Here is the correct order of the steps for artificial respiration:
1. Lie the casualty on his back and move his head into a sloping position. And support the back of his neck with the other hand.
2. Keep the chin up and blow air deeply into either the mouth or the nose of the casualty until the chest rises
3. Remove your mouth and allow the air to escape from the lungs. Watch the chest fall repeat.
4. If the chest doesn’t rise, check the casualty’s head and repeat the process again.
5. Make sure the breathing continues.
6. If it doesn’t rise after this, check for an obstruction in the air
The document describes home accident prevention and first aid steps. It provides instructions for artificial respiration, including positioning the casualty, clearing the airway, blowing air into the mouth or nose until the chest rises, then watching the chest fall as air escapes before repeating. Safety tips are given such as keeping household chemicals out of reach of children and supervising infants.
The document provides guidance on correct English usage for various words and grammatical structures. It addresses 10 items in each of the following categories: accept/except, advice/advise, affect/effect, almost/most, already/all ready, altogether/all together, amount/number, and which/which, anywheres/anywhere, around, to/too/two, type of, used to/supposed to, wait on/wait for, want, were, when, where, while, who's/whose, as, at, at about, because, beside/besides, between/among, but/hardly/scarcely, different from, equally as good, expect/suppose
This document contains a list of common mistakes in English grammar compiled by Andrew D. Miles. It is divided into two parts - the first part presents sentences containing a grammatical error, and the second part reveals which ones are correct. The list contains over 100 examples of commonly confused words and grammatical constructions in English. The author notes that the list is not comprehensive and other errors could also be considered common. The goal is to help reduce mistakes by bringing awareness to frequently confused elements of the English language.
Common mistakes in english speaking or writingAbir Chowdhury
The document provides examples of common grammatical errors in English and the correct versions. It addresses errors relating to prepositions, verb tenses, articles, plural vs. singular forms, word order, punctuation and more. Over 50 examples of incorrect sentences are given along with the right way to phrase the same idea. The purpose is to help improve English grammar skills.
The document discusses the meanings and uses of the phrases "had better" and "be supposed to" in English grammar. "Had better" is used to express recommendation or warning regarding a specific situation. "Be supposed to" indicates something was planned or intended to happen but did not, and is used to talk about unfulfilled obligations or expectations. The document provides examples of sentences using each phrase and directs readers to online exercises for practicing the grammar concepts.
ENG101- English Comprehension- Lecture 24Bilal Ahmed
This document provides a lesson on identifying and correcting common sentence errors, specifically sentence fragments. It discusses four types of fragments: dependent word fragments, -ing and to fragments, added-detail fragments, and missing-subject fragments. For each type, it provides examples and guidelines for correcting the errors, such as connecting the fragment to the previous sentence or creating a new sentence. Practice exercises are included for students to identify fragment errors and rewrite the sentences correctly.
This document provides examples and explanations of different types of conditional sentences in English. It discusses real and unreal conditional sentences using the present, past, and future tenses. The document also provides exercises for learners to practice forming conditional sentences based on given prompts. Key conditional structures covered include Type 0, 1, 2, and 3 conditionals.
ENG101- English Comprehension- Lecture 29Bilal Ahmed
This document provides a lesson on punctuation, focusing specifically on commas and apostrophes. It begins by explaining that punctuation depends on grammar and serves to indicate pauses, gestures, and tones in writing that are present in speech. The document then details five main uses of the comma: between items in a series, after introductory material, around words that interrupt sentence flow, between complete thoughts joined by a conjunction, and with direct quotations. Examples and practice exercises are provided for each comma rule. The document also explains the two main uses of the apostrophe: to indicate contractions and possessive nouns. Definitions and examples of each apostrophe use are given.
The document describes home accident prevention and first aid steps. It provides instructions for artificial respiration, including positioning the casualty, clearing the airway, blowing air into the mouth or nose until the chest rises, then watching the chest fall as air escapes before repeating. Safety tips are given such as keeping household chemicals out of reach of children and supervising infants.
The document provides guidance on correct English usage for various words and grammatical structures. It addresses 10 items in each of the following categories: accept/except, advice/advise, affect/effect, almost/most, already/all ready, altogether/all together, amount/number, and which/which, anywheres/anywhere, around, to/too/two, type of, used to/supposed to, wait on/wait for, want, were, when, where, while, who's/whose, as, at, at about, because, beside/besides, between/among, but/hardly/scarcely, different from, equally as good, expect/suppose
This document contains a list of common mistakes in English grammar compiled by Andrew D. Miles. It is divided into two parts - the first part presents sentences containing a grammatical error, and the second part reveals which ones are correct. The list contains over 100 examples of commonly confused words and grammatical constructions in English. The author notes that the list is not comprehensive and other errors could also be considered common. The goal is to help reduce mistakes by bringing awareness to frequently confused elements of the English language.
Common mistakes in english speaking or writingAbir Chowdhury
The document provides examples of common grammatical errors in English and the correct versions. It addresses errors relating to prepositions, verb tenses, articles, plural vs. singular forms, word order, punctuation and more. Over 50 examples of incorrect sentences are given along with the right way to phrase the same idea. The purpose is to help improve English grammar skills.
The document discusses the meanings and uses of the phrases "had better" and "be supposed to" in English grammar. "Had better" is used to express recommendation or warning regarding a specific situation. "Be supposed to" indicates something was planned or intended to happen but did not, and is used to talk about unfulfilled obligations or expectations. The document provides examples of sentences using each phrase and directs readers to online exercises for practicing the grammar concepts.
ENG101- English Comprehension- Lecture 24Bilal Ahmed
This document provides a lesson on identifying and correcting common sentence errors, specifically sentence fragments. It discusses four types of fragments: dependent word fragments, -ing and to fragments, added-detail fragments, and missing-subject fragments. For each type, it provides examples and guidelines for correcting the errors, such as connecting the fragment to the previous sentence or creating a new sentence. Practice exercises are included for students to identify fragment errors and rewrite the sentences correctly.
This document provides examples and explanations of different types of conditional sentences in English. It discusses real and unreal conditional sentences using the present, past, and future tenses. The document also provides exercises for learners to practice forming conditional sentences based on given prompts. Key conditional structures covered include Type 0, 1, 2, and 3 conditionals.
ENG101- English Comprehension- Lecture 29Bilal Ahmed
This document provides a lesson on punctuation, focusing specifically on commas and apostrophes. It begins by explaining that punctuation depends on grammar and serves to indicate pauses, gestures, and tones in writing that are present in speech. The document then details five main uses of the comma: between items in a series, after introductory material, around words that interrupt sentence flow, between complete thoughts joined by a conjunction, and with direct quotations. Examples and practice exercises are provided for each comma rule. The document also explains the two main uses of the apostrophe: to indicate contractions and possessive nouns. Definitions and examples of each apostrophe use are given.
1. The document discusses different types of conditional sentences and their uses. It also discusses ways to express wishes and regrets using conditionals.
2. It provides examples of rewriting sentences using different conditional structures and tenses. Various exercises are given to practice using conditional sentences correctly.
3. Other conditional expressions like "suppose", "otherwise", and "in case" are described. Mixed conditional sentences combining different tenses are also explained.
This document discusses different types of conditional sentences in English. It provides examples of conditional sentences using different verb tenses to express real or hypothetical conditions and their results. The types of conditional sentences covered include:
1. Type 1 (present/future real conditions and results)
2. Type 2 (present/future unreal conditions and results)
3. Type 3 (past unreal conditions and past results)
4. Type 0 (general truths)
It also provides exercises for learners to practice forming different conditional sentences based on prompts given.
1. The document discusses different ways to express purpose in English using structures like the infinitive with "to", "in order to", "so as to", and "so that".
2. It provides examples of sentences using these structures, such as "I know that you come to this class to learn something" and "In case I get lost, I would be grateful if you could consider my request".
3. The document also includes exercises asking the reader to use purpose structures to explain why characters in scenarios perform certain actions or go to certain places.
This document contains an answer key for exercises from English grammar lessons. It provides the correct answers to multiple choice, fill in the blank, and other exercise questions. Some of the lessons covered include tense usage (e.g. present, past, future), modal verbs, passive voice, conditional sentences, and more. The answer key is organized by lesson unit and provides short, specific answers to the exercises.
This document contains a daily lesson plan for distance learning. It includes 16 lessons to be completed from April 20 to June 10. Each lesson contains announcements, vocabulary words, grammar lessons, dictation exercises, and homework assignments. It provides a schedule and content for online English language instruction over this time period.
FCE Unit 14 Grammar Contents: Wishes & Hypothetical SituationsMatfermar marin
The document discusses different structures used to express wishes, hypothetical situations, and complaints in English, including the use of wish, if only, it's time, and would rather. It provides examples of how to use the past, present, and past perfect tenses with wishes to express current wishes, regrets, and wishes in the past. Conditional forms like the second and third conditional are also mentioned as ways to talk about hypothetical situations, in addition to structures with wish, if only, and would rather. Practice questions are included to reinforce the use of these structures.
Modal verbs are used to express ideas such as ability, permission, obligation, advice, offers and probability. Some common modal verbs are can, could, may, might, must, shall, should, will and would. Modal verbs do not change form and are followed by the base form of other verbs. They provide additional meaning to the main verb of a sentence, such as possibility, necessity or permission. Examples are given of how different modal verbs are used depending on their meaning.
The document provides a table to complete with past tense verbs. It includes verbs like "close, drop, study, marry, cancel, smile, try, plan, look, rob, stay, race, enjoy, water." It then provides examples of regular and irregular past tense verbs and sentences to complete using those verbs in past tense form. It asks students to write sentences about things people did in the past and about themselves using time expressions like "yesterday, last night, last month," etc.
Unit 9 Grammar Contents: Modal for Speculation & Question TagsMatfermar marin
The document discusses the use of modal verbs to express speculation or make guesses about situations. It provides examples of modal verbs used to talk about the present (must, may, might, could, can't), past (must have, may have, etc.), and actions in progress (may be, could be, etc.). It also covers forming question tags, noting that a positive tag is used with a negative statement and vice versa. Key modal verbs of speculation discussed are must, may, might, could, can't.
This document contains an exercise on using the word "unless" in sentences from the BBC Learning English grammar challenge. It provides a matching exercise where students match sentence beginnings with endings using unless. It also provides sentences for students to determine if they are grammatically correct or incorrect when using unless. The exercises help students practice using unless to connect two clauses and understand the proper structure and meaning when using it in sentences.
The document provides examples of common phrasal verbs used in the First Certificate in English (FCE) exam. It lists the phrasal verbs "end up", "see off", "come up with", "make up", and "make up my mind" with short sentence examples. It then provides another list of phrasal verbs with example sentences using "came up with", "ended up asking", "see her mother off", "making up stories", and "make up my mind". A final list gives the phrasal verbs "get on well with", "put me up in", and "make up my mind".
This document summarizes habitual behavior in the present and past tenses.
It discusses using the present simple tense to describe habitual actions in the present, with or without adverbs of frequency. It also explains using the present continuous tense with adverbs of frequency to describe annoying habits. Additionally, it covers using "tend to" and "will" to describe habitual behavior.
For the past tense, it discusses using the past simple with adverbs of frequency, "used to" plus an infinitive, and "would" plus an infinitive to describe habitual behavior in the past.
The document also includes vocabulary related to clothing and different lifestyles.
The document provides instructions and practice for Distance Learning Week 7, including completing analogies, determining the meaning of words from context clues, correcting sentences, and listing spelling words. It also includes vocabulary practice with matching words to their definitions and writing sentences using the vocabulary words. The document concludes with a reading passage and questions about hot air balloons.
The document provides descriptions of several well-known heroes and villains from literature and films. It describes Frodo Baggins from Lord of the Rings as having curly brown hair and large hairy feet. It notes that Saruman was once a good wizard but became evil and greedy due to a magic ring. Captain Hook is described as having a black mustache and a sharp metal hook instead of a hand. The Wicked Queen from Snow White is said to be beautiful but vain and jealous. The writer says they feel sorry for villains and their weaknesses but also enjoy watching heroes defeat villains.
Yağmur Öğretim Teknolojileri ve Materyal TasarımıYağmur Usta
University education offers many opportunities for personal and intellectual growth. It allows students to develop their talents and abilities while preparing for their future careers. The academic, social, and international aspects of university combine to provide "windows of opportunity" through which students can gain a global perspective and expand their cultural understanding. Universities offer activities, facilities, and a sense of community to enhance students' experiences. The friendships formed during this time are often the most memorable part and can cultivate close relationships with other students and staff. Overall, a university education gives students tools to discover themselves and refine who they are through scholarly pursuits.
1. The document discusses different types of conditional sentences and their uses. It also discusses ways to express wishes and regrets using conditionals.
2. It provides examples of rewriting sentences using different conditional structures and tenses. Various exercises are given to practice using conditional sentences correctly.
3. Other conditional expressions like "suppose", "otherwise", and "in case" are described. Mixed conditional sentences combining different tenses are also explained.
This document discusses different types of conditional sentences in English. It provides examples of conditional sentences using different verb tenses to express real or hypothetical conditions and their results. The types of conditional sentences covered include:
1. Type 1 (present/future real conditions and results)
2. Type 2 (present/future unreal conditions and results)
3. Type 3 (past unreal conditions and past results)
4. Type 0 (general truths)
It also provides exercises for learners to practice forming different conditional sentences based on prompts given.
1. The document discusses different ways to express purpose in English using structures like the infinitive with "to", "in order to", "so as to", and "so that".
2. It provides examples of sentences using these structures, such as "I know that you come to this class to learn something" and "In case I get lost, I would be grateful if you could consider my request".
3. The document also includes exercises asking the reader to use purpose structures to explain why characters in scenarios perform certain actions or go to certain places.
This document contains an answer key for exercises from English grammar lessons. It provides the correct answers to multiple choice, fill in the blank, and other exercise questions. Some of the lessons covered include tense usage (e.g. present, past, future), modal verbs, passive voice, conditional sentences, and more. The answer key is organized by lesson unit and provides short, specific answers to the exercises.
This document contains a daily lesson plan for distance learning. It includes 16 lessons to be completed from April 20 to June 10. Each lesson contains announcements, vocabulary words, grammar lessons, dictation exercises, and homework assignments. It provides a schedule and content for online English language instruction over this time period.
FCE Unit 14 Grammar Contents: Wishes & Hypothetical SituationsMatfermar marin
The document discusses different structures used to express wishes, hypothetical situations, and complaints in English, including the use of wish, if only, it's time, and would rather. It provides examples of how to use the past, present, and past perfect tenses with wishes to express current wishes, regrets, and wishes in the past. Conditional forms like the second and third conditional are also mentioned as ways to talk about hypothetical situations, in addition to structures with wish, if only, and would rather. Practice questions are included to reinforce the use of these structures.
Modal verbs are used to express ideas such as ability, permission, obligation, advice, offers and probability. Some common modal verbs are can, could, may, might, must, shall, should, will and would. Modal verbs do not change form and are followed by the base form of other verbs. They provide additional meaning to the main verb of a sentence, such as possibility, necessity or permission. Examples are given of how different modal verbs are used depending on their meaning.
The document provides a table to complete with past tense verbs. It includes verbs like "close, drop, study, marry, cancel, smile, try, plan, look, rob, stay, race, enjoy, water." It then provides examples of regular and irregular past tense verbs and sentences to complete using those verbs in past tense form. It asks students to write sentences about things people did in the past and about themselves using time expressions like "yesterday, last night, last month," etc.
Unit 9 Grammar Contents: Modal for Speculation & Question TagsMatfermar marin
The document discusses the use of modal verbs to express speculation or make guesses about situations. It provides examples of modal verbs used to talk about the present (must, may, might, could, can't), past (must have, may have, etc.), and actions in progress (may be, could be, etc.). It also covers forming question tags, noting that a positive tag is used with a negative statement and vice versa. Key modal verbs of speculation discussed are must, may, might, could, can't.
This document contains an exercise on using the word "unless" in sentences from the BBC Learning English grammar challenge. It provides a matching exercise where students match sentence beginnings with endings using unless. It also provides sentences for students to determine if they are grammatically correct or incorrect when using unless. The exercises help students practice using unless to connect two clauses and understand the proper structure and meaning when using it in sentences.
The document provides examples of common phrasal verbs used in the First Certificate in English (FCE) exam. It lists the phrasal verbs "end up", "see off", "come up with", "make up", and "make up my mind" with short sentence examples. It then provides another list of phrasal verbs with example sentences using "came up with", "ended up asking", "see her mother off", "making up stories", and "make up my mind". A final list gives the phrasal verbs "get on well with", "put me up in", and "make up my mind".
This document summarizes habitual behavior in the present and past tenses.
It discusses using the present simple tense to describe habitual actions in the present, with or without adverbs of frequency. It also explains using the present continuous tense with adverbs of frequency to describe annoying habits. Additionally, it covers using "tend to" and "will" to describe habitual behavior.
For the past tense, it discusses using the past simple with adverbs of frequency, "used to" plus an infinitive, and "would" plus an infinitive to describe habitual behavior in the past.
The document also includes vocabulary related to clothing and different lifestyles.
The document provides instructions and practice for Distance Learning Week 7, including completing analogies, determining the meaning of words from context clues, correcting sentences, and listing spelling words. It also includes vocabulary practice with matching words to their definitions and writing sentences using the vocabulary words. The document concludes with a reading passage and questions about hot air balloons.
The document provides descriptions of several well-known heroes and villains from literature and films. It describes Frodo Baggins from Lord of the Rings as having curly brown hair and large hairy feet. It notes that Saruman was once a good wizard but became evil and greedy due to a magic ring. Captain Hook is described as having a black mustache and a sharp metal hook instead of a hand. The Wicked Queen from Snow White is said to be beautiful but vain and jealous. The writer says they feel sorry for villains and their weaknesses but also enjoy watching heroes defeat villains.
Yağmur Öğretim Teknolojileri ve Materyal TasarımıYağmur Usta
University education offers many opportunities for personal and intellectual growth. It allows students to develop their talents and abilities while preparing for their future careers. The academic, social, and international aspects of university combine to provide "windows of opportunity" through which students can gain a global perspective and expand their cultural understanding. Universities offer activities, facilities, and a sense of community to enhance students' experiences. The friendships formed during this time are often the most memorable part and can cultivate close relationships with other students and staff. Overall, a university education gives students tools to discover themselves and refine who they are through scholarly pursuits.
Mitolojilerin karşilaştirilmasi ve analiziErgiAlbrahimi
This document discusses myths and mythology from various perspectives. It begins with quotes about myths revealing spiritual truths and being clues to human potential. It then provides an overview of Greek mythology and its origins. Several pages list creation myths from different cultures and peoples around the world. The document explores various mythological concepts and figures, and discusses the work of thinkers like Jung, Freud, Lévi-Strauss on understanding mythology through lenses like archetypes, symbolism, and structuralism. It emphasizes mythology's role in expressing humanity's shared psychological and cultural experiences.
1. The document provides vocabulary exercises related to describing people, personality traits, sports, and travel.
2. It includes matching exercises, choosing the correct answers, completing sentences, and other tasks to learn and practice these vocabulary words.
3. The vocabulary topics covered include describing appearance and personality, sports equipment and activities, travel items and accommodations.
1. The document discusses vocabulary related to positive and negative meanings such as respect, offend, appropriate, rude, cultural taboo, and tolerant.
2. It also contains grammar exercises focusing on modal verbs and their uses for obligations, permissions, possibilities and necessities.
3. Questions cover topics like cultures, religions, behaviors and their impact on respecting diversity and avoiding offense.
The document contains an English vocabulary and grammar exercise with multiple choice questions and fill-in-the-blank activities. It covers topics such as matching opposites, choosing the correct tense, completing sentences with prefixes, and identifying grammar structures like the present simple and present continuous tenses. The exercises test understanding of vocabulary like "curly", "good-looking", and "sociable" as well as grammar points including time expressions, question formation, and verb conjugations.
This document provides information about the ENGL 123-2 Writing II course, including details about tense, voice, and gerund usage. It defines and provides examples of different tenses like present, past, future, and perfect tenses. It also contrasts active and passive voice and provides exercises transforming sentences between the two voices. Finally, it defines gerunds and lists common verbs that can be followed by gerunds, along with examples of gerund usage.
The document provides instructions on how to form and use imperatives in English. Imperatives are verbs used without a subject to give commands, requests, or directions. Examples of imperatives include "Be quiet", "Open the door", and "Don't smoke". The document then provides exercises for learners to practice forming and using imperatives correctly in different situations.
This document provides information and materials to help prepare for an English exam. It includes sample exam questions, advice on exam strategies, vocabulary lists, grammar explanations and exercises. Specifically, it discusses:
1. Sample speaking exam questions that require comparing two photos and discussing what is happening in each.
2. The importance of reading exam texts fully to understand details and answer comprehension questions correctly.
3. A writing prompt for a competition entry requiring nominating someone for their heroic acts and giving reasons for the nomination.
4. Various exercises on grammar points like gerunds and infinitives, idioms, and -ing forms to help practice those concepts.
This document provides information and examples about using different tenses in English, including the simple present, present continuous, simple past, simple future, future continuous, and past continuous tenses. It explains that the simple present is used to describe habitual or repeated actions, the present continuous is used for actions happening now, the simple past describes completed past actions, and the past continuous describes interrupted past actions. It also provides examples of how to use each tense correctly in sentences.
This document provides information and examples about using different tenses in English, including the simple present, present continuous, simple past, simple future, and future continuous. It explains that the simple present is used to describe habitual or repeated actions, the present continuous is used for actions happening now, the simple past describes completed past actions, the simple future refers to specific future times, and the future continuous can refer to future actions that will be in progress. Examples are given for each tense to illustrate their uses.
This document provides information about the simple present and present continuous tenses in English. It discusses the form, uses, and rules regarding verbs in each tense. For the simple present tense, it covers subjects, negatives, questions, frequency adverbs, and common uses such as habits, facts, and routines. For the present continuous tense, it addresses subjects, negatives, questions, -ing endings, time markers, uses such as ongoing actions and temporary situations, and exceptions for stative verbs. The document is a comprehensive reference for understanding and applying these two basic tenses in English.
The document discusses prepositions and their uses in the English language. It provides examples of different types of prepositions, including prepositions of place, direction, time, and others. It also lists common prepositions and examples of words or phrases that are followed by specific prepositions. Finally, there are two exercises with blank spaces to practice using the correct prepositions.
Here is the corrected version with the simple past and past continuous tenses:
When I was a university student about two years ago, I enrolled in a scuba diving course. My scuba diving teacher had a big surprise: I didn't know how to swim. In fact, I had a big fear of water. When I was a child, my parents tried to help me, so they made me take many swimming lessons. Although I tried hard, I didn't learn to swim. When I enrolled in the scuba diving course, I was still afraid of water. Everyday when I entered the swimming pool, I was battling my fear. Fortunately, my courage won every time. Finally, one day while I was practicing my dive
This document contains several short English grammar exercises on topics such as opposites, gerunds vs infinitives, common mistakes with adverbs, articles, confusing word pairs, identifying adverbs, and the difference between each other/one another. Each exercise provides 2-5 multiple choice questions testing understanding of grammar rules, followed by the answers. The exercises cover basic grammar concepts and common errors or areas of confusion.
The document provides guidance on correcting errors in sentences for standardized tests. It discusses common grammatical rules tested, such as subject-verb agreement, tense, modifiers and parallels. Examples are given of sentences with errors and the correct answers. Tips are provided such as considering the whole context rather than just the underlined part and using a process of elimination to choose the best answer.
to Vinf vs gerundto Vinf vs gerundto Vinf vs gerundto Vinf vs gerundto Vinf vs gerundto Vinf vs gerundto Vinf vs gerundto Vinf vs gerundto Vinf vs gerundto Vinf vs gerundto Vinf vs gerundto Vinf vs gerund
This document contains an English exercise for grade 7 students in Vietnam. It includes multiple choice questions testing verb tenses and forms, matching exercises with verbs and prepositions, filling in blanks with correct verb forms, rewriting sentences in the passive voice or with "had better", and other grammar and vocabulary exercises. The document tests a variety of essential English language concepts for 7th grade level students.
This document contains an English exercise for grade 7 students in Vietnam. It includes multiple choice questions testing verb tenses and forms, matching exercises, filling in blanks with appropriate words, rewriting sentences in question form, and choosing the best answers to complete passages. The document covers grammar points like verb forms, prepositions, pronouns, as well as vocabulary related to health, illnesses and visiting the doctor. It provides practice with common English language structures.
The micro lesson aims to teach students how to talk about future plans using the structure "be going to" with verbs like go, sleep, travel, and play. The lesson reviews present simple and present continuous tense, introduces the structure of "be going to", and provides pictures and examples to practice forming affirmative, interrogative, and negative sentences in the future tense. Students will participate in activities that have them complete and write sentences using "be going to" to describe plans and schedules. The goal is that after the lesson, learners can talk about their future plans and dreams using the future tense.
This document provides information about prepositions in English. It discusses the different types of prepositions including prepositions of time, place, and direction. It provides examples of common prepositions and the rules for when to use certain prepositions like "on", "in", "at", etc. It also discusses how some verbs are usually followed by specific prepositions and provides examples. Finally, it includes exercises for learners to practice using prepositions correctly in sentences.
The document provides information about a student's book and activity book. It includes questions about the number of units and pages. It also includes sample dialogs asking and answering questions about personal details like name, age, birthday, where someone lives, and phone number. Another section provides examples of giving advice using "should" and "need to" and sample problems and advice. A further section provides examples of arranging to meet and suggesting alternative times when someone cannot make the original time.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
3. 1. Look at the picture and guess what
happened to the buy.
4. 2. Read the text and put the paragraphs into
the correct order.
• A. He didn’t let his mother touch his leg. The injury seemed serious.
His father was also there with his half-shaved face. The first
seconds were wasted with useless attempts to ease the pain. But
they knew that it would be dangerous to move him as it might be a
fracture. They called for an ambulance and applied cold compress
on Kerem’s leg in order to prevent swelling until the ambulance
came.
• B. When she ran into the living-room, her three-year-old son Kerem
was lying on the magazines and crying in pain. That morning Kerem
had taken his blue steering-wheel and started to run along the
corridors and through the rooms. It was the game that he liked very
much. He hadn’t been aware of the dangers at his home.
5. 2. Read the text and put the paragraphs into
the correct order.
• C. Can you imagine that magazines may cause a disaster? If they
hadn’t left the magazines on the floor the night before, little Kerem
wouldn’t have slipped and broken his leg. If they hadn’t been tired
and careless, they would have taken necessary precautions. Give
yourself and your dear ones a fair chance to live a happy and
healthy life.
• D. It was an ordinary morning routine. While mum was preparing
breakfast in the kitchen, she was also trying to do the household
chores. She had to hurry as she had a limited time before leaving
little Kerem to the nursery school and going to her office. Just as
she was holding the tray, a painful cry scared her to death.
6. The Correct Order is
• 1-D. It was an ordinary morning routine.
While mum was preparing breakfast in the
kitchen, she was also trying to do the
household chores. She had to hurry as
she had a limited time before leaving little
Kerem to the nursery school and going to
her office. Just as she was holding the
tray, a painful cry scared her to death.
7. The Correct Order is
• 2-B. When she ran into the living-room,
her three-year-old son Kerem was lying on
the magazines and crying in pain. That
morning Kerem had taken his blue
steering-wheel and started to run along
the corridors and through the rooms. It
was the game that he liked very much. He
hadn’t been aware of the dangers at his
home.
8. The Correct Order is
• 3-A. He didn’t let his mother touch his leg.
The injury seemed serious. His father was
also there with his half-shaved face. The
first seconds were wasted with useless
attempts to ease the pain. But they knew
that it would be dangerous to move him as
it might be a fracture. They called for an
ambulance and applied cold compress on
Kerem’s leg in order to prevent swelling
until the ambulance came.
9. The Correct Order is
• 4-C. Can you imagine that magazines
may cause a disaster? If they hadn’t left
the magazines on the floor the night
before, little Kerem wouldn’t have slipped
and broken his leg. If they hadn’t been
tired and careless, they would have taken
necessary precautions. Give yourself and
your dear ones a fair chance to live a
happy and healthy life.
10. c. Write T (True) or F (False).
1. It was an extraordinary day. Therefore,
the mother had to prepare breakfast in the
kitchen.
F
11. c. Write T (True) or F (False).
2. The father was having a shave when
Kerem slipped and fell down.
T
12. c. Write T (True) or F (False).
3. Kerem fell down while he was running in
the kitchen.
F
13. c. Write T (True) or F (False).
4. They didn’t want his leg to swell so they put
cold compress on it.
T
14. c. Write T (True) or F (False).
5. In order to prevent accidents, Kerem’s
parents always take the necessary precautions.
F
15. d. Find the words in the text for
the following.
• 1. ache (.................)
• 2. break or crack (.................)
• 3. pad that is used to stop bleeding
(.................)
• 4. slid (.................)
• 5. things done in advance to avoid danger
or risk (.................)
1
2
4
3
5
16. B. a. Read the prompts and make two
sentences for each picture using MUST /
MUSTN’T.
• open the windows and the doors
• pour water on it
• sweep the ground
• switch off the mains
• move in panic
17. B. a. Read the prompts and make two
sentences for each picture using MUST /
MUSTN’T.
• slap someone harshly to make him
conscious again
• switch on the light
• cover it with a blanket
• make him lie and put his legs high above
18. B. a. Read the prompts and make two
sentences for each picture using
MUST / MUSTN’T.
24. b. Join the sentences using the
conjunctions given in parentheses.
• 1. She chopped the meat. She cut her
finger. (while)
• She cut her finger while she was chopping
the meat.
25. • 2. His nose was bleeding. He put a wad in
order to stop bleeding. (therefore)
• His nose was bleeding; therefore he put a
wad in order to stop bleeding
26. • 3. She didn’t want to slip. She cleaned the
wet ground immediately. (in order not to)
• She cleaned the wet ground immediately
in order to not to slip on it .
27. • 4. My mother always keeps the household
chemicals such as cleaners, detergents, etc out
of reach. I drank some detergent when I was
five. (so)
• I drank some detergent when I was five. so 4.
My mother always keeps the household
chemicals such as cleaners, detergents, etc out
of reach.
28. • 5. The little child started crying. She fell off
her bike. (when)
• The little child started crying when she
was felling off her bike.
29. C- Complete the sentences using
the correct form of the words.
• 1. People suffering from
smoke ................................... (INHALE )
have been taken to hospital.
People suffering from smoke inhaling have
been taken to hospital.
30. • 2. When we were on our way to Milas, we
saw a head-on ...................................
(COLLIDE) between two cars.
When we were on our way to Milas, we
saw a head-on collusion between two
cars.
31. • 3. Passive smoking can
be ................................. ( HAZARD ) to
children’s health.
Passive smoking can be hazardious to
children’s health.
32. • 4. As infants or toddlers have very
little .............................. ( ASSESS ) of the
danger at home, they must be supervised
by their parents.
As infants or toddlers have very little
assessment of the danger at home, they
must be supervised by their parents.
33. • 5. A runaway passenger who hid himself
in a wooden chest was found dead
because of ................................... .
( SUFFOCATE )
A runaway passenger who hid himself in a
wooden chest was found dead because of
suffocation
34. a. Have you ever witnessed an
accident? What was the cause? How
many people were
involved?
35. b. Sven and Tina were on holiday in
France. They hired bikes for the day
but had trouble. After
waiting for a long time, Dr Rouge
helped them. Listen to Dr Rouge and
complete the
sentences.
36. • 1. The old road to the town is usually
empty because .............................
because it is almost not used by anyone
37. • 2. When Dr Rouge saw the tourist on the
ground, ...........................................
• He went them for help
38. • 3. The car driver couldn’t stop the car
because..........................................
• Because driver could not see biker due to
his deliberate appearence on the road
39. • 4. He used a blanket
to..............................................
• close the scar and stop the bleeding
40. • 5. Before putting the plaster, Dr
Rouge ...................................................
• cleaned up the scar, and control if
everything is right or not .
41. E.a) Below is a step-to-step
guide to artificial respiration. Put
the jumbled sentences in the
right
order by numbering them (1-7).
42.
43. The Kiss of Life
• Artificial respiration is an emergency
procedure used to assist breathing in an
unconscious person in an emergency
situation.
44. If the chest doesn’t rise, check the
casualty’s head and repeat the process
again.
Lie the casualty on his back and move his
head into a sloping position. And support
the back of his neck with the other hand.
Make sure the breathing continues.
5
1
7
45. If it doesn’t rise after this, check for an
obstruction in the airway.
The chest fall repeats, the casualty gets
enough oxygen and his colour changes
from a blue grey pallor towards pinkness.
4
6
46. Keep the chin up and blow air deeply into
either the mouth or the nose of the
casualty until the chest rises
Remove your mouth and allow the air to
escape from the lungs. Watch the chest
fall repeat.
2
3