Week 12. Muro Rodriguez Greyssi Nallely
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This document is a student assignment describing the use of "there is" and "there are" in English. It provides examples of how to use these phrases to indicate singular and plural subjects. The student then lists the items in several rooms of a house using "there is" and "there are" correctly. At the end, the student describes changes they would make to their bedroom, such as adding more plants, a furniture organizer, and a speaker.
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This document summarizes activities completed during week 12 of an architecture course. It discusses the use of "There is" and "There are" in describing objects in different rooms of a house. Activity 6 explains the meaning and differences between "There is" and "There are". Activity 7 then provides examples using these phrases to describe items in various rooms, including the living room, bedroom, backyard, bathroom, and kitchen. Activity 8 asks the student to modify the description of the backyard by changing the wire fence to one made of bricks and iron bars.
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This document summarizes activities completed during week 12 of an architecture course. It discusses the use of "There is" and "There are" in describing objects in different rooms of a house. Activity 6 explains the meaning and differences between "There is" and "There are". Activity 7 then provides examples using these phrases to describe items in various rooms, including the living room, bedroom, backyard, bathroom, and kitchen. Activity 8 asks the student to modify the description of the backyard by changing the wire fence to one made of bricks and iron bars.
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This document contains an English grammar activity from a class at the Autonomous University of Sinaloa. It discusses the use of "there is" and "there are" to talk about things that exist or are visible. Examples are provided to demonstrate using "there is" for singular nouns and uncountable nouns, and "there are" for plural countable nouns. The student then provides descriptions of different rooms and areas using "there is/are" to list the items in each place.
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This lesson plan aims to teach students about rooms in a house and furniture vocabulary. It includes a variety of activities using a PowerPoint presentation, worksheets, and group work. Students will revise commands, identify rooms and furniture, describe where items are located, and develop writing and speaking skills. The lesson follows the PPP approach and uses communicative methods. It assesses students through monitoring their work and oral participation.
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This document appears to be a student assignment from an architecture faculty at the Autonomous University of Sinaloa. It contains examples of using the phrases "There is/are" in positive and negative forms to describe what is in different rooms of a house. The student provides descriptions of 5 rooms - the main room, dining room, living room, kitchen, and bathroom. For each room, they list several items or features using "There is/are" constructions to practice this grammar point. The assignment concludes by suggesting a modification the student would make, which is to expand their own room into their sister's former room.
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The document discusses the present progressive and simple past tenses in English. It provides examples of how to use each tense to talk about actions that are happening now or happened in the past. Specifically, it explains that the present progressive uses verbs ending in "-ing" to describe ongoing actions and includes time expressions. Yes/no and WH- questions in the present progressive follow the same word order. The simple past uses regular and irregular past verb forms to talk about completed actions, often including time markers like dates or times. Yes/no questions in the simple past use "did" before the subject and verb.
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This document discusses the student's comprehension of architecture documents in English. It summarizes spaces in the student's house, including the living room, bedroom, kitchen, bathroom, and garage. For each space, it notes key features using the phrases "there is" and "there are" to describe elements such as furniture, lighting, and other physical characteristics. It concludes by suggesting ideas to enhance the wall, such as adding plants, hanging flower pots to create a vertical garden, and installing pendant lights.
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This document appears to be a student assignment from the Universidad Autónoma de Sinaloa Facultad de Arquitectura. It instructs the student to analyze the physical characteristics of rooms in their home, including shapes, colors, furniture and other elements. The student is asked to take photos of at least 5 rooms or spaces in their home.
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The document describes the rooms in the author's house, including the living room with armchairs and a television, bathroom with tiles and shower, bedroom with a bed and wardrobe, kitchen with appliances and dining room with a table and chairs. Images are provided of each room along with descriptions of the furnishings, colors, and features of the spaces. The author is then asked to modify a sketch of the dining room by changing some elements like replacing the mirror with an Apple logo painting and adding designed chairs and floor sandals.
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This document is from a student at the Autonomous University of Sinaloa studying for a Bachelor of Architecture. It outlines several activities the student completed for their English class on understanding architectural documents. The activities included watching a video on "there is/there are", taking photos of rooms in their home labeling objects using "there is" and "there are", and sketching an idea to modify a room by adding an open and quiet space for their family.
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The document describes the rooms in a house, including the kitchen, living room, garage, garden, and bedroom. The kitchen contains a silver fridge, four wood chairs, a wood table, water cooler, silver oven, and silver microwave. The living room has three brown couches with beige and blue pillows, an air conditioner, end table, and painting. The green garage has a silver electric gate and white car. The garden, which is the same color as the garage, includes a flower pot and many plants. The blue and white bedroom consists of a big bed, two bedside tables, closet, and mirror.
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This document contains an English grammar activity from a class at the Autonomous University of Sinaloa. It discusses the use of "there is" and "there are" to talk about things that exist or are visible. Examples are provided to demonstrate using "there is" for singular nouns and uncountable nouns, and "there are" for plural countable nouns. The student then provides descriptions of different rooms and areas using "there is/are" to list the items in each place.
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This lesson plan aims to teach students about rooms in a house and furniture vocabulary. It includes a variety of activities using a PowerPoint presentation, worksheets, and group work. Students will revise commands, identify rooms and furniture, describe where items are located, and develop writing and speaking skills. The lesson follows the PPP approach and uses communicative methods. It assesses students through monitoring their work and oral participation.
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This document appears to be a student assignment from an architecture faculty at the Autonomous University of Sinaloa. It contains examples of using the phrases "There is/are" in positive and negative forms to describe what is in different rooms of a house. The student provides descriptions of 5 rooms - the main room, dining room, living room, kitchen, and bathroom. For each room, they list several items or features using "There is/are" constructions to practice this grammar point. The assignment concludes by suggesting a modification the student would make, which is to expand their own room into their sister's former room.
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This document discusses the use of "there is" and "there are" in English. It explains that "there is" is used for singular nouns while "there are" is used for plural nouns. Examples are provided such as "There is a book" and "There are 4 chairs in the kitchen." The document also covers the affirmative, negative, and question forms of "there is" and "there are" with accompanying examples.
The present progressive
The document discusses the present progressive and simple past tenses in English. It provides examples of how to use each tense to talk about actions that are happening now or happened in the past. Specifically, it explains that the present progressive uses verbs ending in "-ing" to describe ongoing actions and includes time expressions. Yes/no and WH- questions in the present progressive follow the same word order. The simple past uses regular and irregular past verb forms to talk about completed actions, often including time markers like dates or times. Yes/no questions in the simple past use "did" before the subject and verb.
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Week 12. Muro Rodriguez Greyssi Nallely
- 1. Autonomous University of Sinaloa; Faculty of Architecture; Bachelor of Architecture Name of the subject: Comprehension of Architecture Documents in English Task title: Week 12: there is and there are Teacher’s name: Tania Sarahi Ramirez Flores Student’s name: Muro Rodriguez Greyssi Nallely Semester and group: 4 - 8 Culiacan, Sinaloa May 05, 2020
- 2. Activity 7: THERE IS AND THERE ARE The expressions “there is” and “there are” speak of the existence or non-existence of things, as in Spanish “hay”. For example: • There is some coffee in the kitchen. = Hay algo de café en la cocina The great difference with Spanish is that in English we differentiate between “there is” in the singular and “there are” in the plural. We use "there is" for singular (and for countless things). For example: • There is a man at the door. We use "there are" with plural nouns. • There are six cats in the living room. ➢ For negative sentences the word "not" is added after the verb "to be". ➢ For questions, start with the verb “to be” and then with “there are” or “there is”. LIVING ROOM • There are two couches • There are two decorative pictures • There is a vase • There is an end table • There is a window • There are curtains • There is a green wall • There is a beige wall • There are many cushions on the couch TERRACE • There’s a window • There is a door • There are white walls • There are columns • There are ceilings • There isn’t table • There aren’t chairs • There are many trees • There is an electricity cable
- 3. BEDROOM • There is a bed • There are two bedside tables • There is a laptop • There is a phone charger • There is a tape measure • There are four pillows • There is a gray wall • There is a black wall • There is a brown door GARAGE • There is a car • There are columns • There are white walls • There is a flower pot • There is a flower • There is a motor for the electric gate • There is a electric gate • There is a door • There are two windows • There is a light bulb • There are stairs STUDY AREA • There are two laptops • There is a desk • There is a calculator • There are books • There are cables • There is a printer • There are notebooks • There are pencils • There is a pen • There is a paper • There is a window • There is an eraser • There is a concrete wall • There is a stapler
- 4. Activity: 8 MAKE A CHANGE TO A ROOM THIS IS MY BEDROOM • I added more vegetation to the room since a bedroom with vegetation is more pleasant and renews the air. • Also add a piece of furniture made up of nine boxes. This piece of furniture is used to organize all my school supplies. • Finally add a speaker to facilitate the technological functionality of the room.