The document discusses imagining and predicting future activities using the future continuous tense. It poses questions about how people may be working, living, studying, spending holidays, commuting, cooking, listening to music, playing sports, watching entertainment, and using technology in the future. Specific topics covered include future homes, work, food, fashion, music, sports, transportation, education, and use of science and technology. Learners are prompted to discuss pictures related to these future activity categories and asked what they will be doing in the future at certain points in time.
1. The document discusses different ways to talk about the future in English using future tenses.
2. There are several forms used including the future simple with "will", "be going to", the present continuous, and the present simple.
3. The future simple with "will" is used to express sudden decisions, intentions, promises, and predictions based on opinion. "Be going to" expresses intentions and predictions based on something that is already arranged or planned. The present continuous talks about future events that have been arranged, while the present simple discusses unchangeable future events.
This document discusses the use of modal verbs to express different degrees of certainty in English. It explains that:
1) Modals like "must have" and "had to have" express near certainty about past events, while modals like "might" and "may" express less certainty.
2) When speculating about present situations, modals take the base verb form, like "they should be very happy."
3) When speculating about past events, modals take the past participle verb form, like "she could have won the lottery."
4) Modals like "should" and "ought to" express near certainty about future events, using the base verb form, while
The document provides information about simple past tense verbs in English. It discusses the different endings used to form the past tense, including "-ed" and "-d". It provides examples of regular verbs like "jumped" and "danced". It then has exercises for students to practice changing verbs to past tense and forming sentences using past tense verbs.
This document discusses the uses of "would rather" and "had better". It provides:
1) "Would rather" is used to talk about preferring one thing to another in affirmative, negative, and interrogative forms. The structure is "would rather" + base verb form.
2) "Had better" is used to suggest actions that should be done to avoid negative results. It implies stronger advice than "should". The structure is "had better" + base verb form.
3) Examples of using each expression are given for affirmative, negative, and interrogative sentences.
Presentcontinuous+ Prepositions Of MovementNines Picado
This document provides examples of prepositions used to indicate movement or direction. It lists common verbs like climb, walk, slide, get, ride, run, and swim followed by a preposition like over, out of, into, down, off, on, up, through, around, under, away from, past to illustrate how the preposition modifies the verb to specify the direction or path of movement. For example, "He's climbing over the mine" or "She's running through the forest".
10 tips for giving a great presentation in English.Lizeth Rojas
This document provides 10 tips for giving a great presentation in English. It recommends thoroughly preparing the content, structure, visual aids, and transitions between sections in advance. Presenters should introduce themselves and the topic, provide an outline or agenda, and signal when questions will be taken. They should use descriptive language and visuals to make data meaningful. At the conclusion, presenters should summarize the main points and call the audience to action before thanking them. Rehearsing is key to delivering an effective presentation with confidence.
Verb+ infinitive; verb + infinitive without toisabellamayo32
This document discusses verbs that are followed by infinitives with or without "to". It identifies verbs that take the "to" infinitive like "agree" and "attempt". It also lists verbs that do not take "to" like modal verbs and "had better". Exceptions are discussed like how "help" can be used with or without "to". The passive form of "make" always uses the "to" infinitive. Examples are provided to illustrate the different structures.
The document discusses imagining and predicting future activities using the future continuous tense. It poses questions about how people may be working, living, studying, spending holidays, commuting, cooking, listening to music, playing sports, watching entertainment, and using technology in the future. Specific topics covered include future homes, work, food, fashion, music, sports, transportation, education, and use of science and technology. Learners are prompted to discuss pictures related to these future activity categories and asked what they will be doing in the future at certain points in time.
1. The document discusses different ways to talk about the future in English using future tenses.
2. There are several forms used including the future simple with "will", "be going to", the present continuous, and the present simple.
3. The future simple with "will" is used to express sudden decisions, intentions, promises, and predictions based on opinion. "Be going to" expresses intentions and predictions based on something that is already arranged or planned. The present continuous talks about future events that have been arranged, while the present simple discusses unchangeable future events.
This document discusses the use of modal verbs to express different degrees of certainty in English. It explains that:
1) Modals like "must have" and "had to have" express near certainty about past events, while modals like "might" and "may" express less certainty.
2) When speculating about present situations, modals take the base verb form, like "they should be very happy."
3) When speculating about past events, modals take the past participle verb form, like "she could have won the lottery."
4) Modals like "should" and "ought to" express near certainty about future events, using the base verb form, while
The document provides information about simple past tense verbs in English. It discusses the different endings used to form the past tense, including "-ed" and "-d". It provides examples of regular verbs like "jumped" and "danced". It then has exercises for students to practice changing verbs to past tense and forming sentences using past tense verbs.
This document discusses the uses of "would rather" and "had better". It provides:
1) "Would rather" is used to talk about preferring one thing to another in affirmative, negative, and interrogative forms. The structure is "would rather" + base verb form.
2) "Had better" is used to suggest actions that should be done to avoid negative results. It implies stronger advice than "should". The structure is "had better" + base verb form.
3) Examples of using each expression are given for affirmative, negative, and interrogative sentences.
Presentcontinuous+ Prepositions Of MovementNines Picado
This document provides examples of prepositions used to indicate movement or direction. It lists common verbs like climb, walk, slide, get, ride, run, and swim followed by a preposition like over, out of, into, down, off, on, up, through, around, under, away from, past to illustrate how the preposition modifies the verb to specify the direction or path of movement. For example, "He's climbing over the mine" or "She's running through the forest".
10 tips for giving a great presentation in English.Lizeth Rojas
This document provides 10 tips for giving a great presentation in English. It recommends thoroughly preparing the content, structure, visual aids, and transitions between sections in advance. Presenters should introduce themselves and the topic, provide an outline or agenda, and signal when questions will be taken. They should use descriptive language and visuals to make data meaningful. At the conclusion, presenters should summarize the main points and call the audience to action before thanking them. Rehearsing is key to delivering an effective presentation with confidence.
Verb+ infinitive; verb + infinitive without toisabellamayo32
This document discusses verbs that are followed by infinitives with or without "to". It identifies verbs that take the "to" infinitive like "agree" and "attempt". It also lists verbs that do not take "to" like modal verbs and "had better". Exceptions are discussed like how "help" can be used with or without "to". The passive form of "make" always uses the "to" infinitive. Examples are provided to illustrate the different structures.
Countries and nationalities practice - Famous people.ArleyJaimesroa
This document lists famous people from around the world and provides their profession, country of origin, and nationality. It includes singers, politicians, actors, athletes, designers, scientists, and others from countries such as the United States, England, Brazil, Colombia, Italy, India, Canada, Argentina, China, Germany, Japan, France, and Mexico.
The document discusses the past simple and past continuous tenses in Spanish. It provides examples of regular and irregular verbs in the past simple, how to form the past simple and past continuous, and how to use them in affirmative, negative and interrogative sentences. It explains that the past simple is used to describe completed actions at a definite time in the past, while the past continuous expresses ongoing or incomplete actions in the past. Constructions using both tenses together are also outlined.
The document discusses the uses of the word "supposed" and distinguishes between the words "hope", "expect", and "wish" in Spanish. It provides examples for each:
1) "Supposed" can indicate planned or obligated actions, plans that were not fulfilled, or something that is not allowed. It can also be used as a conjunction meaning "what if".
2) "Hope" relates to one's emotional desires and wants, similar to a prayer or wish directed towards God.
3) "Expect" involves a more immediate and reasonable expectation of something likely to occur based on evidence rather than emotion.
4) "Wish" is generally used for hypothetical or imagined situations
This document discusses the differences between the phrases "would rather" and "had better". "Would rather" is used to express preference and is similar to "would prefer", while "had better" gives strong advice or a warning and is similar to "should". Both can take the contracted form of "'d" followed by an infinitive verb without "to". "Would rather" can also be used with a subject and past tense to express preference when the subjects are different.
The document discusses the two main uses of apostrophes: to form contractions and to show possession. It explains how to form possessive nouns for both singular and plural nouns. For singular nouns, add an apostrophe and s. For plural nouns that end in s, add only an apostrophe. The document also covers forming possessives for compound nouns and provides examples of possessives for different types of nouns.
This document provides objectives and content for a lesson on giving and understanding directions in a town. The lesson will teach students to:
- Describe locations on a map using vocabulary like "there is/are" and prepositions of place.
- Ask for and give directions using phrases like "turn left/right", "go straight", and "next to".
- Clarify directions by asking questions and having the directions repeated.
- Practice these skills through role-plays where one student asks for directions and the other provides them based on a map.
Gerunds and infinitives-pre intermediateJess_teacher
This document discusses the use of gerunds and infinitives when verbs are used nominally. Gerunds end in "-ing" and act as nouns, while infinitives use "to" before the verb. Some verbs are followed by gerunds or infinitives depending on their meaning, such as "try" followed by a gerund for experimenting and an infinitive for general purposes. Verbs like "start" refer to a long process with a gerund and something more general with an infinitive. Care must be taken with verbs like "remember" and "forget" which use gerunds for past actions and infinitives for present or future.
This document discusses the uses of infinitives and gerunds in English. It explains that gerunds can be used as subjects of sentences or after certain verbs and prepositions. Infinitives can also be used as subjects or after certain verbs and adjectives. Some verbs like "begin" and "prefer" can take either an infinitive or gerund without a change in meaning, while verbs like "stop", "remember", and "regret" have different meanings depending on whether they are followed by an infinitive or gerund. The document provides examples to illustrate the different uses of infinitives and gerunds.
The document describes various physical characteristics that can be used to describe a person's appearance, including their hair style (straight, curly, wavy), hair length (short, long, bald), hair color (blond, dark, red, brown, grey), height (tall, short, medium), weight (fat, slim, thin), and other features such as facial hair or being handsome/pretty. The document is intended to help the reader learn how to describe a person's physical appearance.
The document provides information about reported speech (also known as indirect speech). It explains what reported speech is, how to use it, and the tense changes that occur when changing from direct to reported speech. Examples are given of direct and reported speech for statements, questions, and commands. The summary is:
1) Reported speech is used to report what other people have said by changing the verb tenses and pronouns.
2) When changing from direct to reported speech, the tense of the verb may need to change depending on the tense used in the main clause.
3) Examples are provided of direct and reported speech for statements, questions, and commands to demonstrate how to properly change the tense and
Articles are either definite or indefinite. The indefinite article "a" or "an" is used when the speaker does not specify the noun, such as "I met a friend." The indefinite article "a" is used before consonant sounds, while "an" is used before vowel sounds. The definite article "the" refers to a specific noun known to both the speaker and listener, like "The president is giving a speech." When referring to a noun for the first time, an indefinite article is used, and then the definite article for subsequent references, such as "I live in a house. The house is quite old."
Using USED TO, WOULD and the SIMPLE PAST to talk about past states and habits.
NOTE: Both USED TO and WOULD may come up in the key word transformation part (use of English part 4) of the B2 First , C1 Advanced and C2 Proficiency exams.
This document provides expressions for asking for and giving directions. To ask for directions, one can say "How can I get to...", "Where is the...", or "How far is the..." and be sure to use polite expressions like "excuse me" or "Can you tell me...". When giving directions, one can say "Go to the corner of...", "Turn left", "Turn right", "Pass the...", or "Go straight ahead on..." followed by transitions like "After that", "Then", or "When you get to..." to connect ideas clearly. An example uses these expressions to give directions from a current location to a hospital.
This document explains how to form the simple past tense in English. It discusses using the past form of irregular verbs and adding "-ed" to regular verbs. It provides examples of conjugating the verb "to be" and using auxiliary verbs like "did" and "was". Questions and negative sentences in the past tense are formed by changing word order or adding "not". Common time expressions that indicate the past tense are also listed.
The document discusses the differences between countable and uncountable nouns. Countable nouns have singular and plural forms and use articles like "a" and "an", while uncountable nouns do not have plural forms and use quantifiers like "some" or "any" instead of articles. It also explains the uses of quantifiers like "some", "any", "much", "many", and "a lot of/lots of" with countable and uncountable nouns in different types of sentences.
This document discusses different ways to express wishes in English using the verbs "wish" and "would". It explains:
- Using "wish" + past simple to express wishes about changing present situations (e.g. "I wish I didn't have to get up so early")
- Using "wish" + past perfect to express wishes about changing the past (e.g. "I wish I hadn't lost my pen")
- Using "wish" + "would" to express wanting someone else to do or not do something (e.g. "I wish you wouldn't be so rude")
- Several examples are provided to illustrate the different structures.
This document defines verb tenses and irregular verbs. It explains that verb tense refers to when an action occurs, such as present, future, or past. Regular verbs form their past tense by adding "ed" but irregular verbs have unique past forms. It also defines principal verb parts, such as the present, past, and past participle forms. Additionally, it provides examples and explanations of simple and continuous tenses like present perfect, past perfect, and future perfect tenses.
The document provides guidance on describing pictures by including details about the place, location, action, and people depicted. It recommends noting the location of the picture, any adjectives that describe the setting, what objects and people can be seen and where they are placed, any actions people are engaged in, and descriptive details about people such as their physical appearance, clothing, and hair and eye color. The purpose is to equip the reader to thoroughly analyze and discuss the key visual elements of a photo or painting.
The document discusses different conjunctions and phrases used to contrast ideas such as "although", "however", "despite", "in spite of", and "nevertheless". It provides examples of how these words can be used to connect two sentences with contrasting ideas or clauses. The document also explains the differences between "although" and "despite" and provides examples of their correct usage.
The document defines and provides examples of simple past tense, including its positive, negative, and interrogative sentence patterns. Simple past tense is used to talk about actions that were completed in the past. Positive sentences follow the pattern of subject + verb ending in "ed" + object or subject + was/were + adjective. Negative sentences use didn't, wasn't, or weren't. Interrogative sentences begin with did or was/were. Common adverbs of time that can be used include yesterday, last night, and last month.
Countries and nationalities practice - Famous people.ArleyJaimesroa
This document lists famous people from around the world and provides their profession, country of origin, and nationality. It includes singers, politicians, actors, athletes, designers, scientists, and others from countries such as the United States, England, Brazil, Colombia, Italy, India, Canada, Argentina, China, Germany, Japan, France, and Mexico.
The document discusses the past simple and past continuous tenses in Spanish. It provides examples of regular and irregular verbs in the past simple, how to form the past simple and past continuous, and how to use them in affirmative, negative and interrogative sentences. It explains that the past simple is used to describe completed actions at a definite time in the past, while the past continuous expresses ongoing or incomplete actions in the past. Constructions using both tenses together are also outlined.
The document discusses the uses of the word "supposed" and distinguishes between the words "hope", "expect", and "wish" in Spanish. It provides examples for each:
1) "Supposed" can indicate planned or obligated actions, plans that were not fulfilled, or something that is not allowed. It can also be used as a conjunction meaning "what if".
2) "Hope" relates to one's emotional desires and wants, similar to a prayer or wish directed towards God.
3) "Expect" involves a more immediate and reasonable expectation of something likely to occur based on evidence rather than emotion.
4) "Wish" is generally used for hypothetical or imagined situations
This document discusses the differences between the phrases "would rather" and "had better". "Would rather" is used to express preference and is similar to "would prefer", while "had better" gives strong advice or a warning and is similar to "should". Both can take the contracted form of "'d" followed by an infinitive verb without "to". "Would rather" can also be used with a subject and past tense to express preference when the subjects are different.
The document discusses the two main uses of apostrophes: to form contractions and to show possession. It explains how to form possessive nouns for both singular and plural nouns. For singular nouns, add an apostrophe and s. For plural nouns that end in s, add only an apostrophe. The document also covers forming possessives for compound nouns and provides examples of possessives for different types of nouns.
This document provides objectives and content for a lesson on giving and understanding directions in a town. The lesson will teach students to:
- Describe locations on a map using vocabulary like "there is/are" and prepositions of place.
- Ask for and give directions using phrases like "turn left/right", "go straight", and "next to".
- Clarify directions by asking questions and having the directions repeated.
- Practice these skills through role-plays where one student asks for directions and the other provides them based on a map.
Gerunds and infinitives-pre intermediateJess_teacher
This document discusses the use of gerunds and infinitives when verbs are used nominally. Gerunds end in "-ing" and act as nouns, while infinitives use "to" before the verb. Some verbs are followed by gerunds or infinitives depending on their meaning, such as "try" followed by a gerund for experimenting and an infinitive for general purposes. Verbs like "start" refer to a long process with a gerund and something more general with an infinitive. Care must be taken with verbs like "remember" and "forget" which use gerunds for past actions and infinitives for present or future.
This document discusses the uses of infinitives and gerunds in English. It explains that gerunds can be used as subjects of sentences or after certain verbs and prepositions. Infinitives can also be used as subjects or after certain verbs and adjectives. Some verbs like "begin" and "prefer" can take either an infinitive or gerund without a change in meaning, while verbs like "stop", "remember", and "regret" have different meanings depending on whether they are followed by an infinitive or gerund. The document provides examples to illustrate the different uses of infinitives and gerunds.
The document describes various physical characteristics that can be used to describe a person's appearance, including their hair style (straight, curly, wavy), hair length (short, long, bald), hair color (blond, dark, red, brown, grey), height (tall, short, medium), weight (fat, slim, thin), and other features such as facial hair or being handsome/pretty. The document is intended to help the reader learn how to describe a person's physical appearance.
The document provides information about reported speech (also known as indirect speech). It explains what reported speech is, how to use it, and the tense changes that occur when changing from direct to reported speech. Examples are given of direct and reported speech for statements, questions, and commands. The summary is:
1) Reported speech is used to report what other people have said by changing the verb tenses and pronouns.
2) When changing from direct to reported speech, the tense of the verb may need to change depending on the tense used in the main clause.
3) Examples are provided of direct and reported speech for statements, questions, and commands to demonstrate how to properly change the tense and
Articles are either definite or indefinite. The indefinite article "a" or "an" is used when the speaker does not specify the noun, such as "I met a friend." The indefinite article "a" is used before consonant sounds, while "an" is used before vowel sounds. The definite article "the" refers to a specific noun known to both the speaker and listener, like "The president is giving a speech." When referring to a noun for the first time, an indefinite article is used, and then the definite article for subsequent references, such as "I live in a house. The house is quite old."
Using USED TO, WOULD and the SIMPLE PAST to talk about past states and habits.
NOTE: Both USED TO and WOULD may come up in the key word transformation part (use of English part 4) of the B2 First , C1 Advanced and C2 Proficiency exams.
This document provides expressions for asking for and giving directions. To ask for directions, one can say "How can I get to...", "Where is the...", or "How far is the..." and be sure to use polite expressions like "excuse me" or "Can you tell me...". When giving directions, one can say "Go to the corner of...", "Turn left", "Turn right", "Pass the...", or "Go straight ahead on..." followed by transitions like "After that", "Then", or "When you get to..." to connect ideas clearly. An example uses these expressions to give directions from a current location to a hospital.
This document explains how to form the simple past tense in English. It discusses using the past form of irregular verbs and adding "-ed" to regular verbs. It provides examples of conjugating the verb "to be" and using auxiliary verbs like "did" and "was". Questions and negative sentences in the past tense are formed by changing word order or adding "not". Common time expressions that indicate the past tense are also listed.
The document discusses the differences between countable and uncountable nouns. Countable nouns have singular and plural forms and use articles like "a" and "an", while uncountable nouns do not have plural forms and use quantifiers like "some" or "any" instead of articles. It also explains the uses of quantifiers like "some", "any", "much", "many", and "a lot of/lots of" with countable and uncountable nouns in different types of sentences.
This document discusses different ways to express wishes in English using the verbs "wish" and "would". It explains:
- Using "wish" + past simple to express wishes about changing present situations (e.g. "I wish I didn't have to get up so early")
- Using "wish" + past perfect to express wishes about changing the past (e.g. "I wish I hadn't lost my pen")
- Using "wish" + "would" to express wanting someone else to do or not do something (e.g. "I wish you wouldn't be so rude")
- Several examples are provided to illustrate the different structures.
This document defines verb tenses and irregular verbs. It explains that verb tense refers to when an action occurs, such as present, future, or past. Regular verbs form their past tense by adding "ed" but irregular verbs have unique past forms. It also defines principal verb parts, such as the present, past, and past participle forms. Additionally, it provides examples and explanations of simple and continuous tenses like present perfect, past perfect, and future perfect tenses.
The document provides guidance on describing pictures by including details about the place, location, action, and people depicted. It recommends noting the location of the picture, any adjectives that describe the setting, what objects and people can be seen and where they are placed, any actions people are engaged in, and descriptive details about people such as their physical appearance, clothing, and hair and eye color. The purpose is to equip the reader to thoroughly analyze and discuss the key visual elements of a photo or painting.
The document discusses different conjunctions and phrases used to contrast ideas such as "although", "however", "despite", "in spite of", and "nevertheless". It provides examples of how these words can be used to connect two sentences with contrasting ideas or clauses. The document also explains the differences between "although" and "despite" and provides examples of their correct usage.
The document defines and provides examples of simple past tense, including its positive, negative, and interrogative sentence patterns. Simple past tense is used to talk about actions that were completed in the past. Positive sentences follow the pattern of subject + verb ending in "ed" + object or subject + was/were + adjective. Negative sentences use didn't, wasn't, or weren't. Interrogative sentences begin with did or was/were. Common adverbs of time that can be used include yesterday, last night, and last month.
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
9
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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 slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
4. As a result of Vs. Consequently
John flew out of the window,
as a result of the car crash.
Andrew knew his invention
didn’t work. Consequently, it
was not accepted.
5. Use a linker and write the effect.
Cause Effect
• Alejandro left the gallon of milk sitting on
the counter all day.
• Mariana left her bike without a U-
lock at night.
• Marcos forgot to plug in his Ipad.
• Andrea went out without wearing a
mask.
6. References
Lewis-Jones, P., & Stranks, J. (2016). Think Level 4 Student’s Book. London, UK: Cambridge
University Press.
Lewis-Jones, P., & Stranks, J. (2016). Think Level 5 Student’s Book. London, UK: Cambridge
University Press.
Schmoop. (2013, June 28). Cause and effect. [Video]. YouTube.
https://www.youtube.com/watch?v=9bhp41tRebU&feature=emb_logo
Vaugham, J., & Kay, S. (2000). Inside out. London, UK: Macmillan Education.
Travis, P. (2014). First Practice Tests. London, UK: Harper Collins Press.