The present perfect simple is used to talk about events in the recent past that still affect the present moment. It is formed with "have" and a past participle.
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FEEL FREE TO USE IT!
REPUBLICA BOLIVARIANA DE VENEZUELA
MINISTERIO DEL PODER POPULAR PARA LA EDUCACION UNIVERSITARIA
INSTITUTO UNIVERSITARIO POLITECNICO SANTIAGO MARIÑO - EXTENSION VALENCIA
ASIGNATURA: INGLES II
CLASE 47
ESTUDIANTE: Wilfredo nadales 29946762
English Tenses slide show prepared exclusively keeping in mind of Secondary school students of rural India. with plain slides without any animation by M Prahallada PGT English, NVS Centre of Excellence, Bangalore
The present perfect simple is used to talk about events in the recent past that still affect the present moment. It is formed with "have" and a past participle.
------------------------------------------------------
FEEL FREE TO USE IT!
REPUBLICA BOLIVARIANA DE VENEZUELA
MINISTERIO DEL PODER POPULAR PARA LA EDUCACION UNIVERSITARIA
INSTITUTO UNIVERSITARIO POLITECNICO SANTIAGO MARIÑO - EXTENSION VALENCIA
ASIGNATURA: INGLES II
CLASE 47
ESTUDIANTE: Wilfredo nadales 29946762
English Tenses slide show prepared exclusively keeping in mind of Secondary school students of rural India. with plain slides without any animation by M Prahallada PGT English, NVS Centre of Excellence, Bangalore
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Table of Contents
Unit 1: Parts of Speech
Unit 2: Phrases, Clauses, and Sentence
Structure
Unit 3: Simple & Progressive Verbs
Unit 4: Perfect & Passive Verbs
Unit 5: Complex Sentences
Unit 6: Overview of City ESOL Program
3. Simple Present
Habitual Actions
My dog Punch goes to bed at 8pm every night.
I drink coffee when I eat breakfast.
General Truths
The sky is blue.
Stress causes high blood pressure.
With Non-Action/Stative Verbs (describing states or
situations)
I hope to move abroad again soon.
This class knows how to write an introduction.
4. Four Types of
Non-Action/Stative Verbs:
1. Express Emotions
(hate, like, love, want, feel)
2. Describe Mental States
(know, remember, believe, understand)
3. Show Possession
(have, own, possess, belong)
4. Describe Perception and Senses
(hear, see, smell, taste, feel, notice, appear)
5. Simple Present: Let’s Review…
SIMPLE
PRESENT
Habitual
Action
General
Truths
Non
Action/Stative
Verbs
Express
Emotions
Describe
Mental
States
Show
Possession
Describe
Perceptions
and Senses
6. Present Progressive
Actions Happening Right Now
I am talking to the class.
The students are wearing shoes.
Extended Present Actions (which may not be happening at
the moment of speaking)
We are studying essay structure.
Mark is training for a 100-mile bike ride this month.
Temporary Actions
I am staying with friends, but I plan to leave soon.
be + V-ing
7. Present Progressive
We are not sleeping right now because we are learning
about grammar.
Happening now
Occurring over a period of time
Do not use non action verb
Now
Past Future
8. Some verbs can have an active or stative (non-
action) meaning, depending on the context. You
need to be able to help students identify the
difference.
Common verbs that may be used with either
meaning include have, think, taste and look.
For example…
The soup tastes good. Try some.
(non-action/stative)
She’s tasting the soup to see if it needs more salt.
(active)
9. For each pair, use the present (non-
action/stative) or present progressive (active)
have
We _______ two textbooks in this class.
They ___________ a hard time with grammar.
think
She _____________about her boyfriend, not about
grammar.
He ___________ we should go to the library
after class.
look
I _____________for a new book to read.
You ____________ great today.
have
are having
is thinking
thinks
am looking
look
10. At the beginning levels, students tend to easily
distinguish the simple present from the present
progressive (habitual vs. happening now). As their
learning advances and they realize that the present
and present progressive tenses are used in more
varied situations, they can become confused.
Therefore, it’s important to be able to explain the
different uses of these two tenses.
Additionally, with the progressive tenses, students
tend to omit the “be” verb. If you notice that a
student as omitted a “be” verb, ask the student to
self correct. What’s missing here?
Is this verb complete?
11. Simple Past
To talk about actions, states, or situations that are now
finished.
I wanted to eat chocolate ice cream before class.
I went to Paris in 1998.
I hiked Half Dome two years ago.
Past
Now
Future
12. Past Progressive
To describe an action that was in progress over a period
of time in the past.
We were hiking for many hours before we reached the summit.
*I was hating the hike down.
Happened in the past
Occurred over a period of time
REMINDER: Do not use non action/stative verb in progressive
Now
Past Future
13. Past Progressive
Two actions in progress at the same time in the past
While I was talking on the phone, he was watching TV.
He was watching TV while I was talking on the phone.
Past Future
Now
was talking
was watching
14. Past Progressive & Simple Past
An action interrupted by another action
When = simple past While = past-progressive
I was taking a shower when the phone rang.
While I was taking a shower, the phone rang.
Past Future
Now
was taking a shower
phone
rang
15. Simple Past & Simple Past
One action occurs in the past, then another action
occurs in the past.
I walked into class, and I sat in a chair.
Past
Now
Future
17. Future Forms
FUTURE
Simple
present
Present
progressive
Will + verb
Be going
to + verb
Will +
be + V -ing Will you go to
Argentina with
me?
I am going
to have a
wonderful
experience.
My flight
departs on
a Monday
morning.
I am
changing
planes in
Mexico City.
I will be hiking
in Patagonia for
one week next
January.
18. In most cases will and be going to can be used
interchangeably. In the few situations where one
or the other is correct, just correct it for the
student because those differences are very subtle.