This document outlines the daily routines of an individual. It lists activities like going to bed at 10pm, brushing teeth after dinner, combing hair in the morning, doing chores like cooking and cleaning, going to school during the week, having meals like breakfast and lunch, doing homework after school, tidying the room on Saturdays, and watching TV in the afternoons. The routines are described in Spanish and provide a glimpse into a typical weekday and weekend schedule.
My daily routine begins with waking up at 7am for my husband but 9am for me. After showering and having breakfast, I get ready for work which includes makeup, getting dressed, and checking emails. I leave for work at 8:30am and arrive by 8:45am, working from 9am to 3pm. During work I have meetings and a coffee break at 11:30am with coworkers. After work I go home for lunch and a nap, then swim, have dinner with family, and relax before bed around midnight.
Richie O'Connor wakes up at 7am, has breakfast and showers, then gets dressed to start school at 9am. After school ends at 2:30pm, he does homework, walks the dog, has dinner, watches TV, and goes to bed at 10pm, following a consistent daily morning and evening routine.
The document describes typical daily routines for several people. It lists waking up between 6-6:15 am, getting dressed, having breakfast, walking to school, meeting friends after school, watching TV in the evening, studying, having dinner, and going to bed as routines that many people follow each day.
This document provides information about using present simple tense to talk about habits, things that are always true, verbs ending in certain letters, and adverbs of frequency. It also gives examples of incorrect present simple sentences and frequency expressions used to indicate how often something occurs.
This document outlines the daily routines of an individual. It lists activities like going to bed at 10pm, brushing teeth after dinner, combing hair in the morning, doing chores like cooking and cleaning, going to school during the week, having meals like breakfast and lunch, doing homework after school, tidying the room on Saturdays, and watching TV in the afternoons. The routines are described in Spanish and provide a glimpse into a typical weekday and weekend schedule.
My daily routine begins with waking up at 7am for my husband but 9am for me. After showering and having breakfast, I get ready for work which includes makeup, getting dressed, and checking emails. I leave for work at 8:30am and arrive by 8:45am, working from 9am to 3pm. During work I have meetings and a coffee break at 11:30am with coworkers. After work I go home for lunch and a nap, then swim, have dinner with family, and relax before bed around midnight.
Richie O'Connor wakes up at 7am, has breakfast and showers, then gets dressed to start school at 9am. After school ends at 2:30pm, he does homework, walks the dog, has dinner, watches TV, and goes to bed at 10pm, following a consistent daily morning and evening routine.
The document describes typical daily routines for several people. It lists waking up between 6-6:15 am, getting dressed, having breakfast, walking to school, meeting friends after school, watching TV in the evening, studying, having dinner, and going to bed as routines that many people follow each day.
This document provides information about using present simple tense to talk about habits, things that are always true, verbs ending in certain letters, and adverbs of frequency. It also gives examples of incorrect present simple sentences and frequency expressions used to indicate how often something occurs.
1. Collect all necessary supplies like an oil drain pan and have them ready near the car. Park the car on a level surface and engage the parking brake.
2. Drain the old oil by loosening and removing the drain plug and letting the oil fully drain into the pan. Replace the drain plug when finished.
3. Remove the old oil filter using a wrench and coat the gasket of the new filter with oil before screwing it into place by hand.
4. Add new oil through the filler cap using a funnel. Replace the filler cap and check the oil level after warming up the engine.
This document provides a list of foods in French and their English translations. It aims to help the learner understand what foods people like and dislike by learning the French words for common foods like cheese, chicken, fish, bread, butter, meat, potatoes, and eggs. Several opinion words are also listed that could be used to describe if one enjoys or dislikes certain foods.
This short document outlines five skills that a child can develop: listening, staying safe, obeying, being kind, and participating. The document suggests children focus on positively cultivating these abilities.
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 mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This document provides guidance for improving a dramatized reading of Gulliver's Travels in Liliput. It advises readers to carefully read and copy the original text to avoid omitting or changing words. Readers should also pay attention to punctuation and emotion to distinguish different sentences and feelings in the story. Following these tips will result in a more accurate dramatized reading that captures the essence of the original work.
A crime was committed at Esteve Terradas school on Monday at 3pm. Students were in class when the crime occurred. A student discovered the crime, which involved something being stolen from a drawer. Detectives interviewed suspects and witnesses to determine who committed the crime based on their alibis, descriptions, and other details.
The document provides instructions for students to plan and perform a fashion show in groups. It instructs students to decide on presenters, models, and the clothes each model will wear. It also includes an example table to fill out with this information. Students are then instructed to write a script describing what will be said during the show and present it to their teacher. Two example scripts are provided that describe the outfits three models will wear and wish the students good luck with their presentation.
The document provides instructions and a framework for students to create a dialogue about going out for dinner. It includes examples of tables to plan the dinner details like type of meal, location, and menu. Sample dialogues are given between waiters/waitresses and customers at a family dinner and romantic dinner. Key vocabulary is highlighted for students to use in their own dialogue to be written and shared.
This document provides instruction on using there is/there are to talk about things that exist or are present in a place. It distinguishes between singular and plural forms, countable and uncountable nouns, and provides examples of affirmative, negative and interrogative sentences. Key rules are explained, such as only using plural forms with uncountable nouns and using "how many" to ask about exact quantities of countable nouns. Practice questions are provided to help the reader apply the rules.