Manejo y Uso del Diccionario Bilingue
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El diccionario bilingüe. Partes del diccionario bilingüe. Uso del diccionario bilingüe. Orden de las palabras. Entradas. Palabras Guías. Abreviaturas.
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Punctuation marks in English
Punctuation marks in English include the question mark, which follows questions; the exclamation mark, which follows exclamations; and the apostrophe, which is used in contractions like I'm. Brackets enclose additional information, bullets precede list items, and colons, commas, semicolons, and periods are used to separate clauses and sentences.
Grammar book
This document contains a table of contents for a Spanish grammar book covering the following topics in 3 sentences or less each:
1. Conditional and irregular conditional forms, perfect tenses including present, past, and present perfect irregular verbs, and the subjunctive perfect tense.
2. The uses of tanto y tan, the impersonal 'se' construction, and the differences between saber and conocer.
3. How to form the formal commands, affirmative and negative formal commands including pronoun placement, and informal commands including irregular verbs and pronoun placement.
4. How to form commands using the 'nosotros' pronoun, verbs that are irregular in the subjunctive, and common subjunctive triggers
Positive tú commands
This document discusses informal or "tú" commands in Spanish. It explains that tú commands are used with friends and family, not adults or teachers. The tú command form is the same as the third person singular "él/ella" present tense form. It provides examples of regular verb tú commands formed by taking the infinitive and changing it to the él/ella present tense form. It also discusses using object pronouns like "lo" and "la" with tú commands and some irregular tú command forms.
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This document provides instructions for forming affirmative commands in Spanish. Affirmative commands are used when speaking to someone you are on a first name basis with. To form an affirmative command, use the él/ella form of the verb and attach object pronouns to the end. Examples are given such as "¡Habla!" (Talk!), "Trabaja conmigo" (Work with me), and "Cómelos" (Eat them).
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This document discusses directions and locations within a school. It provides examples of asking for and giving directions using prepositions of place like "beside", "in front of", and "opposite". Floor plans of the school show the locations of places like the library, canteen, laboratories, and classrooms. Examples are given of asking "Where is the library?" and providing directions like "Take the stairs to the second floor. The library is on the first door beside the computer room." Quizzes review asking and giving directions within the school.
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The subjunctive mood in Spanish is used to express actions or states of being that are uncertain, doubtful, desired, or emotionally reacted to. It follows conjunctions that indicate influence, emotion, or doubt. To form the subjunctive, take the first person singular present indicative form of the verb and drop the -o, replacing it with subjunctive endings. Common expressions introducing the subjunctive include wanting something, being happy that something occurred, or doubting that something is true.
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The document discusses passive voice in English grammar. It defines passive voice as having the person or thing acted on come first in the sentence, followed by "be" plus the past participle of the verb, and the actor introduced by "by". It provides examples of when to use passive voice, such as when the actor is unknown or irrelevant. It also explains how to change active sentences into the passive voice by making the object of the active sentence the subject of the passive sentence. Finally, it gives examples of passive voice transformations across tenses.
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Punctuation marks in English
Punctuation marks in English include the question mark, which follows questions; the exclamation mark, which follows exclamations; and the apostrophe, which is used in contractions like I'm. Brackets enclose additional information, bullets precede list items, and colons, commas, semicolons, and periods are used to separate clauses and sentences.
Grammar book
This document contains a table of contents for a Spanish grammar book covering the following topics in 3 sentences or less each:
1. Conditional and irregular conditional forms, perfect tenses including present, past, and present perfect irregular verbs, and the subjunctive perfect tense.
2. The uses of tanto y tan, the impersonal 'se' construction, and the differences between saber and conocer.
3. How to form the formal commands, affirmative and negative formal commands including pronoun placement, and informal commands including irregular verbs and pronoun placement.
4. How to form commands using the 'nosotros' pronoun, verbs that are irregular in the subjunctive, and common subjunctive triggers
Positive tú commands
This document discusses informal or "tú" commands in Spanish. It explains that tú commands are used with friends and family, not adults or teachers. The tú command form is the same as the third person singular "él/ella" present tense form. It provides examples of regular verb tú commands formed by taking the infinitive and changing it to the él/ella present tense form. It also discusses using object pronouns like "lo" and "la" with tú commands and some irregular tú command forms.
FRENCH VERBS IN IR PRESENT TENSE PART 1
This document provides instruction on conjugating regular -RE verbs in French present tense. It lists common -RE verbs like vendre (to sell), perdre (to lose), and répondre (to answer). The infinitive form of an -RE verb ends in -RE, while the stem or radical is the verb without -RE. Different endings are added to the stem to conjugate for each subject (I, you, he/she, we, you, they). Examples are provided to practice identifying the stem and adding endings. Exercises ask the reader to conjugate -RE verbs like attendre (to wait) and descendre (to get off) in sentences.
Tú affirmative commands
This document provides instructions for forming affirmative commands in Spanish. Affirmative commands are used when speaking to someone you are on a first name basis with. To form an affirmative command, use the él/ella form of the verb and attach object pronouns to the end. Examples are given such as "¡Habla!" (Talk!), "Trabaja conmigo" (Work with me), and "Cómelos" (Eat them).
Asking and giving direction
This document discusses directions and locations within a school. It provides examples of asking for and giving directions using prepositions of place like "beside", "in front of", and "opposite". Floor plans of the school show the locations of places like the library, canteen, laboratories, and classrooms. Examples are given of asking "Where is the library?" and providing directions like "Take the stairs to the second floor. The library is on the first door beside the computer room." Quizzes review asking and giving directions within the school.
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The subjunctive mood in Spanish is used to express actions or states of being that are uncertain, doubtful, desired, or emotionally reacted to. It follows conjunctions that indicate influence, emotion, or doubt. To form the subjunctive, take the first person singular present indicative form of the verb and drop the -o, replacing it with subjunctive endings. Common expressions introducing the subjunctive include wanting something, being happy that something occurred, or doubting that something is true.
Passive voice
The document discusses passive voice in English grammar. It defines passive voice as having the person or thing acted on come first in the sentence, followed by "be" plus the past participle of the verb, and the actor introduced by "by". It provides examples of when to use passive voice, such as when the actor is unknown or irrelevant. It also explains how to change active sentences into the passive voice by making the object of the active sentence the subject of the passive sentence. Finally, it gives examples of passive voice transformations across tenses.
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The document discusses affirmative commands for the informal "tú" form in Spanish. It states that these commands are formed using the third person form of the present tense verb. It provides examples of common verbs and notes that some like "poner", "tener", "decir", "salir", and "venir" drop the "-go" ending from the "yo" form. Verbs like "hacer", "ser", and "ir" have irregular command forms. Pronouns can be attached to commands with an accent mark in most cases.
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1. The document discusses various English tenses and structures including future tenses, the present simple tense, reported speech, the past continuous tense, the passive voice, and the present perfect tense.
2. Examples are provided to illustrate when and how to use each tense or structure such as using the present simple tense to talk about the future with time expressions like "tomorrow" or "next week".
3. Key aspects of each tense are defined, such as how to change pronouns and verbs when transforming direct to reported speech.
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The document provides information about forming commands in Spanish (los mandatos) directed at tú or an informal second person. It discusses:
1) Regular affirmative tú commands have the same form as the third-person singular of the present indicative.
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2) Present perfect tense endings and irregular verbs.
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4) The subjunctive mood and uses after emotion verbs and in subordinate clauses.
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Chapter 17 pluperfect tense
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past tense of there is / there are
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The document discusses different ways to give orders and instructions in English without sounding rude. It explains that the imperative form can be used to give orders but is direct. Using modal verbs like "can", "could", or "will" makes requests more polite. Introductory phrases before the request, from most indirect ("Would you mind possibly") to most direct ("I'd like you to"), also soften orders. Sequencing words help make instructions clear when giving multi-step directions.
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The document discusses reported or indirect speech, which is used to describe what someone said in the past. It explains that in reported speech, pronouns, verbs, adverbs, and time/place expressions are changed compared to direct speech. Examples are provided showing how direct speech like "I am going now" would change to reported speech like "She said that she was going then." The different types of sentences that can be reported - statements, questions, and commands - are also described.
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The document discusses verb movement in syntax. It explains that in English, auxiliary verbs like "have" and "be" can appear in the tense slot of a sentence unless that slot is filled by another verb, whereas main verbs like "eat" appear in the verb phrase. Some languages exhibit verb movement where all verbs, not just auxiliaries, appear in the tense slot. This movement of verbs can be analyzed as the verb adjoining to the tense feature in a higher clause.
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The document discusses perfect infinitives in English and Spanish. In English, the perfect infinitive is formed with "to have" and the past participle, expressing that the action happened in the past. Spanish forms it similarly with "haber" and the past participle. The perfect infinitive can follow certain verbs in both languages. It also discusses the differences between the Spanish verbs "ser" and "estar", noting that "estar" expresses a state of being while "ser" can imply a permanent characteristic when used with adjectives or a caused action when used with a past participle.
Short Form Responses
The document discusses the use of auxiliary verbs in short-form responses to agree, disagree, or add information to a statement. It provides rules for responses that agree, disagree, or add confirming or contrary information using verbs like "yes", "no", "so", and "but". It also notes that the "agent" refers to the performer of the action, which may differ from the grammatical subject.
Indirect questions and sentences
This document discusses indirect questions and sentences in English. It provides examples of indirect questions using "do you know...", "I don't know why...", and "could you tell me what..." followed by a question. It explains that when forming these indirect questions, the word order changes from a direct question, such as "Where has Tom gone?" to "Do you know where Tom has gone?". It also compares the use of "do", "does", and "did" in indirect questions and provides the source for the information.
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Students often have problems with certain words like knowing which word to use at a given time example see and sea so this presentation was prepared to help them understand what these words are called and when to use them.
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The bus stopped at a red light during heavy rain, allowing the passengers a brief respite from the downpour inside the large, comfortable vehicle.
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This document discusses the use of modal verbs (must, may, might, can't, could, should, shouldn't) followed by the verb "have" and a past participle to talk about certainty, possibility, impossibility, alternatives, and criticism regarding past events. Specifically, it explains that:
1) "Must have" expresses certainty about something that happened in the past based on logic or deduction.
2) "May/might/could have" suggests possibility but uncertainty about something that happened in the past.
3) "Can't have" indicates something is 100% impossible or untrue about the past.
4) "Could have" refers to alternatives in the past that
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This document defines 6 vocabulary words: improper, preserve, pursue, rejection, restore. It provides the part of speech, definition, antonyms, and example sentences for each word. The words are defined as: improper means wrong or unsuitable; preserve means to keep safe; pursue means to continue working toward a goal; rejection means refusal or not being accepted; restore means to fix or make new again.
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The document discusses affirmative commands for the informal "tú" form in Spanish. It states that these commands are formed using the third person form of the present tense verb. It provides examples of common verbs and notes that some like "poner", "tener", "decir", "salir", and "venir" drop the "-go" ending from the "yo" form. Verbs like "hacer", "ser", and "ir" have irregular command forms. Pronouns can be attached to commands with an accent mark in most cases.
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1. The document discusses various English tenses and structures including future tenses, the present simple tense, reported speech, the past continuous tense, the passive voice, and the present perfect tense.
2. Examples are provided to illustrate when and how to use each tense or structure such as using the present simple tense to talk about the future with time expressions like "tomorrow" or "next week".
3. Key aspects of each tense are defined, such as how to change pronouns and verbs when transforming direct to reported speech.
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The document provides instructions for making comparisons in Spanish using either "tan" or "tanto/tanta/tantos/tantas". It explains that "tan" is used with adjectives and follows the verb "ser", while "tanto/tanta/tantos/tantas" is used with nouns and also follows the verb. Examples are given comparing friends and running speed to demonstrate these rules.
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The document provides information about forming commands in Spanish (los mandatos) directed at tú or an informal second person. It discusses:
1) Regular affirmative tú commands have the same form as the third-person singular of the present indicative.
2) Negative tú commands use the subjunctive form of the verb.
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1) The conditional tense and irregular forms.
2) Present perfect tense endings and irregular verbs.
3) Commands and affirmative/negative forms for tú, usted, ustedes, and nosotros.
4) The subjunctive mood and uses after emotion verbs and in subordinate clauses.
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The document discusses reporting structures used to report what people say or think. A report structure consists of a reporting clause containing a reporting verb, and a reported clause. The tense used in the reporting clause depends on when the reporting is occurring, while the tense in the reported clause depends on whether the reported information is still relevant or important in the present. Direct speech can also be included as part of a narrative without using reporting verbs.
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The pluperfect tense in Latin is formed in 3 steps: 1) Find the perfect stem by removing the "-i" from the 3rd principal verb part. 2) Add "era" to the perfect stem. 3) Add the personal endings used in the imperfect tense. The pluperfect is always translated to English using the word "had", such as "amaveram" meaning "I had loved". Even irregular verbs like "sum" and "possum" follow this formation pattern to create their pluperfect forms.
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This document provides information and examples about forming the past tense in English. It discusses how the past tense is used to refer to finished or past actions, situations, or events. There are three ways to form the simple past tense in English depending on the verb: regular verbs are made past tense by adding "-ed", irregular verbs have unique past tense forms, and the verb "to be" has the past tense forms "was" and "were". The document then provides examples of regular verbs and their past tense forms, as well as exercises for students to practice forming the past tense.
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The document discusses reported or indirect speech, which is used to describe what someone said in the past. It explains that in reported speech, pronouns, verbs, adverbs, and time/place expressions are changed compared to direct speech. Examples are provided showing how direct speech like "I am going now" would change to reported speech like "She said that she was going then." The different types of sentences that can be reported - statements, questions, and commands - are also described.
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The document discusses verb movement in syntax. It explains that in English, auxiliary verbs like "have" and "be" can appear in the tense slot of a sentence unless that slot is filled by another verb, whereas main verbs like "eat" appear in the verb phrase. Some languages exhibit verb movement where all verbs, not just auxiliaries, appear in the tense slot. This movement of verbs can be analyzed as the verb adjoining to the tense feature in a higher clause.
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The document discusses perfect infinitives in English and Spanish. In English, the perfect infinitive is formed with "to have" and the past participle, expressing that the action happened in the past. Spanish forms it similarly with "haber" and the past participle. The perfect infinitive can follow certain verbs in both languages. It also discusses the differences between the Spanish verbs "ser" and "estar", noting that "estar" expresses a state of being while "ser" can imply a permanent characteristic when used with adjectives or a caused action when used with a past participle.
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The document discusses the use of auxiliary verbs in short-form responses to agree, disagree, or add information to a statement. It provides rules for responses that agree, disagree, or add confirming or contrary information using verbs like "yes", "no", "so", and "but". It also notes that the "agent" refers to the performer of the action, which may differ from the grammatical subject.
Indirect questions and sentences
This document discusses indirect questions and sentences in English. It provides examples of indirect questions using "do you know...", "I don't know why...", and "could you tell me what..." followed by a question. It explains that when forming these indirect questions, the word order changes from a direct question, such as "Where has Tom gone?" to "Do you know where Tom has gone?". It also compares the use of "do", "does", and "did" in indirect questions and provides the source for the information.
Homophones learning about them
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1) "Must have" expresses certainty about something that happened in the past based on logic or deduction.
2) "May/might/could have" suggests possibility but uncertainty about something that happened in the past.
3) "Can't have" indicates something is 100% impossible or untrue about the past.
4) "Could have" refers to alternatives in the past that
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
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
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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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.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 4. All words in a dictionary are listed alphabetically. Guide words at the top or bottom of each page tell what words are listed on each page. The first guide word tells the first word on the page, the last one tells the last one on the page. Because alphabetically bramble is after brace (bram- comes after brac-) but before broth (bra- comes before bro-). Example: Word to look up: bramble The word would appear on the page with the guide words brace and broth
- 5. B r a m b l e brace broth comes after comes before B r a m b l e Bramble Between
- 6. LIST IN ALPHABETICAL ORDER moofe moufe mofe mouf moge mogen mogre moging mofed morgal LIST IN ALPHABETICAL ORDER denkey denge dermat denky deme demit dental deny deney denige