2.4 on page 51
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The document contrasts the simple present and present continuous tenses in English grammar. It provides examples of each tense and explains their typical uses. The simple present is used for general truths, habits, and customs, while the present continuous is used for actions that are ongoing or in progress now, as well as recent trends and temporary situations.
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Slide of hortatory exposition text
Here is the analysis of the text based on the generic structures:
[THESIS]
English is an international language that is used by almost all countries in the world. Therefore English is used as a communication tool between countries. Based on this fact, Author personally says that English language is important to be learnt because we can get a lot of benefits in learning English.
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1) An adjective clause embeds one sentence into another to describe people by using pronouns as the object of a verb.
2) One way to make an adjective clause is to change the object pronoun "him" to "that", which refers back to the subject "the man".
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Similar to 2.4 on page 51
Slide of hortatory exposition text
Here is the analysis of the text based on the generic structures:
[THESIS]
English is an international language that is used by almost all countries in the world. Therefore English is used as a communication tool between countries. Based on this fact, Author personally says that English language is important to be learnt because we can get a lot of benefits in learning English.
[ARGUMENT 1]
The first is by mastering English language can increase our value in society. Of course we will be easier to get a job because most companies require their employees to have good English skills.
[ARGUMENT 2]
The second reason is English language can expand our knowledge. With English we can access various information from different countries
T & tt workshop 1
The document appears to be a survey with multiple choice questions about technology use. It asks respondents about their access to and use of computers, smartphones, the internet, email, social media, and their skills with technology. The discussion section then has questions about the definition of technology, how it can be used in education and language learning, and the potential advantages and disadvantages of technology for language learning.
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Understanding how to use a product under test is a key skill for software testers. In the past this knowledge has come from reading requirements documentation and working with others in the development team and the wider business responsible for the product design. But is this enough to understand how the product will be used?
Mobile users are different. The emotional attachment people have with their mobile devices is far greater than with websites and desktops. Their expectations are greater, and it’s far easier for them to make their voices heard through application store feedback.
This presentation will explain the typical ways in which mobile users are different and what we, as testers, can do in order to understand them better so that we can test better. We’ll look at how to use persona’s and profiles and see how to use industry data and analytics.
You’ll learn how to work more closely with other roles within the team such as UX and Design in order to test more effectively. And let’s not forget about the users themselves; we’ll also look at how you can engage the users directly and work with them to ensure that mobile applications are as good quality as they can be. You’ll leave with the enthusiasm and knowledge to take your mobile testing to greater heights.
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The document provides instructions for a conversation between a parent and child about how technology has changed their lives. Student A, taking the role of the parent, did not grow up with cell phones and internet access. They will explain how technology has impacted their life and ask the child questions about their use of phones and the internet. Student B, as the child, grew up with widespread technology and will ask the parent about how it has affected them while also sharing their thoughts on current tech trends. The conversation prompts provide expressions and questions for both roles to discuss how technology has transformed communication and daily life over the generations.
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Understanding how a product will be used is a key skill for software professionals. In the past this knowledge has come from reading requirements documentation and working with others in the development team and the wider business that are responsible for the product design. But is this enough to understand how the product will be used?
Mobile users are different. The emotional attachment people have with their mobile devices is far greater than with websites and desktops. Their expectations are greater and it’s far easier to make their voices heard through application store feedback.
This presentation will explain the typical ways in which mobile users are different and what we can do in order to understand them better.
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This document discusses using cell phones in education and provides examples of activities and lessons that integrate cell phones. Some key uses of cell phones mentioned include text messaging, polls, discussions, photo sharing, audio recording, and accessing educational websites. Sample student activities include taking pictures on a scavenger hunt outside of class and sharing them back in class. The document advocates treating cell phones as mobile devices and taking learning outside the classroom when possible to make full use of their capabilities.
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This document outlines the nine elements of digital citizenship according to Ribble and Bailey: digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security. For each element, examples of appropriate and inappropriate student digital behavior are provided, along with suggestions for how teachers could improve digital citizenship education. Overall, the document emphasizes teaching students to use technology safely, legally, and respectfully.
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This document discusses common reporting verbs used to report speech and questions, including say, tell, ask, answer, and reply. It provides examples of how each verb can be used, such as saying is usually followed by a noun clause, tell is followed by an object pronoun and noun clause, ask is used to report questions, and answer and reply are often used to report replies to questions.
Azar 14 9
This document discusses how to report speech in the past tense versus present tense. It explains that if the reporting verb is in the past tense, the verb in the noun clause is also often changed to the past tense. However, the verb can depend on the real situation and time the sentence was spoken. It provides examples of how the verb would change or stay the same depending on whether you are reporting what was said in the past or what is still true now.
Azar 14 8
The document discusses the difference between quoted speech and reported speech. Quoted speech uses exact words from a speaker and uses quotation marks, while reported speech conveys the idea of the speaker's words without quotation marks. When changing from quoted to reported speech, pronouns and verb tenses often need to change to match the reporting verb, and "that" is sometimes omitted in reported conversations.
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This document provides instructions for writing direct quotations from speakers in sentences. It explains that quotation marks should be used to indicate a speaker's exact words. When a quotation is used, the speaker's name and a comma should be included before the quotation, such as "Jane said, 'Cats are fun to watch.'" For multi-sentence quotations, the quotation marks go only at the beginning and end of the entire quote. Punctuation inside the quotation follows normal rules, but punctuation outside varies based on whether the quotation is at the beginning or end of the sentence.
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The document discusses the use of "so" in conversational responses to indicate agreement with a yes/no question. Some examples provided are saying "I think so" to mean "I think that is the case", "I believe so" to agree, and "I hope so" to express hopeful agreement. Negative versions include "I don't think so" to disagree and "I hope not" to express hoping something is not the case. When just guessing, responses like "I guess so" or "I suppose so/not" can be used to indicate uncertainty.
Azar 14 5
This document discusses the use of that-clauses after certain expressions involving "be" verbs or past participles, such as "I'm sure" and "I'm glad", where the word "that" can be omitted without changing the meaning. It also lists common expressions followed by that-clauses, such as "be afraid that", "be disappointed that", and "It is true that". These expressions introducing that-clauses are used to report feelings, opinions, or facts.
Azar 14 4
That-clauses are commonly used as objects of verbs expressing mental activity like thinking, hoping, realizing. The word "that" introduces these clauses and can often be omitted, especially in speaking. Common verbs taking that-clauses include agree, dream, believe, decide, discover, doubt, know, learn, notice, predict, prove, read, and think.
Azar 14 3
This document discusses how noun clauses are used to replace yes/no questions. It states that if is usually used to introduce a noun clause when changing a yes/no question into a noun clause. It also notes that whether has the same meaning as if and can be used instead. Examples are provided showing the yes/no question, the corresponding noun clause using if, and sometimes with the addition of "or not" at the end of the clause.
Azar 14 2
This document discusses the use of question words like who, what, when, where, why and how to introduce noun clauses. It notes that question word order is not used in a noun clause and provides examples of questions and the corresponding noun clauses. It also explains that a noun or pronoun followed by the verb "be" in a question comes before "be" in the noun clause, and a prepositional phrase does not come before "be" in a noun clause. Finally, it states that question word order and noun clause word order are the same when the question word is used as the subject.
Azar 14 1
This document introduces noun clauses, which are clauses that function as the object of a verb. Noun clauses contain their own subject and verb and can begin with question words like where, what, when, why; if or whether; or that. Examples are given of sentences where the verb is followed by a noun clause as the object, such as "I know where he lives" and "I don't know if Ed is married."
Azar 12 7
The document discusses the use of the relative pronoun "whose" in adjective clauses. Whose is used to show possession and can replace a possessive adjective, such as "his", "her", or "their", when combining two sentences into one with an adjective clause. Examples are provided where the main sentence is combined with an embedded sentence using whose to express possession, such as "The man whose car was stolen called the police".
Azar 12 6
This document discusses the use of pronouns like that, whom, and which as objects of prepositions in adjective clauses. It provides examples showing that these pronouns can be used after prepositions like "to" and "in" to refer back to nouns in the main clause. However, that and who cannot be used when the preposition comes before the pronoun, and the pronoun cannot be omitted in this case either.
Azar 12 5
The verb in an adjective clause must agree in number with the noun it refers to. If the noun is singular, the verb in the adjective clause is also singular. If the noun is plural, the verb in the adjective clause is plural as well. For example, if the noun is "man" which is singular, the verb in the adjective clause is "is"; but if the noun is "men" which is plural, the verb becomes "are".
Azar 12 4
This document discusses using object pronouns in adjective clauses to describe things. It explains that which refers to things, that can refer to either people or things, and who and whom refer to people. The document provides examples of adjective clauses with pronouns replacing both the subject and object of embedded sentences, noting that the pronoun cannot be omitted if it replaces the subject.
Azar 12 3
1) An adjective clause embeds one sentence into another to describe people by using pronouns as the object of a verb.
2) One way to make an adjective clause is to change the object pronoun "him" to "that", which refers back to the subject "the man".
3) Object pronouns like "him" can also be changed to "who" or "whom" to form an adjective clause, with "whom" used more commonly in formal writing.
Azar 11 6 nouns that can be count or noncount
This document discusses nouns that can be used as both count and non-count nouns. It provides examples of nouns like glass, hair, iron, light, paper, time, work, coffee, chicken, fish, and experience that have multiple meanings depending on whether they are used in a counted or uncounted sense. These nouns take on different meanings based on whether they are referred to as singular units that can be counted or as unmeasured quantities.
Azar 11 4 more noncount nouns
This document lists and categorizes examples of noncount nouns into groups including liquids, solids and semi-solids, gases, things that occur in nature, and abstractions. It provides lists of noncount nouns for each category, such as coffee and milk for liquids, bread and meat for solids, air and smoke for gases, weather and rain for things that occur in nature, and beauty and courage for abstractions. All of the listed nouns in each category are identified as being noncount.
Azar 11 3 noncount nouns
The document discusses noncount nouns. It provides examples of count nouns and their corresponding noncount nouns, such as furniture for chairs, tables, sofas, and dressers. It also lists common noncount nouns in categories like mail, food, jewelry, and languages. Noncount nouns usually refer to a group of parts or a category of varieties rather than individual items.
Azar 11 2 count and noncount nouns
Count nouns can be used with numbers to indicate quantity and have both a singular and plural form. They can be used with indefinite articles like "a" and "an". Non-count nouns cannot be counted, are used without articles, and do not have a plural form. Examples of count nouns include chair, banana, and apple. Examples of non-count nouns include furniture, water, and air.
Azar 11 1 a vs. an
This document discusses the rules for using "a" versus "an" in the English language. It explains that "a" is used before singular nouns that start with consonant sounds, while "an" is used before singular nouns that start with vowel sounds. It provides examples of words that take "a" and "an", and notes that the determination is based on the starting sound of the word, not necessarily the starting letter. The document emphasizes that the choice of "a" or "an" depends on whether the first sound of the word is a vowel sound or a consonant sound.
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Agenda
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17
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2.4 on page 51
- 1. Lesson 2, Page 51 Grammar Explanation 2.4
- 2. 2.4 Contrasting the Simple Present and the Present Continuous Form The Simple Present The Present Continuous Grandma uses email Marc is receiving a message. She doesn’t use a smart phone. He isn’t getting a phone call. Does she use the Internet? Yes, she does. Is he receiving a message from his friend? Yes, he is. When does she use the Internet? How is he receiving a message? Why doesn’t she use a smart phone? Why isn’t he receiving a message from his friend?
- 3. 2.4 Contrasting the Simple Present and the Present Continuous Use Examples Explanation People use their phones to text. We use the simple present for: • a general truth. • a habitual activity. • a custom. I sometimes send photos to my grandmother. Older people prefer to talk on the phone.
- 4. 2.4 Contrasting the Simple Present and the Present Continuous Use Examples Explanation I’m getting a text message right now. We use the present continuous for: • an action that is in progress now. • a longer action that is in progress at this general time. • a recent trend. My grandfather is learning about technology. Technology is growing quickly.
- 5. 2.4 Contrasting the Simple Present and the Present Continuous Use Examples Explanation My grandparents live in a retirement home. We use live in the simple present to indicate a person’s home. My sister is living in a dorm this semester. We use live in the present continuous to indicate a temporary, short-term residence.
- 6. 2.4 Contrasting the Simple Present and the Present Continuous Use Examples Explanation A: What does she do (for a living)? B: She’s an English teacher. “What does she do” asks about a job or profession. A: What is she doing now? B: She’s texting her grandson. “What is she doing?” asks about an activity now.