Verbs in english
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El documento presenta una lista de verbos en inglés como beber, comer, cantar, comprar, nadar, conducir, pagar, pensar, correr, dormir, robar, sentarse, construir, hablar, ir, enseñar, escribir, leer. Luego indica que se presentarán imágenes de estas acciones y se debe adivinar cuál es en inglés. Finalmente incluye la pregunta "What's this?" para adivinar las imágenes.
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Present Continuous. Rules, examples and exercises. Presente continuo en Ingles, Reglas, ejemplos y ejercicios
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- It can indicate recent events, lifetime experiences, actions over a period of time (using "for" and "since"), and indefinite time.
- Words like "already", "yet", "ever", and "never" are used specifically with the present perfect.
- The simple past tense is used to talk about completed actions at a specific time in the past
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Inscribete Al Curso de Ingles Para el Trabajo 100% Financiado Por INSAFORP."
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Simple present tense
The document discusses the simple present tense in English. It explains that the simple present tense is used to describe regular or normal actions. It provides the structure of the simple present tense, noting that the third person singular typically takes the form of the base verb plus "s". Examples are given of affirmative, interrogative, and negative forms of the simple present tense.
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The document discusses different types of sports and recreational activities. It separates activities into those that involve playing with a ball in teams or individually against other teams/people like tennis, football, and badminton. It also mentions going sports like scuba diving and snowboarding that are non-team activities. Finally, it discusses recreational activities without a ball, referred to as "do" sports, such as gymnastics and judo.
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Simple Past Questions
This document provides instruction on forming questions in the simple past tense in English. It explains that questions are formed by using the helping verb "did" followed by the main verb in base form. It provides examples of yes/no questions using "did" and the corresponding short answers. The document also notes that questions using the verb "to be" have different rules that are not covered here.
Present perfect continuous
The document discusses the present perfect continuous tense. It explains that the present perfect continuous describes an action that began in the past and continues in the present. It focuses on how the present perfect continuous is used to talk about how long an action has been ongoing by using phrases like "for" and "since." Examples are provided to illustrate using the present perfect continuous to discuss durations of time.
Adverbs Of Frequency
The document is a schedule that shows Amy's weekly activities and the frequency with which she engages in each one. It indicates that Amy always does housework, usually reads comics, often has cookery lessons, sometimes watches TV, seldom goes to the library, and never plays basketball. It also provides information about Harry Potter, stating that he always stays at Hogwarts School, usually studies and plays with Ron and Hermione, often plays Quidditch, and sometimes travels by broomstick, and that he never hurts people with magic.
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This document provides examples of using frequency adverbs such as always, usually, normally, often, sometimes, occasionally, seldom, rarely, and never. It gives sentences demonstrating where the adverbs are placed in relation to verbs. It also defines each adverb by the percentage of frequency it conveys, such as always meaning 100% and seldom meaning 10%. The purpose is to illustrate the use of these adverbs which modify verbs by expressing how often an action occurs.
Comparatives
The document provides examples of using the phrases "as + adjective + as" and "more + adjective + than" to compare the qualities of different characters. It shows that "as + adjective + as" is used to indicate two things or people share the same level of a quality, while "more + adjective + than" suggests one thing or person has a greater level of a quality compared to the other. A variety of adjectives are given like tall, intelligent, beautiful, lazy, fatter, older, faster, uglier, courageous, and intelligent.
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Present perfect rules
The document provides an overview of the present perfect tense in English including its form, uses, and comparison to the simple past tense. Key points include:
- The present perfect tense is formed using have/has + past participle and is used to describe actions that began in the past and continue to the present or where the time is unspecified.
- It can indicate recent events, lifetime experiences, actions over a period of time (using "for" and "since"), and indefinite time.
- Words like "already", "yet", "ever", and "never" are used specifically with the present perfect.
- The simple past tense is used to talk about completed actions at a specific time in the past
Past Continuous Tense
The document provides information and examples about using the past continuous tense in English. It explains that the past continuous describes an action that was ongoing or in progress at a specific time in the past. It gives examples of using time expressions like "while" and "when" with the past continuous. It also contrasts the past continuous with the past simple tense. The end of the document includes a practice activity asking the reader to recall details from a picture they viewed for one minute without writing anything down.
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NB2 - Going to (future plans and predictions)
This document discusses using the present continuous and "be going to" to talk about future plans and arrangements. It provides examples of using the present continuous to discuss specific activities Romy has planned for the coming week, and examples of using "be going to" to discuss future career plans and intentions. It notes the difference between using "be going to" to discuss plans that have not been arranged yet versus the present continuous for discussing already arranged plans. It also gives examples of using "be going to" to make predictions based on evidence.
Prepositions of place
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The present continuous tense
The document discusses the simple present continuous tense in English. It provides examples of the affirmative and negative forms using the verbs "to play" and "to eat". It also covers the interrogative form, using questions and short answers with the verb "to eat". Finally, it discusses the uses of the present continuous tense and exceptions to stative verbs like "be", "have", and "know".
The Simple Past Tense
The document discusses the simple past tense in English. It explains that regular verbs are made past tense by adding "-ed" or "-d", while irregular verbs have unique past forms that must be memorized. It provides examples of common irregular verbs. The simple past can be used to talk about completed actions at a specific time in the past or habitual actions that are no longer occurring. It also covers forming negative and interrogative sentences in the past tense.
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"Inscribete Ya: https://goo.gl/wv2KA6
Informacion y Requisitos
Inscribete Al Curso de Ingles Para el Trabajo 100% Financiado Por INSAFORP."
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Simple present tense
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2. Make general statements and facts.
3. Refer to scheduled events in the near future.
It is formed by adding -s to verbs in the 3rd person singular, or -es if the verb ends in certain letters. Questions and negatives use the auxiliary verbs "do" or "does".
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Vamos a debatir: Actividades de debate para alumnado de Educación Primaria y ...Gabinete Psicopedagógico Kaposkly
Diferentes temas de debate a trabajar en un aula de Primaria y Secundaria, relacionados con el coronavirus (COVID-19), el fútbol como industria y el ocio en Cádiz.Venta de una casa antigua y de otras extrañas
En esta actividad, el alumno debe partir de su imaginación e intentar dar razones para motivar a un posible cliente a comprar una de las casas que se muestran. Es una actividad ideal para hacer en grupo y siendo guiados por el educador.
Responder a preguntas: "¿Por qué...?"
El documento hace una serie de preguntas sobre por qué ciertas cosas son populares o tienen características particulares, como por qué la pizza es rica, el colegio es divertido, a los niños les gustan las cobayas, el cielo es azul, los pedos huelen mal, a la gente le gusta el fútbol, a los niños no les gustan las verduras, y los niños usan el azul y las niñas el rosa. Se pide al lector que responda a cada pregunta dando su opinión sobre por qué cree que es el
Realización de una entrevista
El documento propone una serie de entrevistas entre Rafael y otro niño, donde Rafael hará una pregunta sobre un tema y luego el otro niño hará la misma pregunta. Las preguntas que se harán son: qué les gustaría aprender en el colegio, qué no les gusta del colegio, sus series y videojuegos favoritos, cómo detendrían el bullying si fuesen maestros, cómo ayudarían a una niña nueva sin amigas, quién es su mejor amiga y qué planes tienen para las próximas vacaciones sin coronavirus.
Trabajemos la empatía
Actividad en la cual el alumnado debe identificar, en un mismo, cuál de las dos reacciones mostradas es la más adecuada, aquella donde muestra mayor empatía.
Saber decir no
Actividades para trabajar la capacidad de "Saber decir no", una de las habilidades sociales más complejas.
Actividades para trabajar las habilidades sociales8
Actividades que permiten trabajar diferentes habilidades sociales: Resolución de conflictos, dar y recibir críticas.
Actividades para trabajar las habilidades sociales7
Actividades que permiten trabajar diferentes habilidades sociales: Defender a un amigo, arreglárselas cuando te dejan de lado, formular quejas y responder a quejas.
Actividades para trabajar la Escucha activa y la empatía
Este documento presenta varios escenarios en los que un estudiante podría practicar la escucha activa y la empatía. Cada escenario describe una situación difícil que enfrenta un amigo o compañero del estudiante, como repetir el curso, una enfermedad de la madre o ser expulsado de la escuela. El estudiante debe intentar entender cómo se siente la otra persona, darle consejos y ánimos, y mostrar interés y apoyo.
Actividades para trabajar las habilidades sociales6
Este documento presenta varios escenarios y situaciones sociales complejas que requieren habilidades para resolver problemas y tomar decisiones. Los estudiantes deben analizar cada situación, identificar posibles causas y soluciones, y practicar cómo responder de manera asertiva a la presión de los demás.
Actividades para trabajar las habilidades sociales5
Actividades que permiten trabajar diferentes habilidades sociales: Autorrecompensarse, formular una queja, responder a una queja, arreglárselas cuando le dejan de lado.
Actividades para trabajar las habilidades sociales4
Actividades que permiten trabajar diferentes habilidades sociales: Dar y seguir instrucciones, disculparse.
Actividades para trabajar las habilidades sociales3
Actividades que permiten trabajar diferentes habilidades sociales: Afrontar situaciones que nos producen vergüenza, saber ganar y saber perder, darte ánimos.
Actividades para trabajar las habilidades sociales2
Actividades que permiten trabajar diferentes habilidades sociales: Llegar a acuerdos, resolución de conflictos, reaccionar ante las bromas, reaccionar ante provocaciones.
Actividades para trabajar la asertividad
Este documento presenta varias situaciones sociales en las que se podría practicar la asertividad y propone preguntas sobre cómo responder de manera asertiva. Algunas de las situaciones incluyen limpiar después de un picnic cuando no todos colaboran, concentrarse en clase cuando hay disturbios, defender a una persona discapacitada de burlas e insultos, compartir un bocadillo con un amigo hambriento y establecer límites cuando alguien pide parte del bocadillo diariamente. El objetivo general es ofrecer oportunidades para que los
Actividades para trabajar habilidades sociales1
Actividades que permiten trabajar diferentes habilidades sociales: Ayudar a los demás, toma de decisiones, defender tus derechos de forma asertiva.
Categorías: Clasifica en categorías una serie de elementos
En esta actividad, el alumno/a debe clasificar en una serie de categorías una serie de elementos a partir de unos atributos que él considere oportunos.
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Actividades: Resolución de conflictos y Lluvia de ideas
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Vamos a debatir: Actividades de debate para alumnado de Educación Primaria y ...
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Actividades para trabajar las habilidades sociales8
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Actividades para trabajar las habilidades sociales7
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Actividades para trabajar la Escucha activa y la empatía
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Actividades para trabajar las habilidades sociales6
Actividades para trabajar las habilidades sociales6
Actividades para trabajar las habilidades sociales5
Actividades para trabajar las habilidades sociales5
Actividades para trabajar las habilidades sociales4
Actividades para trabajar las habilidades sociales4
Actividades para trabajar las habilidades sociales3
Actividades para trabajar las habilidades sociales3
Actividades para trabajar las habilidades sociales2
Actividades para trabajar las habilidades sociales2
Categorías: Clasifica en categorías una serie de elementos
Categorías: Clasifica en categorías una serie de elementos
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La necesidad de bienestar y el uso de la naturaleza.pdf
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MATERIAL ESCOLAR 2024-2025 3 AÑOS CEIP SAN CRISTÓBAL
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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.
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Dos cortos y ocho películas para tratar en el aula.
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Verbs in english
- 1. VERBS IN ENGLISH Ámbito de Comunicación – Módulo de Inglés Enseñanzas Iniciales II - EPA
- 2. DRINK
- 3. EAT
- 4. SING
- 5. BUY
- 6. SWIM
- 7. DRIVE
- 8. PAY
- 9. THINK
- 10. RUN
- 11. SLEEP
- 12. STEAL
- 13. SIT
- 14. BUILD
- 15. SPEAK
- 16. GO
- 17. TEACH
- 18. WRITER
- 19. READ
- 20. Vamos a jugar un poco… A continuación vamos a ir presentando imágenes de estas acciones. Tenéis que ir adivinando cuál acción representa, pero tenéis que decirlo EN INGLÉS.
- 21. WHAT’S THIS?
- 22. WHAT’S THIS?
- 23. WHAT’S THIS?
- 24. WHAT’S THIS?
- 25. WHAT’S THIS?
- 26. WHAT’S THIS?
- 27. WHAT’S THIS?