El documento lista los pronombres personales en español para la primera, segunda y tercera persona del singular y plural, incluyendo yo, tú, él, ella, él o ella, nosotros/as, vosotros/as y ellos/as.
This document provides examples of using the past tense form of "to be" (was/were) in sentences. It shows how was and were conjugate for different subjects (I, he, she, it vs. we, you, they). Examples are given to practice filling in the past form of be in sentences, including questions. The document aims to teach conjugating to be in the simple past tense through examples.
This document provides information about possessive adjectives and pronouns in English. It defines the possessive adjectives "my, your, his, her, our, your, their" and lists the subject pronouns that correspond to each possessor. Examples are given to demonstrate how to use possessive adjectives correctly before nouns to indicate possession. The differences between the contractions "its" and "it's" are also explained.
Much, many, and a lot of are quantifiers used to indicate quantity. Much is used with uncountable nouns and in negative statements. Many is used with plural countable nouns and in negative statements. A lot of is used with countable and uncountable nouns in affirmative statements. The document provides examples of using each quantifier correctly based on whether the noun is countable or uncountable and whether the statement is affirmative or negative.
It's a presentation about how to use personal pronouns as the subject of any sentence. Besides, it shows you how to conjugate the verb to be (am - is - are). It also includes some exercises for you to practice what you learnt.
We use demonstrative pronouns and demonstrative adjectives to point out specific people, things, or places. Demonstrative pronouns include this, these, that, and those and change the verb to singular or plural form. Demonstrative adjectives also include this, these, that, and those and must agree in number with the noun they modify. Both demonstrative pronouns and adjectives are used to identify particular items.
Nouns can be either countable or uncountable. Countable nouns can be counted and have both a singular and plural form, while uncountable nouns only have a singular form and cannot be counted. Different determiners and quantifiers are used with countable and uncountable nouns, such as "some" and "any" can be used with both, while "many" and "few" are only used with plural countable nouns and "much" and "little" only with uncountable nouns.
This document discusses the uses of the words "can" and "can't" to express both ability and permission. It notes that "can" is used to express knowing how to do something, while "can't" or "cannot" expresses inability. Examples are provided of using "can" and "can't" followed by verbs to talk about ability. The document also explains that "can" and "can't" are used to ask for and give permission. Finally, it mentions that "can" is used to make requests by asking someone to perform an action.
This document provides an overview of the present perfect tense in English. It explains that the present perfect is formed using has/have + the past participle of the verb. It provides examples of affirmative, negative, and interrogative sentences. It also discusses the use of the present perfect to refer to finished actions that influence the present or actions that occurred before now. Signal words that are commonly used with the present perfect are listed. Finally, it mentions that exercises on forming sentences in the present perfect are provided at the end.
This document provides examples of using the past tense form of "to be" (was/were) in sentences. It shows how was and were conjugate for different subjects (I, he, she, it vs. we, you, they). Examples are given to practice filling in the past form of be in sentences, including questions. The document aims to teach conjugating to be in the simple past tense through examples.
This document provides information about possessive adjectives and pronouns in English. It defines the possessive adjectives "my, your, his, her, our, your, their" and lists the subject pronouns that correspond to each possessor. Examples are given to demonstrate how to use possessive adjectives correctly before nouns to indicate possession. The differences between the contractions "its" and "it's" are also explained.
Much, many, and a lot of are quantifiers used to indicate quantity. Much is used with uncountable nouns and in negative statements. Many is used with plural countable nouns and in negative statements. A lot of is used with countable and uncountable nouns in affirmative statements. The document provides examples of using each quantifier correctly based on whether the noun is countable or uncountable and whether the statement is affirmative or negative.
It's a presentation about how to use personal pronouns as the subject of any sentence. Besides, it shows you how to conjugate the verb to be (am - is - are). It also includes some exercises for you to practice what you learnt.
We use demonstrative pronouns and demonstrative adjectives to point out specific people, things, or places. Demonstrative pronouns include this, these, that, and those and change the verb to singular or plural form. Demonstrative adjectives also include this, these, that, and those and must agree in number with the noun they modify. Both demonstrative pronouns and adjectives are used to identify particular items.
Nouns can be either countable or uncountable. Countable nouns can be counted and have both a singular and plural form, while uncountable nouns only have a singular form and cannot be counted. Different determiners and quantifiers are used with countable and uncountable nouns, such as "some" and "any" can be used with both, while "many" and "few" are only used with plural countable nouns and "much" and "little" only with uncountable nouns.
This document discusses the uses of the words "can" and "can't" to express both ability and permission. It notes that "can" is used to express knowing how to do something, while "can't" or "cannot" expresses inability. Examples are provided of using "can" and "can't" followed by verbs to talk about ability. The document also explains that "can" and "can't" are used to ask for and give permission. Finally, it mentions that "can" is used to make requests by asking someone to perform an action.
This document provides an overview of the present perfect tense in English. It explains that the present perfect is formed using has/have + the past participle of the verb. It provides examples of affirmative, negative, and interrogative sentences. It also discusses the use of the present perfect to refer to finished actions that influence the present or actions that occurred before now. Signal words that are commonly used with the present perfect are listed. Finally, it mentions that exercises on forming sentences in the present perfect are provided at the end.
This document discusses singular and plural nouns, and provides examples of sentences using "there is/are" for questions and negatives. It explains the structures "Is there a..." and "Are there any..." and provides examples answering questions in both the positive and negative.
This document defines and provides examples of various prepositions of place and time. For prepositions of place, it discusses in, on, below, above/over, near, far, behind, in front of, onto, off, into, out of, around, among, between, and opposite. For prepositions of time, it explains the uses of at for precise times, in for months/years/long periods, and on for days/dates. Examples are given to illustrate the meaning and proper usage of each preposition in different contexts involving location or timeframe.
The document summarizes rules for forming the past simple tense of regular and irregular verbs in English. For regular verbs, it explains that the pronunciation of the 'ed' ending depends on the final sound of the verb's infinitive. It then provides examples of regular and irregular conjugations. Finally, it discusses forming negatives using "didn't" and provides practice sentences conjugating verbs in the past tense.
This document discusses subject and object pronouns in English. It explains that subject pronouns like I, you, he, etc. come before verbs, while object pronouns like me, you, him, etc. come after verbs or prepositions. Some examples are provided to illustrate the difference. The document also includes practice exercises for readers to identify subject and object pronouns in sentences. Readers are encouraged to do more practice in the class blog.
The document provides information about the present progressive tense, including its use to describe actions happening now or over a period of time in the present, and actions that will happen in the near future. Examples are given of its use with different subjects. Spelling rules are outlined for adding "-ing" to verbs. The word order and structures for positive, negative, yes/no and wh- questions in the present progressive tense are explained.
This document provides examples of using the words "this/these" and "that/those" with singular and plural nouns. It shows "this" and "that" being used for singular nouns like dog and baby, while "these" and "those" are used for plural versions of the same nouns.
Several people are planning activities for the weekend such as paragliding, playing soccer, riding bikes in the park, surfing, dancing at a party, eating ice cream together, going to the park, and singing in a talent show. Some things people do not plan to do are talk anymore, do homework, swim in cold water, or climb Mount Everest. Additionally, the dog will not go to the beach with its family. The document lists both positive and negative plans for various individuals' weekends.
El documento habla sobre el uso del verbo "doler" en español. Explica que doler debe concordar en número con la parte del cuerpo que duele, usando -e para el singular y -en para el plural. Proporciona ejemplos como "me duele la cabeza" y "nos duelen los pies". También menciona otros verbos como "gustar" que siguen esta misma estructura.
El documento explica la diferencia entre los verbos ser y estar. Ser se usa para indicar el origen, la identificación, las características, la hora, un evento y la posesión. Estar se usa para indicar la localización y las condiciones. El documento proporciona ejemplos del uso de cada verbo y ejercicios para practicar cuándo usar ser y estar.
This very short document does not contain enough contextual information to generate a meaningful 3 sentence summary. It appears to be about grammar but does not provide any details on the topic or perspective.
'To have' verb plays important role in communicative English. Its present and past forms; have, has and had form the very common sentences in our daily conversation. In this slideshow, these forms are explained with their usage in the sentences.
The document provides information about using the present perfect and past simple tenses in English. It lists the key words that are used with each tense and provides examples of forming sentences in the affirmative, negative, and interrogative for the verbs "to see" and irregular verbs like "to think" in both the present perfect and past simple. Examples of conjugating the verb "to be" in the past simple tense are also included.
Este documento explica la diferencia entre los verbos "haber" y "estar" en español. "Haber" se usa para indicar la existencia de algo, mientras que "estar" se usa para ubicar algo en el espacio. Proporciona ejemplos de cómo usar cada verbo correctamente y cómo formular preguntas sobre la ubicación o existencia de lugares y objetos.
The document provides information about the present continuous tense in English. It gives examples of affirmative, negative, and interrogative forms of the present continuous using subjects like I, you, he, she, it, we, and they. Examples are given of actions happening now, such as "The boy is singing" and "He's singing." The purpose of the present continuous is described as being used to talk about actions that are occurring at the moment of speaking.
El documento describe la conjugación del pretérito de los verbos regulares en español. Explica que los verbos se dividen en tres grupos (conjugaciones) según su terminación infinitiva, y que cada conjugación usa diferentes terminaciones para formar las formas verbales en los diferentes tiempos. A continuación, proporciona ejemplos de la conjugación del pretérito de los verbos "estudiar", "comer", y "vivir" para demostrar cómo se forma este tiempo verbal.
This document lists different family relationships including father, mother, grandfather, grandmother, brother, sister, cousin, uncle, and aunt. It also mentions friends as relationships outside of family.
El documento explica cómo usar la construcción "tener que" para expresar obligaciones. Explica que se usa "tener" conjugado + "que" + infinitivo del verbo para decir lo que alguien tiene que hacer. Proporciona ejemplos como "Tengo que ir a mi clase de español" y una práctica con oraciones como "Ella tiene que comer" y "Tenemos que ir a matemáticas".
Guy Fawkes and his friends plotted to blow up the Houses of Parliament in 1605 while King James I was inside, unhappy that he had become the new King of England. However, the King received an anonymous tip about the plot, and on November 5th guards found Guy Fawkes in the basement of Parliament. Every year on November 5th, British people celebrate Bonfire Night by lighting bonfires and setting off fireworks to remember how Guy Fawkes' plot to kill the King failed.
The pronunciation table provides guidance on how to pronounce words in the document. It lists phonetic spellings alongside words or syllables to explain their proper vocalization. The table acts as a reference for readers to check unclear or unfamiliar pronunciations.
This document discusses singular and plural nouns, and provides examples of sentences using "there is/are" for questions and negatives. It explains the structures "Is there a..." and "Are there any..." and provides examples answering questions in both the positive and negative.
This document defines and provides examples of various prepositions of place and time. For prepositions of place, it discusses in, on, below, above/over, near, far, behind, in front of, onto, off, into, out of, around, among, between, and opposite. For prepositions of time, it explains the uses of at for precise times, in for months/years/long periods, and on for days/dates. Examples are given to illustrate the meaning and proper usage of each preposition in different contexts involving location or timeframe.
The document summarizes rules for forming the past simple tense of regular and irregular verbs in English. For regular verbs, it explains that the pronunciation of the 'ed' ending depends on the final sound of the verb's infinitive. It then provides examples of regular and irregular conjugations. Finally, it discusses forming negatives using "didn't" and provides practice sentences conjugating verbs in the past tense.
This document discusses subject and object pronouns in English. It explains that subject pronouns like I, you, he, etc. come before verbs, while object pronouns like me, you, him, etc. come after verbs or prepositions. Some examples are provided to illustrate the difference. The document also includes practice exercises for readers to identify subject and object pronouns in sentences. Readers are encouraged to do more practice in the class blog.
The document provides information about the present progressive tense, including its use to describe actions happening now or over a period of time in the present, and actions that will happen in the near future. Examples are given of its use with different subjects. Spelling rules are outlined for adding "-ing" to verbs. The word order and structures for positive, negative, yes/no and wh- questions in the present progressive tense are explained.
This document provides examples of using the words "this/these" and "that/those" with singular and plural nouns. It shows "this" and "that" being used for singular nouns like dog and baby, while "these" and "those" are used for plural versions of the same nouns.
Several people are planning activities for the weekend such as paragliding, playing soccer, riding bikes in the park, surfing, dancing at a party, eating ice cream together, going to the park, and singing in a talent show. Some things people do not plan to do are talk anymore, do homework, swim in cold water, or climb Mount Everest. Additionally, the dog will not go to the beach with its family. The document lists both positive and negative plans for various individuals' weekends.
El documento habla sobre el uso del verbo "doler" en español. Explica que doler debe concordar en número con la parte del cuerpo que duele, usando -e para el singular y -en para el plural. Proporciona ejemplos como "me duele la cabeza" y "nos duelen los pies". También menciona otros verbos como "gustar" que siguen esta misma estructura.
El documento explica la diferencia entre los verbos ser y estar. Ser se usa para indicar el origen, la identificación, las características, la hora, un evento y la posesión. Estar se usa para indicar la localización y las condiciones. El documento proporciona ejemplos del uso de cada verbo y ejercicios para practicar cuándo usar ser y estar.
This very short document does not contain enough contextual information to generate a meaningful 3 sentence summary. It appears to be about grammar but does not provide any details on the topic or perspective.
'To have' verb plays important role in communicative English. Its present and past forms; have, has and had form the very common sentences in our daily conversation. In this slideshow, these forms are explained with their usage in the sentences.
The document provides information about using the present perfect and past simple tenses in English. It lists the key words that are used with each tense and provides examples of forming sentences in the affirmative, negative, and interrogative for the verbs "to see" and irregular verbs like "to think" in both the present perfect and past simple. Examples of conjugating the verb "to be" in the past simple tense are also included.
Este documento explica la diferencia entre los verbos "haber" y "estar" en español. "Haber" se usa para indicar la existencia de algo, mientras que "estar" se usa para ubicar algo en el espacio. Proporciona ejemplos de cómo usar cada verbo correctamente y cómo formular preguntas sobre la ubicación o existencia de lugares y objetos.
The document provides information about the present continuous tense in English. It gives examples of affirmative, negative, and interrogative forms of the present continuous using subjects like I, you, he, she, it, we, and they. Examples are given of actions happening now, such as "The boy is singing" and "He's singing." The purpose of the present continuous is described as being used to talk about actions that are occurring at the moment of speaking.
El documento describe la conjugación del pretérito de los verbos regulares en español. Explica que los verbos se dividen en tres grupos (conjugaciones) según su terminación infinitiva, y que cada conjugación usa diferentes terminaciones para formar las formas verbales en los diferentes tiempos. A continuación, proporciona ejemplos de la conjugación del pretérito de los verbos "estudiar", "comer", y "vivir" para demostrar cómo se forma este tiempo verbal.
This document lists different family relationships including father, mother, grandfather, grandmother, brother, sister, cousin, uncle, and aunt. It also mentions friends as relationships outside of family.
El documento explica cómo usar la construcción "tener que" para expresar obligaciones. Explica que se usa "tener" conjugado + "que" + infinitivo del verbo para decir lo que alguien tiene que hacer. Proporciona ejemplos como "Tengo que ir a mi clase de español" y una práctica con oraciones como "Ella tiene que comer" y "Tenemos que ir a matemáticas".
Guy Fawkes and his friends plotted to blow up the Houses of Parliament in 1605 while King James I was inside, unhappy that he had become the new King of England. However, the King received an anonymous tip about the plot, and on November 5th guards found Guy Fawkes in the basement of Parliament. Every year on November 5th, British people celebrate Bonfire Night by lighting bonfires and setting off fireworks to remember how Guy Fawkes' plot to kill the King failed.
The pronunciation table provides guidance on how to pronounce words in the document. It lists phonetic spellings alongside words or syllables to explain their proper vocalization. The table acts as a reference for readers to check unclear or unfamiliar pronunciations.
Este documento explica la estructura gramatical de la primera condicional en inglés. La primera condicional se usa para expresar posibilidades en el futuro basadas en condiciones presentes. Consiste en dos oraciones: la primera con el verbo en presente simple después de "if", y la segunda con el verbo en futuro simple para indicar el resultado condicionado.
Love story thought for the third cycle in Primary Education and the first cycle in Secondary stage.
A short reading for Saint Valentine's day, or jaust for encourage our students to read in English.
It includes two discussion activities in order to improve the 'speaking' in classroom.
A first aid kit contains basic medical supplies like aspirin, bandages, sticking plasters, a thermometer, tweezers, ice, hydrogen peroxide, alcohol, antiseptic, gauze, and adhesive tape to treat minor injuries and provide temporary relief until professional medical help can be obtained.
The document discusses language used in the classroom. It focuses on how teachers should aim to use clear and simple language so that students can easily understand new concepts and instructions. Simplifying language helps ensure all students can learn without barriers caused by complex vocabulary or grammar.
This document provides a webquest with questions about historical figures for students to answer by searching the internet. It includes questions about William Wallace, Leonidas, Walt Disney, and Napoleon. For each question, it provides the answer that students should find, including details about William Wallace leading Scottish forces against the English and being executed, Leonidas living in Sparta from 540-480 BC, Napoleon being French and born in 1769, and Walt Disney being born in 1901 in Chicago with some believing he was cryogenically frozen after death.
El documento contiene una lista de 6 palabras clave relacionadas con Halloween para imprimir tarjetas a dos caras y hacer juegos para niños en el primer ciclo de Primaria: murciélago, gato negro, bruja, fantasma, calabaza y vampiro.
Valentine's Day is celebrated annually on February 14. Hearts are a common symbol of the holiday and popular gifts given include chocolates, flowers, cards and letters. The song "Te quiero" means "I love you" in English. A romantic sentiment is expressed in the sentence "How wonderful life is, now you're in the World."
This document discusses personal pronouns in Spanish, listing the subject pronouns I, you, he, she, it, we, you, and they. It notes that "it" is used for animals or objects and "you" has different forms for informal or formal address.
Juego de mesa para trabajar contenidos de 4º de primaria.
Contiene el tablero, las fichas y tarjetas relativas a los tres primeros temas.
Para imprimir las tarjetas, haz una impresión de 9 páginas por hoja con bordes, y así conseguirás tarjetas reducidas para jugar.
Cada casilla tiene un color y para permanecer en ella, el alumno/a deberá responder correctamente a la pregunta que puede ser (vocabulario, preguntas e imágenes)
El documento presenta una lección sobre pronombres personales en inglés de la unidad 1 de inglés 2 del I.E.P. «Nuestra Señora de Guadalupe». Explica los pronombres she, he, I, you, they y we y da ejemplos de su uso para reemplazar nombres.
This short document contains pronouns including me, you, him, her, them, it, and us with no additional context provided. It is unclear what the pronouns refer to or the overall meaning and purpose of listing these pronouns without any other words.
Personal Pronouns, Possessive Pronouns and Possessive Adjectivesterefernan
The document discusses different types of pronouns and possessive adjectives in English including subject and object personal pronouns, possessive pronouns, and possessive adjectives. It provides tables that list the pronouns and adjectives for each person (1st, 2nd, 3rd plural/singular) and describes when each type is used, such as personal pronouns substituting for nouns as subjects or objects and possessive adjectives accompanying nouns.
Este documento proporciona información básica sobre pronombres personales, pronombres objetivos, artículos definidos e indefinidos, y las formas afirmativas, negativas e interrogativas del verbo "to be" en inglés. Explica los pronombres "I", "you", "he", "she", "it", "we" y cómo se usan. También cubre los artículos "a", "an" y "the" y cuando se usan, así como las conjugaciones del verbo "to be" en presente simple.
El resumen presenta información sobre el idioma inglés en 3 oraciones: 1) El inglés se ha difundido ampliamente por todo el mundo y es el tercer idioma más hablado. 2) Tiene aproximadamente 3,000 años de antigüedad y se originó en los reinos anglosajones de Inglaterra a partir del latín y lenguajes celtas y germánicos. 3) El documento proporciona información sobre países de habla inglesa, partes de la casa, números, tiempos verbales, frutas y verduras, y
Este documento presenta una lección sobre pronombres personales y conjugación de verbos en inglés en presente y pasado. Explica los pronombres personales I, you, he, she, it, we, you, they y cómo se conjugan los verbos para cada uno en presente y pasado, incluyendo formas afirmativas, negativas e interrogativas. También proporciona ejemplos para ilustrar el uso correcto de los pronombres personales y la conjugación verbal.
Personal pronouns refer to words like I, me, you, he, she, it, we, and they. These pronouns are used in place of nouns to avoid repetition and make language flow more smoothly in both speech and writing. They help identify who or what is being discussed without directly stating someone's name each time they are referenced.
One students from every team must write the correct word on the board.
Vocabulary: http://www.slideshare.net/englishlessons9480/jobs-vocabulary-47767071
El documento lista varias ocupaciones como constructor, bombero, oficial de policía, jugador de baloncesto, estrella de cine, bailarina de ballet, astronauta, cantante, modelo, periodista, fotógrafo, carpintero, mecánico, abogado, atleta, campeón, entrenador y el término "entrenar", así como menciona los Juegos Olímpicos.
This document lists various types of clothing, styles of clothing, and materials used to make clothing. It includes items like baseball hats, belts, sweatshirts, tracksuits, blouses, uniforms, t-shirts, shorts, sandals, flip flops, trainers, hiking boots, woolly jumpers, scarves, beanies, ski jackets, and tights. Styles mentioned are fancy, plain, and colourful. Materials listed are leather, cotton, wool, and polyester. It also includes activities to match items of clothing.
Este documento lista seis monumentos notables de diferentes provincias españolas, incluyendo la Mezquita Catedral de Córdoba, la Torre del Oro y Giralda en Sevilla, la Catedral de Cádiz, la Alcazaba de Almería, la Alhambra y Sierra Nevada, y el Castillo de Santa Catalina en Jaén.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses the use of "be going to" to talk about the future in English. It provides examples of the affirmative, negative, and interrogative forms of sentences using "be going to", such as "You are going to study English", "You are not going to study English", and "Are you going to study English?". It encourages practicing using "be going to" for future plans and intentions.
El documento habla sobre las fechas en inglés y español. Explica que en inglés los meses y días de la semana siempre se escriben en mayúsculas. También cubre los números ordinales en inglés como 1st, 2nd, 3rd y cómo se leen las fechas completas con día, número, mes y año.
Los días de la semana son lunes, martes, miércoles, jueves, viernes, sábado y domingo. Cada día tiene su propio nombre en inglés. El fin de semana consiste en sábado y domingo, cuando muchas personas no trabajan.
January is the first month of the year. February comes next and has 28 days in a common year but 29 days in a leap year. March follows February and is known for seasonal changes from winter to spring in the Northern Hemisphere.
ACERTIJO DESCIFRANDO CÓDIGO DEL CANDADO DE LA TORRE EIFFEL EN PARÍS. Por JAVI...JAVIER SOLIS NOYOLA
El Mtro. JAVIER SOLIS NOYOLA crea y desarrolla el “DESCIFRANDO CÓDIGO DEL CANDADO DE LA TORRE EIFFEL EN PARIS”. Esta actividad de aprendizaje propone el reto de descubrir el la secuencia números para abrir un candado, el cual destaca la percepción geométrica y conceptual. La intención de esta actividad de aprendizaje lúdico es, promover los pensamientos lógico (convergente) y creativo (divergente o lateral), mediante modelos mentales de: atención, memoria, imaginación, percepción (Geométrica y conceptual), perspicacia, inferencia y viso-espacialidad. Didácticamente, ésta actividad de aprendizaje es transversal, y que integra áreas del conocimiento: matemático, Lenguaje, artístico y las neurociencias. Acertijo dedicado a los Juegos Olímpicos de París 2024.
José Luis Jiménez Rodríguez
Junio 2024.
“La pedagogía es la metodología de la educación. Constituye una problemática de medios y fines, y en esa problemática estudia las situaciones educativas, las selecciona y luego organiza y asegura su explotación situacional”. Louis Not. 1993.
Business Plan -rAIces - Agro Business Techjohnyamg20
Innovación y transparencia se unen en un nuevo modelo de negocio para transformar la economia popular agraria en una agroindustria. Facilitamos el acceso a recursos crediticios, mejoramos la calidad de los productos y cultivamos un futuro agrícola eficiente y sostenible con tecnología inteligente.