This document is a list of 50 phrasal verbs commonly used in business and work contexts. It provides definitions and examples for each phrasal verb entry to explain their business or work related meanings. Some of the phrasal verbs included are back up, bail out, book up, bring forward, burn out, call back, cash in on, close down, contract out to, copy in somebody, draw up, drum up, fall through, fill in for somebody, get ahead, hack into, hire out, key in, knuckle down, lay off, measure up, meet up, note down, pencil in, phone up, pick up, pull out of something, report back, rip off, run by
The document provides examples and explanations for when to use the simple past tense versus the present perfect tense in English. It gives signal words that indicate each tense and provides sentences for learners to practice putting verbs in the correct tense. Key points covered include:
- The present perfect tense is used with words like "already", "yet", and for actions that have unfinished time frames.
- The simple past is used for completed actions, with words like "yesterday" or references to specific times in the past.
- Examples are given for learners to practice putting verbs in sentences into the correct tense based on time frames and signal words.
The document contains 24 questions for a student to answer in complete sentences about their personal information, family, neighborhood, school, schedule, hobbies and a recent date. The student is instructed to provide their responses on the following page. Example responses are requested to be written in full sentences.
There are several ways to express the future in English: will, be going to, the present simple, and the present continuous. Will is used for predictions, quick decisions, and promises. Be going to is used for plans and intentions and predictions based on clear signs. The present simple is used for timetables, programmes, and schedules. The present continuous is used for plans and arrangements. The document provides examples of how to use each construction and exercises for the reader to practice using them correctly in different situations.
English basic verb tenses, including Simple Past, Past Continuous, Simple Present, Present Continuous, Present perfect, Future (will and be going to).
Adapted from a presentation I downloaded from Shawn Toh (thanks Shawn!) which was a bit too detailed for my third grade students.
This document discusses different types of passive constructions in English including:
1. Passive forms of reporting verbs like "think" and "say" which are followed by an infinitive form of the verb.
2. The construction "get/have something done" which has a passive meaning describing situations where someone wants something done for them.
3. The construction "X needs doing" which also has a passive meaning focusing on the thing or person experiencing the action.
4. Special passive forms for verbs like "make," "help," and "let" which take different infinitive forms compared to their active counterparts.
The document provides examples of sentences using adverbs of frequency such as usually, sometimes, never, and always. It lists 10 sentences where the adverbs and other words are out of order and asks the reader to put them in the correct order, such as "Tommy usually works very hard." Overall, the document is a review that provides examples to practice using adverbs of frequency in sentences.
1) Conditionals are used to talk about possible or hypothetical situations and are divided into 3 types: 1st, 2nd, and 3rd conditional.
2) The 1st conditional is used to talk about possible future events. It uses the simple present tense in the if-clause and will + verb in the main clause.
3) The 2nd conditional talks about unlikely future events or imaginary situations. It uses the past simple tense in both clauses.
4) The 3rd conditional is used to talk about imagined past situations. It uses the past perfect in the if-clause and would have + past participle in the main clause.
This document appears to be a student's classwork and homework assignments. It includes exercises on subject pronouns, verbs, adjectives, senses, occupations, and wh-questions. The student is prompted to identify parts of speech, complete sentences, answer questions, and write short compositions.
The document provides examples and explanations for when to use the simple past tense versus the present perfect tense in English. It gives signal words that indicate each tense and provides sentences for learners to practice putting verbs in the correct tense. Key points covered include:
- The present perfect tense is used with words like "already", "yet", and for actions that have unfinished time frames.
- The simple past is used for completed actions, with words like "yesterday" or references to specific times in the past.
- Examples are given for learners to practice putting verbs in sentences into the correct tense based on time frames and signal words.
The document contains 24 questions for a student to answer in complete sentences about their personal information, family, neighborhood, school, schedule, hobbies and a recent date. The student is instructed to provide their responses on the following page. Example responses are requested to be written in full sentences.
There are several ways to express the future in English: will, be going to, the present simple, and the present continuous. Will is used for predictions, quick decisions, and promises. Be going to is used for plans and intentions and predictions based on clear signs. The present simple is used for timetables, programmes, and schedules. The present continuous is used for plans and arrangements. The document provides examples of how to use each construction and exercises for the reader to practice using them correctly in different situations.
English basic verb tenses, including Simple Past, Past Continuous, Simple Present, Present Continuous, Present perfect, Future (will and be going to).
Adapted from a presentation I downloaded from Shawn Toh (thanks Shawn!) which was a bit too detailed for my third grade students.
This document discusses different types of passive constructions in English including:
1. Passive forms of reporting verbs like "think" and "say" which are followed by an infinitive form of the verb.
2. The construction "get/have something done" which has a passive meaning describing situations where someone wants something done for them.
3. The construction "X needs doing" which also has a passive meaning focusing on the thing or person experiencing the action.
4. Special passive forms for verbs like "make," "help," and "let" which take different infinitive forms compared to their active counterparts.
The document provides examples of sentences using adverbs of frequency such as usually, sometimes, never, and always. It lists 10 sentences where the adverbs and other words are out of order and asks the reader to put them in the correct order, such as "Tommy usually works very hard." Overall, the document is a review that provides examples to practice using adverbs of frequency in sentences.
1) Conditionals are used to talk about possible or hypothetical situations and are divided into 3 types: 1st, 2nd, and 3rd conditional.
2) The 1st conditional is used to talk about possible future events. It uses the simple present tense in the if-clause and will + verb in the main clause.
3) The 2nd conditional talks about unlikely future events or imaginary situations. It uses the past simple tense in both clauses.
4) The 3rd conditional is used to talk about imagined past situations. It uses the past perfect in the if-clause and would have + past participle in the main clause.
This document appears to be a student's classwork and homework assignments. It includes exercises on subject pronouns, verbs, adjectives, senses, occupations, and wh-questions. The student is prompted to identify parts of speech, complete sentences, answer questions, and write short compositions.
The document provides exercises on using the present simple and present continuous tenses in English. It includes exercises where students must identify whether time expressions correspond to the present simple or present continuous. Additional exercises involve choosing the correct verb form (present simple or present continuous) to complete sentences. There are also exercises generating questions based on given statements and reordering scrambled sentences into the proper tense.
This document provides examples and exercises to practice using the past perfect and past perfect progressive tenses in English. It begins with examples of sentences using the past perfect tense, followed by exercises matching verbs to sentences and completing sentences. It then covers the past perfect progressive tense with examples and exercises completing sentences using "before" and "because." The document concludes with a review activity where students interview classmates about their past experiences using the past perfect and past perfect progressive tenses.
We use mixed conditionals to show how a past condition or possibility affects, or would affect, the present, or vice versa. To form mixed conditional, we are going to mix 2nd and 3rd conditionals. One part of the sentence is about the past the other is about the present.
John fell ill a month ago with a high fever, sore throat, cough, headache and body aches. His mother tried to help him with hot tea but it did not work. She called the doctor who examined John and said he had the flu. The doctor prescribed treatment and John's mother got the necessary pills and medicine. John followed the doctor's instructions and recovered in ten days, returning to school.
The document discusses the past simple tense in English. It explains that the past simple tense is used to talk about completed actions in the past. It provides examples of regular and irregular verbs in the past tense. It also describes the different types of sentences that can be formed in the past simple tense, including affirmative, negative, and question sentences. Time expressions that are commonly used with the past simple tense are also listed.
The document discusses what people want from work. It provides word partnerships describing high salary, long holidays, helpful colleagues, travel opportunities, and fast promotion. It then asks the reader to make a list of the most important things they want from work and compare lists with a partner.
This document discusses the proper use of the conjunctions "so" and "because". "So" indicates simple cause and effect, while "because" introduces a reason. Examples are provided to illustrate the difference: "She had a difficult childhood because her father died" uses "because" to introduce the reason for the difficult childhood, while "They are coming by car so they should be here soon" uses "so" to connect two events in a cause-and-effect relationship.
The document contains two exercises that test knowledge of word forms and synonyms. The first exercise provides 30 words and asks the reader to identify the word forms that complete each sentence. The second exercise provides 10 sentences and asks the reader to identify synonyms that complete each sentence.
The document discusses the present perfect tense in English. It describes how the present perfect tense is used to talk about actions that started in the past but have relevance to the present. It explains how the present perfect tense is formed positively and negatively. It also discusses the different words that are often used with the present perfect tense such as "already", "ever", "for", "just", "since", and "yet".
The document defines 13 different types of people based on their characteristics and behaviors. It describes people who are hesitant, reliable, generous, greedy, sensitive, relaxed, tidy, misbehaving, helpful, lazy, clumsy, and clever with words. The definitions provide insight into positive and negative personality traits.
The document provides a grammar exercise involving completing sentences with the correct verb tense. There are 23 sentences to be completed with the appropriate present, past or future verb tense. The sentences cover a range of topics including plans, habits, past experiences and hypothetical situations to test understanding and use of different verb tenses in English.
The document is a worksheet for students practicing using the past tense forms of the verb "to be" in English (was/were). It contains multiple choice questions, fill-in-the-blank exercises, and short conversations where students must select the correct past tense form of "to be" based on whether the subject is singular or plural. The worksheet covers a range of basic grammar concepts involving using was/were to talk about the past.
This document appears to be an English learning activity for children focusing on words that contain the sound "a". It includes exercises for students to point and say words, look and write words, and color images corresponding to words they hear. The words featured are "rake", "take", "game", "cake", "name", "frame", "lake", "bake", and "make".
This document provides examples of using the present simple and present continuous tenses in English. It gives sentence prompts and choices to select the correct verb form for the given context. Some prompts focus on habitual or repeated actions expressed with the present simple (e.g. "Tom loves ice cream"). Others focus on temporary or ongoing actions expressed with the present continuous (e.g. "Today the sun is shining"). Learners must determine when to use each verb form based on whether the action is habitual or ongoing.
The document contains 21 questions asking for personal details about a student such as their name, age, family members, home, interests, schedule, and extracurricular activities. The student is instructed to answer each question in a complete sentence on the following page. An example response is provided about what the student's uncle looks like.
The document discusses conditional sentences in English grammar. It provides examples of conditional sentences in types I, II, and III and exercises for the learner to practice forming conditional sentences based on given prompts. The conditionals involve verbs in their appropriate forms for each type of conditional - will-future for type I, past tense for type II, and past perfect for type III. Exercises are given involving a story about a mouse trying to get its tail back from a cat by completing tasks.
This document discusses countable and uncountable nouns. Countable nouns can be pluralized and take quantifiers like "a" or "an", while uncountable nouns only have a singular form and refer to mass substances. Uncountable nouns can become countable using partitives like "a glass of water". The document provides examples of countable vs uncountable nouns and explains how to use quantifiers like "some", "any", "a", and "an" with both types of nouns. It also covers using "how much" with uncountable nouns and "how many" with countable nouns.
Project management involves techniques for developing software systems and delivering products, including choosing a development model, estimating costs and schedules, and ensuring safety. It also includes management issues like training staff, risk assessment, and keeping projects on schedule. Effective project management requires agreeing on objectives that consider implications, stakeholders' views, and social costs. The project team should be well-briefed on issues, debate implications, and seek additional resources to consider all aspects, including ethical ones. Proper project management accommodates an ethical perspective to guide the process with justice, equality, and opportunity.
The document provides exercises on using the present simple and present continuous tenses in English. It includes exercises where students must identify whether time expressions correspond to the present simple or present continuous. Additional exercises involve choosing the correct verb form (present simple or present continuous) to complete sentences. There are also exercises generating questions based on given statements and reordering scrambled sentences into the proper tense.
This document provides examples and exercises to practice using the past perfect and past perfect progressive tenses in English. It begins with examples of sentences using the past perfect tense, followed by exercises matching verbs to sentences and completing sentences. It then covers the past perfect progressive tense with examples and exercises completing sentences using "before" and "because." The document concludes with a review activity where students interview classmates about their past experiences using the past perfect and past perfect progressive tenses.
We use mixed conditionals to show how a past condition or possibility affects, or would affect, the present, or vice versa. To form mixed conditional, we are going to mix 2nd and 3rd conditionals. One part of the sentence is about the past the other is about the present.
John fell ill a month ago with a high fever, sore throat, cough, headache and body aches. His mother tried to help him with hot tea but it did not work. She called the doctor who examined John and said he had the flu. The doctor prescribed treatment and John's mother got the necessary pills and medicine. John followed the doctor's instructions and recovered in ten days, returning to school.
The document discusses the past simple tense in English. It explains that the past simple tense is used to talk about completed actions in the past. It provides examples of regular and irregular verbs in the past tense. It also describes the different types of sentences that can be formed in the past simple tense, including affirmative, negative, and question sentences. Time expressions that are commonly used with the past simple tense are also listed.
The document discusses what people want from work. It provides word partnerships describing high salary, long holidays, helpful colleagues, travel opportunities, and fast promotion. It then asks the reader to make a list of the most important things they want from work and compare lists with a partner.
This document discusses the proper use of the conjunctions "so" and "because". "So" indicates simple cause and effect, while "because" introduces a reason. Examples are provided to illustrate the difference: "She had a difficult childhood because her father died" uses "because" to introduce the reason for the difficult childhood, while "They are coming by car so they should be here soon" uses "so" to connect two events in a cause-and-effect relationship.
The document contains two exercises that test knowledge of word forms and synonyms. The first exercise provides 30 words and asks the reader to identify the word forms that complete each sentence. The second exercise provides 10 sentences and asks the reader to identify synonyms that complete each sentence.
The document discusses the present perfect tense in English. It describes how the present perfect tense is used to talk about actions that started in the past but have relevance to the present. It explains how the present perfect tense is formed positively and negatively. It also discusses the different words that are often used with the present perfect tense such as "already", "ever", "for", "just", "since", and "yet".
The document defines 13 different types of people based on their characteristics and behaviors. It describes people who are hesitant, reliable, generous, greedy, sensitive, relaxed, tidy, misbehaving, helpful, lazy, clumsy, and clever with words. The definitions provide insight into positive and negative personality traits.
The document provides a grammar exercise involving completing sentences with the correct verb tense. There are 23 sentences to be completed with the appropriate present, past or future verb tense. The sentences cover a range of topics including plans, habits, past experiences and hypothetical situations to test understanding and use of different verb tenses in English.
The document is a worksheet for students practicing using the past tense forms of the verb "to be" in English (was/were). It contains multiple choice questions, fill-in-the-blank exercises, and short conversations where students must select the correct past tense form of "to be" based on whether the subject is singular or plural. The worksheet covers a range of basic grammar concepts involving using was/were to talk about the past.
This document appears to be an English learning activity for children focusing on words that contain the sound "a". It includes exercises for students to point and say words, look and write words, and color images corresponding to words they hear. The words featured are "rake", "take", "game", "cake", "name", "frame", "lake", "bake", and "make".
This document provides examples of using the present simple and present continuous tenses in English. It gives sentence prompts and choices to select the correct verb form for the given context. Some prompts focus on habitual or repeated actions expressed with the present simple (e.g. "Tom loves ice cream"). Others focus on temporary or ongoing actions expressed with the present continuous (e.g. "Today the sun is shining"). Learners must determine when to use each verb form based on whether the action is habitual or ongoing.
The document contains 21 questions asking for personal details about a student such as their name, age, family members, home, interests, schedule, and extracurricular activities. The student is instructed to answer each question in a complete sentence on the following page. An example response is provided about what the student's uncle looks like.
The document discusses conditional sentences in English grammar. It provides examples of conditional sentences in types I, II, and III and exercises for the learner to practice forming conditional sentences based on given prompts. The conditionals involve verbs in their appropriate forms for each type of conditional - will-future for type I, past tense for type II, and past perfect for type III. Exercises are given involving a story about a mouse trying to get its tail back from a cat by completing tasks.
This document discusses countable and uncountable nouns. Countable nouns can be pluralized and take quantifiers like "a" or "an", while uncountable nouns only have a singular form and refer to mass substances. Uncountable nouns can become countable using partitives like "a glass of water". The document provides examples of countable vs uncountable nouns and explains how to use quantifiers like "some", "any", "a", and "an" with both types of nouns. It also covers using "how much" with uncountable nouns and "how many" with countable nouns.
Project management involves techniques for developing software systems and delivering products, including choosing a development model, estimating costs and schedules, and ensuring safety. It also includes management issues like training staff, risk assessment, and keeping projects on schedule. Effective project management requires agreeing on objectives that consider implications, stakeholders' views, and social costs. The project team should be well-briefed on issues, debate implications, and seek additional resources to consider all aspects, including ethical ones. Proper project management accommodates an ethical perspective to guide the process with justice, equality, and opportunity.
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This document provides definitions for 50 common phrasal verbs used in business and work contexts. It is divided into sections with each phrasal verb defined on its own page. Some example phrasal verbs included are: back up, meaning to make a copy of computer files or data for safety; book up, meaning to arrange all the appointments or book all the space, tickets, etc. that are available; and drum up, meaning to try to generate interest in something or get people involved in an idea or plan. The document serves as a reference for understanding frequently used phrasal verbs in professional settings.
This document provides a list of 50 phrasal verbs that are commonly used in business and work contexts. It defines each phrasal verb and provides examples of its use. The phrasal verbs are organized alphabetically and cover terms like "back up", "bail out", "book up", "bring forward", and others that are relevant to professional settings. Definitions and examples are provided for each term to explain its meaning and usage.
This document provides a list of 50 phrasal verbs that are commonly used in business and work contexts. It defines each phrasal verb and provides examples of its use. The phrasal verbs are organized alphabetically and cover terms like back up, bail out, book up, bring forward, burn out, call back, cash in on, close down, contract out to, copy in, drum up, fall through, fill in for, get ahead, hack into, hire out, key in, knuckle down, lay off, and others.
The document provides an overview of the new and improved features in Microsoft Office 2010. Some key highlights include:
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This document is a 50-page PDF that provides definitions and examples of common English phrasal verbs. It begins with an introduction explaining that the PDF contains 50 frequently used phrasal verbs with definitions and over 300 example sentences. It also notes that some entries include opportunities for the reader to practice using the phrasal verbs in their own sentences. The document is organized alphabetically and each entry provides the phrasal verb definition, examples of usage, and conjugations.
This document provides an introduction and table of contents for a 50-page guide on common English phrasal verbs. It introduces phrasal verbs like "believe in," "blow up," "break down," "call back," "call off," "call round," "check in," and "cheer up." For each verb, it provides definitions, example sentences, and exercises for practice using the verbs. The document is intended to help English language learners improve their understanding and use of phrasal verbs in everyday conversation.
This document provides an introduction and table of contents for a 50-page guide on common English phrasal verbs. It introduces phrasal verbs for "believe in", "blow up", and "break down", defining their meanings and providing example sentences. It encourages practicing the phrasal verbs through example exercises and offers suggested answers.
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This document provides an overview of the LIFE SKILLS project, which aims to teach young people skills for a rapidly changing world through entrepreneurship projects conducted in foreign languages. It discusses integrating entrepreneurship education across subject areas and describes a progression model with four dimensions: action, creativity, environment, and attitude. The document also addresses how to help students break out of limiting social patterns by building trust with an important adult figure at school.
This document provides an early draft table of contents and introduction for a guidebook on the Habanero framework for developing enterprise applications in C#. The document outlines 5 sections that will be covered: 1) Overview, 2) Business Logic Layer, 3) Presentation, 4) Data Access, and 5) Miscellaneous. It provides brief descriptions of the topics to be discussed in each section. The introduction describes the purpose of the guidebook and who it is intended for. It also provides licensing information stating that the guidebook will be published under a Creative Commons license.
This document provides an introduction to using the Actix Analyzer software for network optimization of UMTS networks. It covers starting and configuring the Analyzer workspace, loading different types of data files, viewing data on maps, charts, tables and other displays, performing various analysis types including filters, queries and reports, and customizing the Analyzer environment. The document is intended to help new and experienced users understand the capabilities of Analyzer and how to apply it to optimization tasks.
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This document discusses oral communication in business and technical settings. It outlines different types of oral communication like formal and informal presentations, informative and persuasive speaking. It also discusses different modes of delivering oral presentations like extempore, impromptu, memorization and reading. The document provides guidelines for preparing and delivering presentations effectively and using visual aids to enhance communication.
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This document provides a summary of the Hibernate reference documentation:
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