Verbs are either in active or passive voice. We use Active Voice most of the time. Active Voice has subject first and object second. In the Active Voice, the object receives the action of the verb. In Passive Voice it is the opposite. In the Passive Voice, the subject receives the action of the verb. In the Active Voice, the subject and verb relationship is straightforward; the subject is the do-er (of the action). In the Passive Voice, the subject of the sentence is not a do-er (of the action). Passive voice is used when the action is the focus, not the subject.
By Arundathie Abeysinghe
Lecturer in English
International Aviation Academy (IAA)
SriLankan Airlines
Verbs are either in active or passive voice. We use Active Voice most of the time. Active Voice has subject first and object second. In the Active Voice, the object receives the action of the verb. In Passive Voice it is the opposite. In the Passive Voice, the subject receives the action of the verb. In the Active Voice, the subject and verb relationship is straightforward; the subject is the do-er (of the action). In the Passive Voice, the subject of the sentence is not a do-er (of the action). Passive voice is used when the action is the focus, not the subject.
By Arundathie Abeysinghe
Lecturer in English
International Aviation Academy (IAA)
SriLankan Airlines
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Lic. Cesar Augusto Ochoa
Ciclo:Cuarto
Bimestre: Segundo
Drama its origin: growth & development by Suhail Ahmed SolangiSohail Ahmed Solangi
An effort to search the exact history of drama along with its development. This work also includes all the eras of English Literature with its link to Drama.
However, one presentation couldn't define a complete history of drama.
Thanks
Comedy Through The ages is made as assignment given by Prof. Dr. Asadullah Larik
Ph. D, University of Pennsylvania, USA, Postdoc. (Calif.) USA
Hence it is based on research.
Presented by Sohail Ahmed
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
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
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Sohail Ahmed
1Active/Passive Voice
Active/Passive Voice Basics
Fundamental Rules
The places of subject and object in sentence are inter-changed in passive voice.
3rd form of verb (past participle) will be used only (as main verb) in passive voice.
Auxiliary verbs for each tense are given below in the table.
Present Simple Tense (passive Voice)
Auxiliary verb in passive voice: am/is/are
Active voice:
He sings a song.
He does not sing a song.
Does he sing a song?
Passive voice:
A song is sung by him.
A song is not sung by him.
Is a song sung by him?
Present Continuous Tense (passive Voice)
Auxiliary verb in passive voice: am being/is being/are being
Active voice:
I am writing a letter
I am not writing a letter.
Am I writing a letter?
Passive voice:
A letter is being written by me.
A letter is not being written by me.
Is a letter being written by me?
Present Perfect Tense (passive Voice)
Auxiliary verb in passive voice: has been/have been
Active voice:
She has finished his work
She has not finished her work.
Has she finished her work?
Passive voice:
Her work has been finished by her.
Her work has not been finished by her.
Has her work been finished by her?
Past Simple Tense (passive Voice)
2. Sohail Ahmed
2Active/Passive Voice
Auxiliary verb in passive voice: was/were
Active voice:
I killed a snake
I did not kill a snake.
Did I kill a snake?
Passive voice:
A snake was killed by me.
A snake was not killed by me.
Was a snake killed by me?
Past Continuous Tense (Passive Voice)
Auxiliary verb in passive voice: was being/were being
Active voice:
He was driving a car.
He was not driving a car.
Was he driving a car?
Passive voice:
A car was being driven by him.
A car was not being driven by him.
Was a car being driven by him?
Past Perfect Tense (Passive Voice)
Auxiliary verb in passive voice: had been
Active voice:
They had completed the assignment.
They had not completed the assignment.
Had they completed the assignment?
Passive voice:
The assignment had been completed by them.
The assignment had not been complete by them.
Had the assignment been completed by them?
Future Simple Tense (Passive Voice)
Auxiliary verb in passive voice: will be
Active voice:
She will buy a car.
She will not buy a car.
Will she buy a car?
Passive voice:
A car will be bought by her.
A car will not be bought by her.
Will a car be bought by her?
3. Sohail Ahmed
3Active/Passive Voice
Future Perfect Tense (passive Voice)
Auxiliary verb in passive voice: will have been
Active voice:
You will have started the job.
You will have not started the job.
Will you have started the job?
Passive voice:
The job will have been started by you.
The job will not have been started by you.
Will the job have been started by you?
Note: The following tenses cannot be changed into passive voice.
1. Present perfect continuous tense
2. Past perfect continuous tense
3. Future continuous tense/ But some reference books do change them.
4. Future perfect continuous tense
5. Sentence having Intransitive verbs
Passive voice for Present/Future Modals
“CAN, MAY, MIGHT, SHOULD, MUST, OUGHT TO”
Auxiliary verb in passive voice: be
Active voice: CAN
Noor can play a violin.
Noor cannot play a violin.
Can Noor play a violin?
Passive voice: CAN BE
A violin can be played by Noor.
A violin cannot be played by Noor.
Can a violin be played by Noor?
Active voice: MAY
I may buy the computer.
I may not buy the computer.
May I buy the computer?
Active voice: MAY BE
The computer may be bought by me.
The computer may not be bought by me.
May the computer be bought by me?
Active voice: MIGHT
Guests might play chess.
Active voice: MIGHT BE
Chess might be played by guests.
4. Sohail Ahmed
4Active/Passive Voice
Guests might not play chess. Chess might not be played guests.
Active voice: SHOULD
Students should study all lessons.
Students should not study all lessons.
Should students study all lessons?
Active voice: SHOULD BE
All lessons should be studied by students.
All lessons should not be studied by students.
Should all lessons be studied by students?
Active voice: MUST
You must learn the test-taking strategies.
You must not learn the test-taking strategies.
Active voice: MUST BE
Test-taking strategies must be learnt by you.
Test-taking strategies must not be learned by
you.
Active voice: OUGHT TO
They ought to take the examination.
Active voice: OUGHT TO BE
The examination ought to be taken by them.
Passive voice for Present/Future Modals
“MAY HAVE, MIGHT HAVE, SHOULD HAVE, MUST HAVE, OUGHT HAVE TO”
Auxiliary verb in passive voice: been
Active voice: MAY HAVE
You may have availed the opportunity.
You may not have availed the opportunity.
Active voice: MAY HAVE BEEN
The opportunity may have been availed
by you.
The opportunity may not have been
availed by you.
Active voice: MIGHT HAVE
He might have eaten meal.
He might not have eaten meal.
Active voice: MIGHT HAVE BEEN
Meal might have been eaten by him.
Meal might not have been eaten by him.
Active voice: SHOULD HAVE
You should have studied the book.
You should not have studied the book.
Active voice: SHOULD HAVE BEEN
The book should have been studied by you.
The book should have not been studied by
you.
Active voice: MUST HAVE
He must have started job.
Active voice: MUST HAVE BEEN
Job must have been started by you.
5. Sohail Ahmed
5Active/Passive Voice
He must not have started job. Job must not have been started by you.
Active voice: OUGHT TO HAVE
You ought to have helped him.
Active voice: OUGHT TO HAVE BEEN
He ought to have been helped by you
Passive voice of “Imperative Sentences”
Active Voice Passive Voice
Open the door. Let the door be opened.
Complete the work. Let the worked be completed.
Turn off the television. Let the television be tuned off.
Learn your lesson. Let your lesson be learnt.
Kill the snake. Let the snake be killed.
Punish him. Let him be punished.
Speak the truth. Let the truth be spoken.
Help the poor. Let the poor be helped.
Revise your book. Let your book be revised.
Clean your room. Let your room be cleaned.
