This document lists adjectives that describe different feelings and emotional states, including positive feelings like amazed, excited and satisfied as well as negative feelings such as annoyed, embarrassed, disappointed, terrified and worried.
The document discusses countable and uncountable nouns. It provides examples of countable nouns using singular and plural forms with "a/an" and "-s" respectively. Uncountable nouns cannot be counted and no determiners are used. It also discusses using "some" with both countable and uncountable nouns to indicate unspecified quantities, and "a/an" or "glass of" to indicate a specified quantity. The document provides practice examples to distinguish countable vs. uncountable nouns and use of "some" vs. "any".
Expressions of quantities: some, any, much, many, a lot of and lots of for 10...Danitza Lazcano Flores
This document discusses the use of quantifiers like some, any, many, much, a few, a little, lots of, and a lot of. It explains that some and any are used with plural and uncountable nouns to indicate quantity without being specific. Some is used in affirmative statements, any in negative or interrogative statements. Exceptions are noted. Other quantifiers like many, much, a few, a little, lots of/a lot of are used to describe quantities generally as large or small. Too many and too much have a negative meaning, while a few and a little are more positive. The document provides examples and an exercise to choose the correct quantifier.
This document discusses comparatives and superlatives in English. It provides five rules for forming comparatives and superlatives from adjectives: (1) add -er or -est for single-syllable adjectives, (2) double the last consonant and add -er or -est for stressed single-syllable adjectives ending in a consonant-vowel-consonant, (3) remove the y and add -ier or -iest for adjectives ending in y, (4) add more or most for adjectives of two or more syllables, and (5) there are a few exceptions like good, bad, and far. Examples are given like "the
This document provides examples and exercises to practice using past tense verbs in English sentences. It begins with definitions and examples of past tense. Students are given sentences and asked to rewrite them in past tense, negative form, and questions. Further exercises involve providing the past tense form of given verbs and adding time expressions to sample sentences written in past tense. The document concludes by providing a paragraph writing prompt for students to describe how they spent their New Year's celebration in paragraph form using at least 5 sentences.
The document provides information about forming and using the present continuous tense in English. It discusses how to add "-ing" to base verbs, exceptions to this rule, questions and negatives in the present continuous, and reasons for using the tense including ongoing activities, temporary situations, describing change over time, and planned future actions. Time expressions that can be used with the present continuous are also listed.
The document discusses the use of pronouns like "one" and "ones" in English conversations. It provides examples of conversations where singular nouns like "T-shirt" and "glasses" are replaced with the pronoun "one", and plural nouns like "jackets" are replaced with the pronoun "ones". The purpose is to avoid repeating nouns in conversations. Rules are provided that the pronoun "one" replaces a singular noun, while "ones" replaces a plural noun. Further examples and sentences using these pronouns are given to illustrate their use.
This document lists ordinal numbers from 1st to 100th in words and provides examples of how ordinal numbers are used for dates and fractions. Ordinal numbers are used to indicate the position in a list, like 20th September 2012 for the date. For most fractions, the ordinal number is used in words, such as 1/2 is referred to as a half and 1/3 as a third.
This document discusses the use of the expressions "wish" and "if only" to express wishes or desires. It provides examples of different structures used with "wish" and "if only" to convey different meanings: wishing to change the present, expressing regret about the past, making polite requests, and showing desire for ability. The structures are wish/if only + past simple/continuous, wish/if only + past perfect, wish/if only + would, and wish/if only + could. The document concludes by providing an exercise to write a 250-word composition using these different wish structures.
The document discusses countable and uncountable nouns. It provides examples of countable nouns using singular and plural forms with "a/an" and "-s" respectively. Uncountable nouns cannot be counted and no determiners are used. It also discusses using "some" with both countable and uncountable nouns to indicate unspecified quantities, and "a/an" or "glass of" to indicate a specified quantity. The document provides practice examples to distinguish countable vs. uncountable nouns and use of "some" vs. "any".
Expressions of quantities: some, any, much, many, a lot of and lots of for 10...Danitza Lazcano Flores
This document discusses the use of quantifiers like some, any, many, much, a few, a little, lots of, and a lot of. It explains that some and any are used with plural and uncountable nouns to indicate quantity without being specific. Some is used in affirmative statements, any in negative or interrogative statements. Exceptions are noted. Other quantifiers like many, much, a few, a little, lots of/a lot of are used to describe quantities generally as large or small. Too many and too much have a negative meaning, while a few and a little are more positive. The document provides examples and an exercise to choose the correct quantifier.
This document discusses comparatives and superlatives in English. It provides five rules for forming comparatives and superlatives from adjectives: (1) add -er or -est for single-syllable adjectives, (2) double the last consonant and add -er or -est for stressed single-syllable adjectives ending in a consonant-vowel-consonant, (3) remove the y and add -ier or -iest for adjectives ending in y, (4) add more or most for adjectives of two or more syllables, and (5) there are a few exceptions like good, bad, and far. Examples are given like "the
This document provides examples and exercises to practice using past tense verbs in English sentences. It begins with definitions and examples of past tense. Students are given sentences and asked to rewrite them in past tense, negative form, and questions. Further exercises involve providing the past tense form of given verbs and adding time expressions to sample sentences written in past tense. The document concludes by providing a paragraph writing prompt for students to describe how they spent their New Year's celebration in paragraph form using at least 5 sentences.
The document provides information about forming and using the present continuous tense in English. It discusses how to add "-ing" to base verbs, exceptions to this rule, questions and negatives in the present continuous, and reasons for using the tense including ongoing activities, temporary situations, describing change over time, and planned future actions. Time expressions that can be used with the present continuous are also listed.
The document discusses the use of pronouns like "one" and "ones" in English conversations. It provides examples of conversations where singular nouns like "T-shirt" and "glasses" are replaced with the pronoun "one", and plural nouns like "jackets" are replaced with the pronoun "ones". The purpose is to avoid repeating nouns in conversations. Rules are provided that the pronoun "one" replaces a singular noun, while "ones" replaces a plural noun. Further examples and sentences using these pronouns are given to illustrate their use.
This document lists ordinal numbers from 1st to 100th in words and provides examples of how ordinal numbers are used for dates and fractions. Ordinal numbers are used to indicate the position in a list, like 20th September 2012 for the date. For most fractions, the ordinal number is used in words, such as 1/2 is referred to as a half and 1/3 as a third.
This document discusses the use of the expressions "wish" and "if only" to express wishes or desires. It provides examples of different structures used with "wish" and "if only" to convey different meanings: wishing to change the present, expressing regret about the past, making polite requests, and showing desire for ability. The structures are wish/if only + past simple/continuous, wish/if only + past perfect, wish/if only + would, and wish/if only + could. The document concludes by providing an exercise to write a 250-word composition using these different wish structures.
The document discusses the simple past tense in English. It describes regular and irregular verb forms in the past tense. Regular verbs are formed by adding "-ed" while irregular verb forms must be memorized. It also covers forming negative and interrogative sentences in the past tense.
The document discusses likes and dislikes using the verb "to like" in English. It provides examples of liking and disliking things in the affirmative, negative, and interrogative forms using the first, second and third person pronouns. A variety of foods that people may like or dislike are listed as examples, such as pizza, lemons, cheese and broccoli. Short answers to questions using "yes" or "no" are also covered.
The document lists the present and past verb forms for 30 common irregular English verbs such as blow/blew, break/broke, bring/brought, catch/caught, choose/chose, come/came, do/did, drink/drank, eat/ate, fall/fell, find/found, fly/flew, get/got, go/went, grow/grew, have/had, know/knew, ride/rode, run/ran, see/saw, sing/sang, sit/sat, speak/spoke, swim/swam, take/took, tell/told, think/thought, throw/threw, understand/understood
The document discusses various ways to express future tense in English, including will + infinitive, be going to + infinitive, shall, and the future perfect and future continuous tenses. It provides examples of how to use each structure to indicate predictions, intentions, promises, scheduled events, and durations or causes of future events. Key differences are outlined between will and be going to, and contractions are noted for the future simple tense.
The document discusses countable and uncountable nouns. Countable nouns can be counted and have both a singular and plural form, while uncountable nouns cannot be counted directly and only have a singular form. Uncountable nouns can be quantified using measure words like containers, weights or types. Common uncountable nouns include liquids, materials, abstract concepts and grouped ideas.
Rosa has a relaxing weekly routine. She wakes up at 6 AM, takes a shower, eats breakfast and goes to work. She works as a secretary for Telefonica company in the city center from 9 AM to 5 PM, Monday through Friday. Her duties include filling out forms for clients, selling services, checking emails, and answering phones. Rosa finds her routine relaxing and peaceful as she is able to rest on weekends.
This document provides information and examples about using the present continuous tense in English. It discusses how the present continuous tense is formed affirmatively, interrogatively, and negatively. It also gives examples of when to use the present continuous tense, such as for actions happening at the present time, temporary situations, changing or developing situations, and fixed arrangements in the near future. Time expressions that can be used with the present continuous tense are also listed.
This document lists and describes various articles of clothing and accessories, including their colors, materials, and characteristics. It provides adjectives to compare different items, such as stating that a red dress is more elegant than a blue one, while the blue dress is cheaper. The items span from belts and blouses to jeans, dresses, hats, and shoes.
The document discusses the structure of wishes in English. It explains that wishes referring to the present use "I wish" followed by the simple past tense, whereas wishes referring to the past use "I wish" followed by the past perfect tense. Examples are provided to illustrate the different structures. The document also covers using wishes to complain about annoying habits, using "I wish" followed by the subject and "would/wouldn't" plus an infinitive. Further examples are given to practice forming wishes in different contexts.
This document lists various places that can be found in a city including educational, recreational, cultural, financial, religious, commercial, transportation, emergency services, and retail locations such as schools, swimming pools, cinemas, theatres, museums, banks, churches, farms, restaurants, shopping centers, supermarkets, parks, amusement parks, zoos, airports, office buildings, bus stops, libraries, hospitals, cafes, factories, police stations, train stations, bus stations, fire stations, gas stations, playgrounds, toy shops, pet shops, book shops, clothing stores, bakeries, pizza restaurants, and hotels.
The document discusses the differences between using "will" and "be going to" to express future tense in English. It explains that "will" is used for voluntary actions or promises, while "be going to" expresses planned actions. Both can also be used to make predictions about events outside of one's control. Examples are provided to illustrate the proper usage of each form.
The document provides exercises and examples for forming sentences in the present continuous tense in English. It covers how to form affirmative, negative, and question sentences using the verbs be, do and can as helping verbs along with the -ing form of other verbs. Examples are given for common present continuous tense sentences and there are exercises for students to practice forming sentences and answering questions in the present continuous tense.
This document provides information about expressing likes and dislikes in English. It begins with learning objectives around functional language for likes/dislikes and practicing this in a dialogue.
The document distinguishes between using "like" to talk about general preferences and "would like" when making offers or requests, especially for food/drinks. It provides examples of language for expressing love, neutrality, and dislike of things. Intensifiers and mitigators that can be used with like/love/dislike are also outlined.
An example dialogue practicing this language is included where John and Sally discuss camping plans and activities they like and dislike, such as mosquitoes. True/false questions about the dialogue conclude the document.
This document discusses different past tenses in narrative, including the past simple for finished actions, past continuous for longer actions happening simultaneously, past perfect for actions before a specific past time, and past perfect continuous for longer actions ongoing before a specific past time. It provides examples of using these tenses to describe events in Romeo and Juliet's relationship, from their meeting to falling in love and getting married, all leading to their tragic deaths.
This document discusses the use of gerunds after certain verbs like "like", "love", "don't mind", "dislike", "don't like", "hate", "enjoy", and "prefer". It explains that gerunds are formed by adding "-ing" to the base form of a verb. It provides examples of sentences using gerunds after these verbs, such as "I dislike reading books" and "Do you like travelling?".
The document discusses the present simple tense and its uses in English. It is used to talk about general truths, habitual actions, and things that happen repeatedly. The present simple tense can be affirmative (e.g. I drive), interrogative (e.g. Do you work?), and negative (e.g. I don't work). It also discusses using do/does for questions and negatives and reminds the reader to include the -s ending for third person singular subjects.
The presentation describes the rule of the formation of the Present Simple Passive and contains some examples of its use in English. For school students.
This document discusses the differences between gerunds and to-infinitives in English. Gerunds are verb forms ending in "-ing" that function as nouns, such as "swimming" in the sentence "I like swimming." To-infinitives use "to" followed by the base verb form, like "to eat" in "I want to eat something." Certain verbs are typically followed by gerunds, like "enjoy" and "consider," while others are typically followed by to-infinitives, such as "want" and "agree." Examples are provided to illustrate the proper use of gerunds and to-infinitives.
The document discusses the simple past tense in English. It describes regular and irregular verb forms in the past tense. Regular verbs are formed by adding "-ed" while irregular verb forms must be memorized. It also covers forming negative and interrogative sentences in the past tense.
The document discusses likes and dislikes using the verb "to like" in English. It provides examples of liking and disliking things in the affirmative, negative, and interrogative forms using the first, second and third person pronouns. A variety of foods that people may like or dislike are listed as examples, such as pizza, lemons, cheese and broccoli. Short answers to questions using "yes" or "no" are also covered.
The document lists the present and past verb forms for 30 common irregular English verbs such as blow/blew, break/broke, bring/brought, catch/caught, choose/chose, come/came, do/did, drink/drank, eat/ate, fall/fell, find/found, fly/flew, get/got, go/went, grow/grew, have/had, know/knew, ride/rode, run/ran, see/saw, sing/sang, sit/sat, speak/spoke, swim/swam, take/took, tell/told, think/thought, throw/threw, understand/understood
The document discusses various ways to express future tense in English, including will + infinitive, be going to + infinitive, shall, and the future perfect and future continuous tenses. It provides examples of how to use each structure to indicate predictions, intentions, promises, scheduled events, and durations or causes of future events. Key differences are outlined between will and be going to, and contractions are noted for the future simple tense.
The document discusses countable and uncountable nouns. Countable nouns can be counted and have both a singular and plural form, while uncountable nouns cannot be counted directly and only have a singular form. Uncountable nouns can be quantified using measure words like containers, weights or types. Common uncountable nouns include liquids, materials, abstract concepts and grouped ideas.
Rosa has a relaxing weekly routine. She wakes up at 6 AM, takes a shower, eats breakfast and goes to work. She works as a secretary for Telefonica company in the city center from 9 AM to 5 PM, Monday through Friday. Her duties include filling out forms for clients, selling services, checking emails, and answering phones. Rosa finds her routine relaxing and peaceful as she is able to rest on weekends.
This document provides information and examples about using the present continuous tense in English. It discusses how the present continuous tense is formed affirmatively, interrogatively, and negatively. It also gives examples of when to use the present continuous tense, such as for actions happening at the present time, temporary situations, changing or developing situations, and fixed arrangements in the near future. Time expressions that can be used with the present continuous tense are also listed.
This document lists and describes various articles of clothing and accessories, including their colors, materials, and characteristics. It provides adjectives to compare different items, such as stating that a red dress is more elegant than a blue one, while the blue dress is cheaper. The items span from belts and blouses to jeans, dresses, hats, and shoes.
The document discusses the structure of wishes in English. It explains that wishes referring to the present use "I wish" followed by the simple past tense, whereas wishes referring to the past use "I wish" followed by the past perfect tense. Examples are provided to illustrate the different structures. The document also covers using wishes to complain about annoying habits, using "I wish" followed by the subject and "would/wouldn't" plus an infinitive. Further examples are given to practice forming wishes in different contexts.
This document lists various places that can be found in a city including educational, recreational, cultural, financial, religious, commercial, transportation, emergency services, and retail locations such as schools, swimming pools, cinemas, theatres, museums, banks, churches, farms, restaurants, shopping centers, supermarkets, parks, amusement parks, zoos, airports, office buildings, bus stops, libraries, hospitals, cafes, factories, police stations, train stations, bus stations, fire stations, gas stations, playgrounds, toy shops, pet shops, book shops, clothing stores, bakeries, pizza restaurants, and hotels.
The document discusses the differences between using "will" and "be going to" to express future tense in English. It explains that "will" is used for voluntary actions or promises, while "be going to" expresses planned actions. Both can also be used to make predictions about events outside of one's control. Examples are provided to illustrate the proper usage of each form.
The document provides exercises and examples for forming sentences in the present continuous tense in English. It covers how to form affirmative, negative, and question sentences using the verbs be, do and can as helping verbs along with the -ing form of other verbs. Examples are given for common present continuous tense sentences and there are exercises for students to practice forming sentences and answering questions in the present continuous tense.
This document provides information about expressing likes and dislikes in English. It begins with learning objectives around functional language for likes/dislikes and practicing this in a dialogue.
The document distinguishes between using "like" to talk about general preferences and "would like" when making offers or requests, especially for food/drinks. It provides examples of language for expressing love, neutrality, and dislike of things. Intensifiers and mitigators that can be used with like/love/dislike are also outlined.
An example dialogue practicing this language is included where John and Sally discuss camping plans and activities they like and dislike, such as mosquitoes. True/false questions about the dialogue conclude the document.
This document discusses different past tenses in narrative, including the past simple for finished actions, past continuous for longer actions happening simultaneously, past perfect for actions before a specific past time, and past perfect continuous for longer actions ongoing before a specific past time. It provides examples of using these tenses to describe events in Romeo and Juliet's relationship, from their meeting to falling in love and getting married, all leading to their tragic deaths.
This document discusses the use of gerunds after certain verbs like "like", "love", "don't mind", "dislike", "don't like", "hate", "enjoy", and "prefer". It explains that gerunds are formed by adding "-ing" to the base form of a verb. It provides examples of sentences using gerunds after these verbs, such as "I dislike reading books" and "Do you like travelling?".
The document discusses the present simple tense and its uses in English. It is used to talk about general truths, habitual actions, and things that happen repeatedly. The present simple tense can be affirmative (e.g. I drive), interrogative (e.g. Do you work?), and negative (e.g. I don't work). It also discusses using do/does for questions and negatives and reminds the reader to include the -s ending for third person singular subjects.
The presentation describes the rule of the formation of the Present Simple Passive and contains some examples of its use in English. For school students.
This document discusses the differences between gerunds and to-infinitives in English. Gerunds are verb forms ending in "-ing" that function as nouns, such as "swimming" in the sentence "I like swimming." To-infinitives use "to" followed by the base verb form, like "to eat" in "I want to eat something." Certain verbs are typically followed by gerunds, like "enjoy" and "consider," while others are typically followed by to-infinitives, such as "want" and "agree." Examples are provided to illustrate the proper use of gerunds and to-infinitives.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.