (EXERCISES)jfhidal
This document provides examples of using modals such as "must", "mustn't", "have to", and "don't have to" in sentences. It contains fill-in-the-blank exercises, multiple choice questions, and examples of forming sentences with these modals. The purpose seems to be practicing the correct usage of these modals to express obligations, necessities, prohibitions and permissions in English.
The document summarizes the uses of the infinitive "to" form and the "-ing" form in English grammar.
1) The infinitive "to" is used to express purpose or intent after certain verbs, adjectives, nouns, and pronouns.
2) The "-ing" form is used as a noun or gerund after certain verbs to express preferences, and after prepositions and verbs like "spend" and "see".
3) Both forms are used in different constructions like "too/enough to", "be the first to", and "spend time doing" something.
This document discusses the past progressive tense in English and provides examples of its use. It is used to talk about actions that were ongoing or in progress at a specific time in the past. Some key uses include emphasizing an ongoing action, and answering questions about what someone was doing at a certain time in the past with sentences like "Yes, I was watching TV yesterday in the night." Exercises are provided to practice forming questions and responses in the past progressive tense.
This document provides information and examples about using the present simple tense in English. It discusses the affirmative and negative forms of the present simple, including rules for third person singular verbs. Examples are given for making affirmative and negative sentences, as well as yes/no questions and short answers. The document also includes exercises for learners to practice forming sentences and questions in the present simple tense.
This document contains an English Olympic test for 5th grade students. It consists of 60 multiple choice questions testing grammar, verbs, pronouns, time, numbers, likes/dislikes and other basic English concepts. It also provides a writing prompt for a 10 sentence essay about "My Day." The test covers foundational English skills and comprehension for 5th grade level students.
This document provides information about and examples of using the present simple tense in English. It discusses the affirmative, interrogative, and negative forms. It also covers using the present simple tense to describe habitual actions, facts, opinions, and schedules/frequencies. Examples are provided to illustrate spelling rules for the third person singular as well as using frequency adverbs like "usually", "often", and time expressions like "every day". Exercises at the end practice forming verbs in the present simple tense based on subjects and time expressions.
This document discusses modal verbs and how they are used to modify the meaning of other verbs. It provides examples of common modal verbs like can, could, will, shall, must, should, might, and may. It explains how modal verbs are used to show ability, likelihood, advice, permission, obligation, and habits. It provides exercises for learners to practice identifying modal verbs, making them negative, choosing the right modal verb, and matching pictures to sentences containing modal verbs.
Level i practice countable and uncountable nounsAlicia Garcia
The document provides examples of countable and uncountable nouns to practice using "a/an", "some", "any", "much/many" correctly. It includes fill-in-the-blank exercises with various nouns to choose the correct determiner. There are also questions about collections of stamps, coins, and CDs to practice forming questions and answering them. Further exercises cover using "some" vs "any" and "how much/how many" to ask questions and provide answers.
This document provides vocabulary exercises to practice rewriting sentences using synonyms, completing mini-dialogues, writing follow-up sentences, and filling in blanks with provided words. It also includes grammar exercises to practice using modals and modal perfect tenses, including completing sentences, rewriting sentences, and writing original sentences using modals or modal perfects. The exercises focus on improving English vocabulary and grammar skills.
We use some in positive sentences with uncountable and plural nouns, and in questions when offering or requesting things. Any is used in questions and negative sentences. Would like is the same form for all persons and is used in offers and requests. How much is used with uncountable nouns while how many is used with countable nouns. Prepositions show spatial relationships between objects.
John fell ill a month ago with a high fever, sore throat, cough, headache and body aches. His mother tried to help him with hot tea but it did not work. She called the doctor who examined John and said he had the flu. The doctor prescribed treatment and John's mother got the necessary pills and medicine. John followed the doctor's instructions and recovered in ten days, returning to school.
This document discusses indecisiveness and provides examples of situations where someone may struggle to make decisions, such as what to wear, eat, or do in their free time. It also introduces the vocabulary words "decisive" and "indecisive" and explains that "may/might" and "may not/might not" are used to talk about future possibilities, such as whether it might rain. Additionally, "may I/may we" can be used to ask for permission from someone.
This document provides instruction on using the simple past tense in English. It explains that the simple past tense is used to talk about completed actions in the past. It provides examples of using the past form of regular and irregular verbs. It also discusses forming yes/no and information questions in the past tense. Finally, it includes exercises for learners to practice using verbs in the simple past tense.
This document provides guidance on greetings and introductions in English. It begins by stating the learning objectives of understanding greetings and introductions in daily life. It then provides examples of formal and informal greetings, as well as everyday greetings. It emphasizes the importance of tone, eye contact, fluency and other aspects of communication. Sample dialogues demonstrate introducing oneself and asking basic questions like name and location. The document also covers use of "be" verbs and possessive adjectives as well as questions involving them. It encourages practicing introductions in pairs.
This document contains instructions for several listening exercises. It asks the reader to listen to conversations and write down answers to questions or numbers heard. It also provides examples of lifestyle adjectives and explains that a person profile provides a short summary of someone's activities and interests. Finally, it lists questions about details heard in listening to profiles from a high school reunion.
This document contains a list of common illnesses and injuries including backache, broken arm, broken bones, cold, dizzy, fever, headache, measles, nausea, stomachache, swollen thumb, insect bite, black eye, cut, and sunburn. The list serves as a health vocabulary for 14th grade school students taught by G. Rentsenkhand.
Key stats about danish campaigns performance on Kickstarter from 2009-2014. The slides are based on an annual report made by the crowd consultancy Heartreacher.
The document discusses the use of the present continuous tense to talk about future plans and arrangements. It provides examples of affirmative and negative sentences using the present continuous for planned activities happening tonight, this weekend, or at other specific times. Common verbs used with the present continuous for future plans include go, come, meet, see, leave, and arrive.
This document discusses challenging common myths and stigma around mental illness. It notes that mental illnesses can affect anyone regardless of intelligence, social class, or income. Further, it emphasizes that mental illnesses should be treated similarly to physical illnesses, as illnesses, not character flaws. The document encourages understanding mental illnesses and supporting those affected.
This document defines and provides examples of direct and indirect objects in sentences. A direct object answers the question "what?" or "whom?" and receives the action of the verb, while an indirect object answers "to whom?" or "for whom?" and indicates the recipient of the direct object. Several examples are given of sentences containing direct and/or indirect objects to illustrate these grammatical concepts.
This document outlines the structure of the present continuous tense in English for affirmative, negative, and interrogative sentences. It provides examples of using the present continuous to describe actions happening now as well as fixed arrangements in the future, such as "Next year I am travelling to London." The present continuous is formed by combining the present form of the verb "to be" with the verb ending in "-ing".
This document discusses direct objects and indirect objects. It defines a complement as a word or phrase that completes the meaning of a verb. Direct objects receive the action of a transitive verb and are answers to the questions "who" or "what." Indirect objects indicate to whom or for whom the action is performed and require a direct object in the sentence. The document provides examples and assessment questions to illustrate identifying direct and indirect objects.
This document provides an overview of abdominal trauma, including anatomy, injury mechanisms, signs and symptoms, and management. It discusses injuries to solid organs like the liver and spleen which can cause heavy bleeding and shock. It also addresses injuries to hollow organs such as the stomach and intestines which can lead to inflammation from spilled contents. The document stresses the importance of promptly evaluating and resuscitating patients with abdominal trauma to prevent death from delayed treatment or diagnosis.
This document provides summaries of several festivals and holidays celebrated around the world:
Brazil's Carnival in Rio de Janeiro features elaborate parades by Samba schools over four days. Chinese New Year is celebrated for 15 days with family gatherings, firecrackers symbolizing good luck, and lantern festivals. In Japan, Hina Matsuri honors girls with doll displays and Kodomono-hi inspires boys with kite flying. Columbus Day commemorates Christopher Columbus' discovery of America. St. Patrick's Day features church services and meals of Irish bacon and cabbage. Christmas in Germany includes Advent calendars, St. Nicholas Day, decorating trees, and exchanging gifts on December 24th.
This document defines and provides examples of direct objects and indirect objects in sentences. A direct object receives the action of a transitive verb and answers who or what is being acted upon. An indirect object precedes the direct object and identifies to whom or for whom the direct object is being given or done. Examples are provided to identify the subject, verb, direct object, and indirect object in sentences.
The document summarizes several festivals celebrated around the world: the Chinese New Year and Lantern Festival in China, the Songkran Festival in Thailand where people throw water, Carnival in Brazil celebrated before Lent, Eid al-Fitr marking the end of Ramadan in Islam, Hanami viewing cherry blossoms in Japan, and the Sinulog festival in the Philippines commemorating Catholicism.
The document discusses using the present continuous tense to talk about future plans. It provides examples of using time expressions like "tomorrow" and "this weekend" along with verbs such as "go", "come", and "meet" to express plans, such as "I'm going to a concert tomorrow". It also notes that this structure is commonly used for definite, near-future plans involving dates and times.
This document summarizes several festivals celebrated around the world. It describes festivals involving throwing water, oranges, or tomatoes like Songkran in Thailand and Battle of Oranges in Italy. Others involve lanterns like Pingxi Lantern Festival in Taiwan. Religious festivals discussed are Diwali in India, Shab-e-Barat and Eid-e-Milad-un-Nabi in Pakistan. National festivals in Pakistan include Basant, the National Horse and Cattle Show, and Carnival celebrations are discussed for Venice and Rio de Janeiro.
The document introduces object pronouns which are used to replace nouns that are receiving the action of the verb. It provides examples of sentences with object pronouns such as "I love her" and "I hate her" where the pronoun replaces the object of the sentence. It also includes tables that list subject and object pronouns in English and Spanish and examples of translating sentences between the two languages using object pronouns.
There are seven object pronouns in English: me, you, him, her, it, us, and them. Object pronouns take the place of nouns that are affected by the verb in a sentence. Examples include "Marilyn likes Brian" becoming "Marilyn likes him" and "I love my parents" becoming "I love them." Object pronouns also follow prepositions like "with," "to," and "at." An exercise provides examples of replacing object nouns with the correct object pronouns.
This document discusses spinal injuries and the assessment and treatment of potential spinal injuries by emergency medical technicians. It covers spinal anatomy, types of spinal injuries including spinal cord and column injuries, common mechanisms of injury, and the EMS spinal immobilization assessment protocol. The protocol determines whether full spinal immobilization is needed based on factors like pain, deformity, numbness, and other injuries rather than just mechanism of injury. Common mistakes in treatment like improper sizing of collars or inadequate strapping are also discussed.
The document contains a series of directions for navigating a map with various landmarks such as a theatre, cinema, school, park, bank, church, hotel, museum, restaurant, hospital, post office, cafes, and streets. At each step, the directions provide instructions to move between the landmarks and streets, with occasional questions about the current location. The overall document plays out like a game with the goal of navigating from one location to another by following the text-based directions.
The document provides guidance on asking for and giving directions, including common expressions to use when asking like "How can I get to..." and when giving directions like "Turn left" and "Go straight ahead". It also gives an example of how to give directions from one location to a hospital, including specific places to pass along the way. It recommends checking additional webpages for more practice with directions.
This document contains questions about health and fitness. It asks how health is important, what people can do to stay healthy, what the individual does to stay healthy, what makes people happy and healthy, what makes people aggressive, if aggressive people are dangerous to society, who can be called an optimist, if optimists have a cheerful character, if positive emotions are good for health, how bad emotions influence health, if healthy food is important, what else is good for health, if the individual likes friendly people, if they are always friendly to others, and why it's important to be friendly and respect others. It also contains questions about diet, exercise, sports, illnesses, doctors visits, and healthy living.
The document discusses health, illness, and infectious diseases. It defines health as a state of physical and mental well-being and illness as the opposite state. It describes healthy habits like sleeping, eating a balanced diet, and washing hands. It also discusses types of illnesses including infectious and non-infectious, as well as bacteria, viruses, and other microorganisms that cause disease. The document outlines ways to prevent infections through hygiene and vaccines. It concludes by explaining how infections are treated with antibiotics, antifungals, or other medicines depending on the cause.
This document discusses health, illness, and healthy habits. It defines health as complete physical, mental, and social well-being. When a person is healthy, they feel well and energetic, but when ill they feel tired and their body does not work correctly. Illness and disease are the opposite of health and change how the body functions, causing symptoms like fever or coughing. To stay healthy, people need a balanced diet, regular mealtimes, good hygiene like washing hands and brushing teeth, sufficient rest through sleeping 9 hours per day, breathing clean air, and physical exercise.
This document discusses nutritional needs and healthy habits for aging adults and the elderly. It recommends eating a nutritious diet high in complex carbs, healthy fats and proteins while avoiding processed foods. It also stresses the importance of exercise, managing stress through vitamins, deep breathing and controlling emotions, and getting probiotics from foods like yogurt. The key to aging well is taking responsibility through lifelong habits of learning, experiencing new things, facing fears, and pacing oneself in daily activities while caring for one's body, mind and spirit.
Physical and mental change in adolesence.pptxmiehika
slide1.Introduction to Adolescence
Adolescence is a stage of life between childhood and adulthood.
It is a time of significant physical and mental changes.
This stage usually begins around the age of 10 or 11 and continues into the late teens.
slide 2Physical Changes in Adolescent Boys:Growth Spurt:
Rapid increase in height and weight
Due to hormonal changes (growth hormones)
Typically occurs between the ages of 12 and 16
Development of Primary Sexual Characteristics:
Enlargement of the testes and penis
Onset of sperm production
Voice deepening (voice cracking may occur during the transition)
slide3Development of Secondary Sexual CharacteristicsGrowth of facial, body, and pubic hair
Increased muscle mass and strength
Broadening of shoulders
Growth of the Adam's apple
slide 4Physical Changes in Adolescent Boys (contd.):Changes in Body Shape:
Loss of baby fat
Increase in muscle mass
Development of a more defined body shape
Hips become narrower,
and shoulders become broader
slide 6Physical Changes in Adolescence in Girls
Girls experience the following physical changes:
Increase in height and weight
Growth of pubic and underarm hair
Breast development
Development of hips and curves
Menstruation (beginning of the menstrual cycle)
slide 7Mental and Emotional Changes in Adolescence
Along with physical changes, adolescents also experience mental and emotional changes:
Some common changes include:
Increased self-awareness and self-consciousness
Mood swings
Heightened emotions and sensitivity
Peer influence and the desire to fit in
Questioning of authority and forming individual opinions
Managing Physical Changes
It's essential to take care of your body during adolescence.
Tips for managing physical changes:
Maintain personal hygiene
Eat a healthy and balanced diet
Engage in regular physical exercise
Get enough sleep
Wear appropriate clothing and undergarments
Managing Mental and Emotional Changes
Adolescence can be emotionally challenging, but there are ways to manage it.
Tips for managing mental and emotional changes:
Develop healthy coping mechanisms (e.g., talking to friends, journaling)
Seek support from trusted adults (parents, teachers, counselors)
Engage in activities you enjoy (hobbies, sports, music)
Practice self-care (relaxation techniques, mindfulness)
Contd:
Some simple relaxation techniques include:
Deep breathing:
Take slow, deep breaths to help relax your body and mind.
Progressive muscle relaxation: Tense and relax each muscle group to release tension.
Listening to calming music: Enjoy soothing music to help you relax and unwind.
Practicing self-care has many benefits:
Contd:Reduces stress and anxiety
Improves focus and concentration
Enhances overall well-being
Increases self-awareness and self-confidence
Helps you better handle challenges and emotions
Mindfulness
Mindfulness means being fully present and aware of the present moment.
Some ways to practice
1. The document discusses five mantras for maintaining health and wellness: exercise regularly, eat a nutritious diet, drink plenty of water, manage stress effectively, and maintain a positive outlook.
2. It emphasizes the importance of exercise, nutrition, hydration, stress management, and developing a sense of humor for physical and mental health.
3. Specific tips include walking more, strength training, eating a diet rich in fruits/vegetables and fiber while limiting sugars/fats, drinking water to aid digestion and toxin removal, taking breaks and setting realistic goals to reduce stress, and finding hobbies that bring laughter and joy.
Health refers to physical, mental and social well-being, while illness affects the body's organs and causes symptoms like fever, pain or coughing. A doctor diagnoses illnesses by studying symptoms and treats illnesses to relieve symptoms and potentially cure the illness. Infectious diseases are caused by microorganisms like bacteria, viruses, protozoans and fungi, some of which can infect humans. To prevent infectious diseases, healthy lifestyle habits like handwashing, dental hygiene, cleaning cuts and washing produce must be followed, along with vaccinations. Non-infectious diseases can also be prevented through a balanced diet, exercise, sleep, safety practices, self-respect and respect for others.
This document discusses the different stages of human life from birth to old age. It then covers healthy habits like eating a varied diet, exercising, hygiene, rest, and posture. It also mentions common illnesses like colds and flu. The next section is about nutrients like proteins, vitamins, carbohydrates, and fat. It concludes with an activity involving completing sentences about the food pyramid.
The document discusses wellness and how it is attained through physical and psychological well-being. It outlines indicators of physical well-being like appetite, waste disposal, and ability to exercise, as well as psychological well-being indicators like being content and happy. Maintaining wellness requires good nutrition, hydration, exercise, sleep, and meditation. Habits developed from upbringing and social culture highly influence health and wellness. Both physical and psychological wellness are dependent on habits.
This document discusses immunity and natural ways to boost immunity according to naturopathy. It defines immunity as the biological system that protects the body from disease by detecting pathogens and producing antibodies to fight them. It then outlines the main components of immunity like antibodies and immune organs. The document advocates for a natural lifestyle to improve immunity, including eating a nutritious diet twice a day, drinking 8-10 glasses of water, exercising for an hour daily, meditating twice a day, fasting weekly, and getting adequate rest. It also discusses the benefits of fasting for gut health and reducing cancer cell proliferation.
To maintain good health, one must eat a balanced diet, exercise regularly, drink water, and practice healthy habits. Maintaining a balanced diet involves eating fruits and vegetables daily while limiting sweets. Exercising in fresh air and wearing appropriate clothing helps the heart and lungs, while stretching and consuming calcium aids bones and muscles. When the body is not functioning properly and symptoms like fever, cough or pain arise, it is important to see a doctor for examination and possible treatment.
To maintain good health, the document recommends eating a balanced diet, exercising regularly, and practicing healthy habits to care for the digestive system, lungs, heart, bones and muscles. It explains that illness occurs when the body is not functioning properly, with symptoms like fever, cough or pain. When sick, seeing a doctor for examination and treatment, such as medicines or vaccinations, can help the body get better and prevent future illness.
The document discusses how to look after the major systems of the body through diet, exercise, and healthy habits. It explains that illness occurs when a part of the body is not functioning well, showing symptoms like fever, cough, or pain. When ill, one should see a doctor who will examine them and may prescribe medicines or recommend vaccinations to prevent illness and help the patient recover.
This document provides an overview of weight management beyond just calorie balancing. It discusses understanding obesity and appetite hormones. Dietary factors like processed foods and whole foods are identified as affecting weight. Additional barriers to weight loss like stress, sleep, exercise and mindful eating are recognized. The importance of developing a sustainable long-term weight management plan is emphasized. Specific tips are provided regarding goal setting, diet, stress management, exercise, sleep and mindful eating to support weight loss and maintenance goals.
NDM Designs
Having a healthy lifestyle is all about choosing to live your life in the most healthy way possible. There are a few things you have to do to start living your life in this way, i.e., the healthy way. This means doing some amount of exercise daily, such as jogging, yoga, playing sports, etc. Adding to this, you must also have a balanced and nutritional diet with all the food groups. It would be best if you were taking the right amount of proteins, carbohydrates, vitamins, minerals, and fats to help you have a proper diet. Grouped with these two essential aspects (diet and exercise), a healthy person also maintains the same sleep cycle, which should consist of around 7-8 hours of sleep.
However, we must remember that a healthy lifestyle not only refers to our physical and mental health. Maintaining a balanced diet, exercising daily, and sleeping well are essential parts of a healthy lifestyle. But feeling happy is also a big part of a healthy lifestyle. To enable happiness, thinking positively is a must. When a person does not feel happy or good about themselves, they are not entirely healthy. Thus we must do our best to think positively so that we can feel happy rather than sad.
We have talked about what all entails a healthy life, so now we must speak of what all does not. There are several things that one must avoid in order to live a healthy lifestyle. These include the kind of practices and habits that are harmful to us and also to the people around us, i.e., society. Such practices and habits include gambling, smoking, drinking, illegal drugs, or any other things that can turn into an addiction. These habits are harmful to not only you but for all the people around you, as addiction causes unhealthy attitudes and behaviors. Other unhealthy practices include skipping meals and eating junk food.
The benefits of a healthy lifestyle are manifold: living a healthy life allows you to live longer, which means that you get to spend more time with your family. Exercising daily will enable you to release endorphins and helps you feel happier. Regular exercise also improves the health of your skin and hair, bettering your appearance as well. Healthy lifestyles also primarily reduce your risk of life-threatening diseases such as cancer, diabetes, etc. and also reduce your susceptibility to cardiac arrests.
Overall, living your life in a healthy way only has benefits, and that’s why it is recommended that you do everything you can to have a healthy lifestyle. So, eat three nutritional meals a day, avoid unhealthy junk food, go for a run or jog in the morning, get your full 8 hours of sleep, and avoid bad habits like drugs, alcohol, and smoking. A healthy lifestyle is the best thing that you can do to your body, and you will be thanking yourself for following a healthy lifestyle in the later years of your life.
Regular exercise is an important part of a healthy lifestyle. It has positive effects on physical health like improved cardiovascular, muscular and respiratory function. Exercise also helps regulate sleep and hunger. In addition to exercise, a healthy lifestyle involves proper nutrition, personal hygiene like regular hand washing and dental care, avoiding smoking and drugs, and maintaining good posture. Proper posture involves keeping the head balanced over the pelvis with the back straight. Poor posture can disrupt internal organs and lead to spine problems if not corrected, so it is important to develop and maintain good posture from a young age.
Here are the key points to include in your illustration:
1. Show screening tests being conducted in a school setting by a nurse or doctor. Include students lining up or getting their tests done.
2. Illustrate the specific screening tests - like vision test using an eye chart, weight and height being measured, blood pressure check.
3. Include speech bubbles or captions explaining the importance of catching issues early and maintaining good health through regular screening.
4. Add images of happy, healthy students to represent the benefits of screening in promoting wellness.
5. Sign and date your work. Make sure to label the different screening tests shown.
Focus on clearly showing the screening process and communicating the value of these
Similar to Unit 1 6th: Health and healthy habits (20)
This document discusses energy, including its properties, types, sources, and consequences of use. It defines energy as the ability to do work or cause change, and explains that energy can be transformed, transferred, stored, and transported. The types of energy covered are chemical, light, nuclear, mechanical, thermal, and electrical. Energy sources are categorized as either renewable, including solar, wind, hydropower, geothermal, and biomass, or non-renewable, such as fossil fuels and nuclear fuels. The document notes that non-renewable resources will run out over time.
1. Prehistory began 4 million years ago and is divided into three eras: the Paleolithic era, Neolithic era, and Metal Ages.
2. During the Paleolithic era, early humans lived nomadic lifestyles as hunters and gatherers, using tools made of bone, stone, and wood.
3. The Neolithic era began around 8000 BC with the development of agriculture and livestock, allowing people to settle in permanent villages and develop pottery, weaving, and food preparation techniques. The Metal Ages began around 3500 BC with the use of copper, bronze, and eventually iron tools.
Matter is anything that has mass and takes up space. All matter is made up of tiny particles called atoms. Atoms are the basic building blocks that make up all living and nonliving things.
This document provides an outline and vocabulary for a lesson on matter. It discusses the general properties of mass and volume, as well as specific properties like density. Density is defined as dividing an object's mass by its volume. Depending on an object's density, it will either sink or float when placed in liquids. The document also outlines the three states of matter - solids have a fixed volume and shape, liquids have a fixed volume but not shape, and gases have neither a fixed volume nor shape. Specific properties of each state are also described.
There are different climate types in Spain due to variations in latitude, elevation, terrain, and proximity to the sea. The most common is the Mediterranean climate, which has three variations: typical Mediterranean near the coast with mild winters and hot summers and little rain; continental or interior Mediterranean with hot summers and cold winters and less frequent rain; and dry Mediterranean in southeast Spain with little rain. Spain also experiences oceanic climate in the north near the sea with mild temperatures and rain all year, mountain climate above 1500m with cool summers and very cold winters and frequent snow, and subtropical climate in the Canary Islands with mild temperatures and little rain except in mountains.
Sleep is important for our health as it allows our body to rest and our brain to sort and store information. Getting enough quality sleep helps our nervous system function properly. A lack of sleep can negatively impact our health and well-being.
Physical activity includes activities like walking the dog, dancing, playing football, running, playing basketball, and cycling that help develop the locomotor system and keep muscles and bones strong. Physical activity encompasses not just sports but also other exercises like walking and dancing that help the body stay in shape by building elasticity and strengthening muscles and bones.
Your spinal column supports your back with muscles, bad posture can deform your spinal column and cause back and joint pain, it is important to keep good posture to avoid problems.
Sleep is important for our nervous system and brain to rest and process information, and lack of sleep can impact growth and health. Leisure time is also important to relax and promote a healthy and happy life, with hobbies being one type of leisure activity. A typical amount of sleep needed is 8 hours.
This document discusses posture and pasture lands. It defines posture as land used for grazing by domesticated livestock such as cattle, horses, sheep, or swine. Pasture lands are enclosed tracts of farmland grazed by livestock. The vegetation in pastures consists mainly of grasses and legumes. Pasture lands are distinguished from rangelands by being more intensively managed through practices like seeding, irrigation, and fertilizer use. Factors like soil type, temperature, and rainfall impact pasture management. Unless undergoing factory farming, pasture is the main food source for ruminants grazing livestock.
Physical activity such as sports provide important health benefits. Sports can be competitive and improve physical conditioning for those who practice them. There are many types of sports like basketball, which is a team sport that can be played indoors or outdoors, and athletics which includes running, jumping, throwing and combined events. Regular exercise through sports helps keep the nervous system and muscles healthy.
Calcium and vitamin D are important for bone health, with calcium helping bones harden and vitamin D allowing the body to absorb calcium. Dairy products like milk and cheese are the main sources of calcium. Some vegetables also contain calcium, and sunlight is a key source of vitamin D.
The document summarizes different types of coastal relief found along Spanish coastlines. It describes beaches as low, sandy areas and cliffs as rocky areas rising vertically from the sea. It also defines landforms like capes, gulfs, deltas, bays, rias, and albuferas. Specifically, it outlines the different regions of Spain's coastline - the Atlantic coast divided into Galician and Andalusian sections, the Mediterranean coast, and the Cantabrian coast. It also summarizes the major Spanish archipelagos, the Balearic and Canary Islands, noting key details about their highest peaks, coastal features, and location in the Atlantic Ocean or Mediterranean Sea.
The document discusses summaries and provides guidance for writing concise summaries. Effective summaries distill the key points and main ideas from a document in a brief yet informative manner. Summaries should be objective and avoid including unnecessary details, examples, or the author's own opinions.
This document outlines different terrestrial and aquatic ecosystems and discusses how human activity affects the environment. It describes forest, mountain grasslands, deserts and steppes as terrestrial ecosystems and marine ecosystems such as sandy beaches, rocky shores and the open sea as well as freshwater ecosystems like rivers and lagoons as aquatic ecosystems. The document also explains how pollution, deforestation, desertification, and endangered species are effects of human activity on the environment.
El documento habla sobre la Semana Santa y su significado para los cristianos. Explica que para los cristianos es el tiempo más importante del año litúrgico ya que celebran la Pasión, Muerte y Resurrección de Jesucristo, aunque no todas las personas son cristianas. También describe las diferentes formas en que las personas viven esta semana, ya sea a través de la oración, las procesiones u otras tradiciones.
This short document lists different modes of transportation including car, train, plane, boat, and helicopter, with helicopter listed twice. It provides a brief listing of some common forms of transportation but does not include any details about each one.
Light is a form of energy that can be emitted from sources like the sun or light bulbs. It travels very quickly in straight lines in all directions from the source. Materials interact with light in different ways - transparent materials like glass allow light to pass through, translucent materials like wood separate and blur light rays, and opaque materials like mirrors do not allow light to pass through and reflect it instead.
Ecosystems are complex systems formed by the interactions between living organisms and their environment. An ecosystem includes all the living things in a given area, as well as all the non-living physical parts of the environment with which the organisms interact. Ecosystems range in size from small to very large, and they contain food webs that connect organisms as one organism eats another.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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 ...
3. • Breath ……respirar
• Fresh ……fresco
• Place ……lugar
• Smoke ……humo, fumar
• Bones ……huesos
• Muscles……músculos
• Types ……tipos
• Infectious ……infeccioso
• Non-infectious……..no infeccioso
• Harmful ……perjudicial
• Contagious……contagioso
• Flu……gripe
• Non-contagious……no
contagioso
• Tetanus……tétanos
• Injury….. herida
• Non proper……inadecuado
• Week……semana
• State ……estado
• Change ……cambiar
• Twice ……dos veces
• Once …… una vez
• Summarize……resumir
•
4. Health and illness
When we are healthy, we feel good, happy and full
of energy. When we are tired and our body
doesn’t work properly, we are ill.
• Health is a state of physical, mental and social
well-being. We can think, move and
communicate, because we feel full of energy.
• Illness is the opposite of health. Symptoms, like
coughs, pain or fever, tell us our bodies are ill.
6. At your notebook…
1. How do we feel when we are
healthy?
2. How do we feel when we are ill?
3. Write two ills about the video
7. Let’s speak
• Have you ever been ill? What happened to
you?
• Did anybody transmit an illness to you?
• Have you got healthy habits?
8. Healthy habits
We must have healthy habits to stay well.
• Eat a balanced diet. We must eat every kind of food,
avoiding sweets, cakes and fat. He must have five
meals a day and always have breakfast.
• Hygiene. We must wash our hands before eating and
our teeth after doing it. We must have a shower every
day.
• Rest. We must sleep 9 hours every night.
• Breath fresh air. We mustn’t stay in places where
there is smoke .
• Physical activity. It is good for our bones and muscles.
12. Types of illnesses
Illnesses can be infectious or non-infectious.
• Infectious illnesses are caused by viruses or
harmful bacteria. They can be:
– Contagious. An ill person transmits the illness to a
healthy one. An example is flu.
– Non-contagious. They are not transmitted from an ill
person to a healthy one. An example is tetanus, cause
by a bacteria.
• Non-infectious illnesses have different causes:
injuries, non proper diet, toxic substances, etc.
14. ACTIVITIES
1. Complete to summarize.
– ………………………………………………… is a state of well-being and
………………………………… is the opposite.
– We must have ………………………………………. ……………………………………… to stay
well.
– Illnesses can be …………………………………… or …………………………………………………….
.
2. Change these habits into healthy ones.
– Eat twice a day: lunch and dinner.
………………………………………………………………………………………………………………………….
– Sleep seven hours every night.
………………………………………………………………………………………………………………………….
– Have a shower once a week.
………………………………………………………………………………………………………………………….