This document provides an overview of basic sentence patterns using the verb "be" in English. It covers using be with singular and plural pronouns, singular and plural nouns, adjectives, contractions, negatives, and places. Examples are provided to illustrate be used with subjects followed by a noun, adjective, or prepositional phrase expressing location. The document aims to teach fundamental sentence structures in English that involve the verb "be".
For those of you who know that an alkaline, PH balanced body fights everything from migraines, diabetes, weight issues, muscle and joint pain, acid reflux, lack of energy, foggy thinking, and many more illnesses, this is for you! Increases athletic abilities! Attaches to faucet or under sink.
www.myvollara.com/2sanchez
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Chapter 01
1.
2. CONTENTS
Preview
1-1 Singular Pronouns + Be
1-2 Plural Pronouns + Be
1-3 Singular Nouns + Be
1-4 Plural Nouns + Be
1-5 Contractions with Be
1-6 Negative with Be
1-7 Be + Adjective
1-8 Be + a Place
1-9 Summary: Basic Sentence Patterns with Be
3. 3
My
name is
Akela.
First Name Country
CHAPTER 1: PREVIEW
What’s
your
name?
Akela
4. 4
First Name Country
CHAPTER 1: PREVIEW
Kenya
What
country
are you
from?
Akela
I’m from
Kenya.
5. 5
My
name is
Nick.
First Name Country
Nick
CHAPTER 1: PREVIEW
What’s
your
name?
Akela Kenya
6. 6
CHAPTER 1: PREVIEW
Greece
What
country
are you
from?
I’m from
Greece.
First Name Country
Akela Kenya
Nick
7. 7
1-1 SINGULAR PRONOUNS + BE
1-2 PLURAL PRONOUNS + BE
I am a teacher.
8. 8
1-1 SINGULAR PRONOUNS + BE
1-2 PLURAL PRONOUNS + BE
SINGULAR
PRONOUN + BE + NOUN
(a) I am a teacher.
9. 9
1-1 SINGULAR PRONOUNS + BE
1-2 PLURAL PRONOUNS + BE
SINGULAR
PRONOUN + BE + NOUN
(a) I am a teacher.
(b) You are a teacher.
10. 10
1-1 SINGULAR PRONOUNS + BE
1-2 PLURAL PRONOUNS + BE
SINGULAR
PRONOUN + BE + NOUN
(a) I am a teacher.
(b) You are a teacher.
(c) She is a teacher.
11. 11
1-1 SINGULAR PRONOUNS + BE
1-2 PLURAL PRONOUNS + BE
SINGULAR
PRONOUN + BE + NOUN
(a) I am a teacher.
(b) You are a teacher.
(c) She is a teacher.
(d) He is a teacher.
12. 12
1-1 SINGULAR PRONOUNS + BE
1-2 PLURAL PRONOUNS + BE
SINGULAR
PRONOUN + BE + NOUN
(a) I am a teacher.
(b) You are a teacher.
(c) She is a teacher.
(d) He is a teacher.
(e) It is a school.
13. 13
1-1 SINGULAR PRONOUNS + BE
1-2 PLURAL PRONOUNS + BE
SINGULAR
PRONOUN + BE + NOUN
(a) I am a teacher.
(b) You are a teacher.
(c) She is a teacher.
(d) He is a teacher.
(e) It is a school.
PLURAL
(f) We are teachers.
(g) You are teachers.
(h) They are teachers.
14. 14
1-1 SINGULAR PRONOUNS + BE
1-2 PLURAL PRONOUNS + BE
SINGULAR
I am a teacher.
You are a teacher.
She is a teacher.
He is a teacher.
It is a school.
PLURAL
We are teachers.
You are teachers.
They are teachers.
15. 15
1-1 SINGULAR PRONOUNS + BE
1-2 PLURAL PRONOUNS + BE
SINGULAR
I am a teacher.
You are a teacher.
She is a teacher.
He is a teacher.
It is a school.
PLURAL
We are teachers.
You are teachers.
They are teachers.
16. 16
1-1 SINGULAR PRONOUNS + BE
1-2 PLURAL PRONOUNS + BE
SINGULAR
I am a teacher.
You are a teacher.
She is a teacher.
He is a teacher.
It is a school.
PLURAL
We are teachers.
You are teachers.
They are teachers.
17. 17
SINGULAR
I .
You ________ .
She _______ .
PLURAL
We _______ .
You _______ .
They _______ .
am a girl
are a girl
is a girl
are girls
are girls
are girls
1-1, 1-2, Let’s Practice
19. 19
1-3 SINGULAR NOUNS + BE
NOUN + IS + NOUN
(a) CCaannaaddaa i s i s a a c o cuonutrnyt.ry.
Canada = a singular noun
is = a singular verb
country = a singular noun
20. 20
1-3 SINGULAR NOUNS + BE
((bb)) SSyyddnneeyy iiss aa cciittyy..
A is an article.
A singular nouns
21. 21
1-3 SINGULAR NOUNS + BE
Brazil is a country.
Peru is a country.
Santiago is a city. *
22. 22
1-3 SINGULAR NOUNS + BE
(c) A butterfly is an insect.
A
An same meaning
a and an are articles
23. 23
1-3 SINGULAR NOUNS + BE
a chair
a woman
a school
a lion
a bed
a man
24. 24
1-3 SINGULAR NOUNS + BE
a chair
a woman
a school
a lion
a bed
a man
A in front of
consonants
25. 25
1-3 SINGULAR NOUNS + BE
an elevator
an egg
an avocado
an elephant
an oven
an ear
26. 26
1-3 SINGULAR NOUNS + BE
an elevator
an egg
an avocado
an elephant
an oven
an ear
An in front of
vowels
27. 27
1-3 SINGULAR NOUNS + BE
An apple is a fruit.
A bear is an animal.
A rose is a flower.
28. 28
1-3 Let’s Practice
A a
A an
An an
1. __ school is ___ building.
2. ___ horse is ___ animal.
3. ___ ant is ___ insect.
4. Soccer is ___ a
sport.
a an
29. 29
1-3 Let’s Practice
Colombia is a ______.
country
Argentina is a ______.
country
Sao Paulo is a ___.
city
* Sao Paulo
30. 30
1-3 Let’s Practice
building machine shape
A printer is a ________.
31. 31
1-3 Let’s Practice
building machine shape
A square is a _______.
32. 32
1-3 Let’s Practice
building machine shape
A house is a ________.
33. 33
1-3 Let’s Practice
building machine shape
A triangle is a _______.
35. 35
1-4 PLURAL NOUNS + BE
NOUN + ARE + NOUN
((aa)) DDuucckkss a raer e b i r dbsir.ds.
Ducks = a plural noun
are = a plural verb
birds = a plural noun
36. 36
1-4 PLURAL NOUNS + BE
(b) SINGULAR: a dog, an animal
PLURAL: dogs, animals
a and an – only with singular nouns
plural nouns end in -s
37. 37
1-4 PLURAL NOUNS + BE
(c) SINGULAR: a city, a country
PLURAL: cities, countries
Omit the -y and add -ies
cityies
38. 38
1-4 PLURAL NOUNS + BE
(c) SINGULAR: a city, a country
PLURAL: cities, countries
Omit the -y and add -ies
countryies
39. 39
1-4 PLURAL NOUNS + BE
NOUN and NOUN + ARE + NOUN
(d) Italy and Greece are countries.
(e) Bees and ants are bugs.
40. 40
A school is a building.
Schools are buildings.
singular
plural
1-4 PLURAL NOUNS + BE
41. 41
singular
An elephant is
an animal.
plural
Elephants are
animals.
1-4 Let’s Practice
42. 42
1-4 Let’s Practice
singular
A swan is a bird.
plural
Swans are birds.
43. 43
1-4 Let’s Practice
Carrots are vegetables.
yes no
47. 1-5 CONTRACTIONS WITH BE
PRONOUN + BE CONTRACTION
47
she + is she’s
IS he + is he’s
it + is it’s
SHIthe’es’s ’ sa a ca b a got.iyrl..
48. 1-5 CONTRACTIONS WITH BE
PRONOUN + BE CONTRACTION
48
you + are you’re
we + are we’re ARE
they + are they’re
TYWhoeeu’yr’re’re e s s t sut ut dudedenentnstst.s..
49. 49
1-5 Let’s Practice
My teacher is a woman.
She’s
_____ nice.
50. 50
My dog has four puppies.
______ cute.
1-5 Let’s Practice
They’re
51. 51
I like you.
Y_o_u_’_re_ friendly.
1-5 Let’s Practice
52. 52
I have two sisters.
_W__e_’r_e_ students.
1-5 Let’s Practice
54. 54
1-6 NEGATIVE WITH BE
CONTRACTIONS
She’s not
She isn’t
He’s not
He isn’t
YIo’mu ’ r n e o ntot
You aren’t
(a) I am not a doctor.
(b) You are not a doctor.
(c) She is not a doctor.
(d) He is not a doctor.
55. 55
1-6 NEGATIVE WITH BE
CONTRACTIONS
They You’re We’re It’s ’ not
r e not
not
They You We It isn’t
aren’t
aren’t
(e) It is not a city.
(f ) We are not doctors.
(g) You are not teachers.
(h) They are not teachers.
56. 56
1-6 Let’s Practice
isn’t aren’t
The women ______ nurses.
aren’t
they doctors
They’re doctors
______________.
57. 57
1-6 Let’s Practice
isn’t aren’t
isn’t
This girl ____ a teacher.
she student
She’s a student
______________.
58. 58
isn’t aren’t
This animal _____ a dog.
it cat
_________.
1-6 Let’s Practice
isn’t
It’s a cat
76. 76
He is
downtown.
upstairs.
outside.
one word
She is
on the car.
at school.
in the pool.
prepositional
phrase
1-8 BE + A PLACE
77. 77
1-8 Let’s Practice
at under above on
The plant is _o_n_ the table.
78. 78
Max is ______d_o_w. n t o wn
1-8 Let’s Practice
downtown
here
outside
79. 79
at
under
next to
on
1-8 Let’s Practice
Beth is ___ school.
at
80. 80
1-8 Let’s Practice
The table and chair are _u_n_d_e_r the tree.
at
under
above
on
81. 81
1-9 SUMMARY: BASIC SENTENCE PATTERNS
WITH BE
An elephant is big.
82. 82
1-9 SUMMARY: BASIC SENTENCE PATTERNS
WITH BE
SUBJECT + BE + 3 basic completions
NOUN
(a) I am a teacher.
A PLACE
(c) She is at the gym.
(d) I am downstairs.
a noun
an
adjective
an expression
of place
ADJECTIVE
(b) She is happy.
83. 83
An eagle is a bird.
Ö
1-9 Let’s Practice
correct?___
84. 84
EEggggss a irse h heeaaltlhthyy. .
correct?_nÖ_o_
1-9 Let’s Practice
85. 85
China and Japan
are countries.
Ö
1-8 Let’s Practice
correct?___
86. 86
The The lion lion are is big.
big.
nÖo
correct?___
1-8 Let’s Practice
87. 87
The The b booyyss a irse a at tt hthee b beeaacchh..
nÖo
1-9 Let’s Practice
correct? ___
88. 88
PHOTO CREDITS
Images used under license from:
• Shutterstock, Inc.
• Clipart.com