Archive for febrero 2019
This is a listening activity in which the learner will be able to fill in the gaps, put the sentences in order, learn new vocabulary and sing along with the lyrics. It's a slow song so the learners at different levels might be able to do it. A glossary has been added at the end of the activity.
listening practice quinto grado
what is a verb?
Verbs
What is a verb?
Verbs are the action words in a sentence that describe what the subject is doing. Along with nouns, verbs are the main part of a sentence or phrase, telling a story about what is taking place. In fact, without a verb, full thoughts can’t be properly conveyed, and even the simplest sentences, such as Maria sings, have one. Actually, a verb can be a sentence by itself, with the subject, in most case you, implied, such as, Sing! and Drive!
When learning the rules of grammar, schoolchildren are often taught that verbs are ‘doing’ words, meaning they signify the part of the sentence which explains the action taking place: He ran away, she eats chocolate cake on Sundays, the horses gallop across the fields. Ran, eats and gallop are the ‘action’ parts of those sentences, thus they are the verbs. However, it can be confusing because not all verbs are easily identifiable as action: I know your name, Jack thought about it, we considered several applications. These are non-action verbs, i.e. those that describe a state of being, emotion, possession, sense or opinion. Other non-action verbs include include love, agree, feel, am, and have.
action verbs quinto grado
Afraid of thunderstorms?
Like to dance in the rain?
Find lightning beautiful?
Every year, storms roll across our cities—rain storms, snow storms, hail storms, etc.
That’s why most of us keep the Weather Channel bookmarked and ready on our computers or phone. We know how important it is to stay up-to-date on the latest weather news.
So what’s the weather like in your city today?
We’ll be talking about terms you need to describe those sunny days, stormy days, and all those in between.
But before we get into the vocabulary, let’s see why weather is such a hottopic with so many people.
the weather cuarto grado
UNIT ONE : WHO ARE THEY? WHERE ARE THEY? WHAT DOES THEY DO?
GENERAL OBJECTIVE: At the end of this UNIT SWBAT use the verb to be, possessive adjectives, possessive case, and the present simple.
SPECIFIC OBJECTIVES: At the end of the unit SWBAT:
· Greet and say goodbye to people in formal and informal situations.
· Introduce themselves and others.
· Spell their names using the alphabet letters.
· Exchange basic information about their lives.
· Learn some countries and their nationalities.
· Elicit their telephone number using the ordinal numbers.
· Say their date of birth using the cardinal numbers.
· Talk about their family members.
· Use the everyday verbs to talk about their daily actions.
Questions: wh-questions
Wh-questions begin with what, when, where, who, whom, which, whose, why and how. We use them to ask for information. The answer cannot be yes or no:
A:When do you finish college?B:Next year.
A:Who is your favourite actor?B:George Clooney for sure!
Forming wh-questions
With an auxiliary verb
We usually form wh-questions with wh- + an auxiliary verb (be, do or have) + subject + main verb or with wh- + a modal verb + subject + main verb:
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Without an auxiliary verb
Warning:
When what, who, which or whose is the subject or part of the subject, we do not use the auxiliary. We use the word order subject + verb:
What fell off the wall? Which horse won?
Who bought this? Whose phone rang?
Compare
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Who is the subject of the sentence and this bag is the object. We use no auxiliary verb.
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Who is the object of the sentence and you is the subject. We use the auxiliary verb do.
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Responding to wh-questions
Wh-questions ask for information and we do not expect a yes-no answer to a wh-question. We expect an answer which gives information:
A:Where’s the coffee machine? (We expect an answer about the location of the coffee machine.)B:It’s in the room next to the reception.
A:How old is your dog? (We expect an answer about the age of the dog.)B:She’s about five. I’m not very sure.
Adding emphasis to wh-questions
We can add emphasis to wh-questions in speaking by stressing the auxiliary verb do. We usually do this when we have not already received the information that we expected from an earlier question, or to show strong interest.
When the wh-word is the object of the sentence, the do auxiliary is stressed to make it more emphatic:
A:How was your weekend in Edinburgh?B:I didn’t go to Edinburgh.A:Really. Where did you go?B:We decided to go to Glasgow instead.
When the wh-word is the subject of the sentence, we can add the auxiliary do to make it emphatic. We stress do:
A:Ronald Price lives in that house, doesn’t he?B:No. He moved out.
A:So who does live there? (non-emphatic question: So who lives there?)B:Actually, his son is living there now.
Negative wh-questions
When we ask negative wh-questions, we use the auxiliary verb do when there is no other auxiliary or modal verb, even when the wh-word is the subject of the clause:
Affirmative with no auxiliary
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Negative with auxiliary do
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Adding a wh-word at the end of a statement to make a question
Spoken English:
In speaking, we can sometimes turn wh-questions into statement questions:
What’s today’s date? or Today’s date is what?
We do this especially when we are checking information that we have already been given or when we want to quickly check a particular detail. These are less formal than full wh-questions:
A:So we’re all going to be there at eight?B:Right, I’m travelling with Larry.A:You’re travelling with who? (more formal: Who are you travelling with?)B:With Larry. We’re actually going on our bikes.
A:Is your sister here too or just your mother?B:Just my mother.A:And she’s here until when? (more formal: And when is she here until? or even more formal: Until when is she here?)
Intonation and wh-questions
The intonation of wh-questions is normally falling. The falling intonation is on the most important syllable:
Where are the keys to the back do↘or?
Why are the lights re↘d?
When we ask wh-questions to check or clarify information that has already been given, we may use rising or fall-rising intonation:
Wh↗at did you say the time was? (I know you’ve told me before but I’ve forgotten.)
Wh↘o p↗aid for the meal?
Prepositions and particles with wh-questions
We can use wh-words and phrases after prepositions in more formal questions:
Where will the money come from?
From where will the money come? (formal)
Spoken English:
In informal styles, especially in speaking, the preposition may be separated and placed at the end of the question clause:
What will I talk to her about?
Who should we send the invitation to? (informal)
Whom should we send the invitation to? (formal)
To whom should we send the invitation? (more formal)
For what reason did she leave him? (formal: preposition + wh-phrase)
When we make questions shorter, we usually put the preposition and its complement together:
A:We’re all meeting up tonight.B:At what time?
Not:What time at?
When we ask questions using verbs consisting of a main verb + particle, e.g. get up, set out (phrasal verbs), we do not separate the verb from the particle or preposition:
When did you wake up this morning?
Not:Up when did you wake?
