It is a human nature that we either prefer talking about our past memories or make plans and discuss them in the future tense. The past indefinite tense has a unique recognition and extremely significance in the English language as per academic as well as competitive exam’s point of views. Let’s learn it with examples, formation, uses in a detailed. There are multiple concepts of this tense clearly explained with factitive examples. For more information visit: https://www.englishphobia.com/2021/10/past-indefinite-tense.html
It is a human nature that we either prefer talking about our past memories or make plans and discuss them in the future tense. The past indefinite tense has a unique recognition and extremely significance in the English language as per academic as well as competitive exam’s point of views. Let’s learn it with examples, formation, uses in a detailed. There are multiple concepts of this tense clearly explained with factitive examples. For more information visit: https://www.englishphobia.com/2021/10/past-indefinite-tense.html
It is good grammar and it is important who learning and we want to know English and good writing, good speaking and listening and this grammar is really advantage for learner
please let see grammar.
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.
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.
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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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. HHi! I’m Abbey.
Abbey Wilson, and I’m
going to introduce you
to some of my friends.
But first, let me tell you a
little bit about myself.
I’m 12 years old and I’ve
got one brother and two
sisters.
Brian is 7, Lottie is 10 and
Rosemary is 14.
We live in a big apartment
in Canterbury, Kent.
3. Let’s start with simple greetings.
In English we say “Good Morning”,
“Good Afternoon”, “Good Evening”
when we greet people and “Goodbye” when we
leave - but remember that “Goodnight” means that
you are saying goodbye to someone at night.
It´s not the same as “Buenas Noches” in Spanish.
We have lots of ways of greeting each other –
but the most common is simply:
Good morning
Good afternoon how are you?
Good evening
I´m fine, thanks – and you?
Fine, thanks
4. Introductions
So what are the rules for making introductions?
How do you introduce yourself?
How do you introduce other people to each other?
5. Hello. My name’s Jane.
I’m English and I’m thirteen and
a half years old. I’m quite shy
and a little absent minded. I’ve
got two brothers. Their names
are Mathew and Scott. I’ve also
got a dog. His name’s Sunny
Name
Nationality
Age
Personality
Family
Pets
Jane
English
131/2
(thirteen and a half)
quite shy
a little absent-minded
2 brothers
(Matthew + Scott)
1 dog
(Sunny)
Jane says…………….. Important information
6. Now introduce yourself to a classmate
Use the help in the speech bubble below
Hello! My name is …
I am [+ nationality]. I’m … (years old).
I am a little / quite / very / extremely [+ adjective].
I have got … brother(s) and … sister(s).
I haven’t got any brothers and sisters.
I’ve got … [cat(s)] and … [dog(s)]
I haven’t got any pets.
7. Name?
Nationality?
Age?
Personality?
Family?
Pets?
?
What is your name? (What’s your name?)
What is your nationality? (What’s your nationality?)
How old are you?
What are you like?
Have you got any brothers and sisters?
Do you have any brothers and sisters?
Have you got any pets
Do you have any pets?
8. Introducing other people to each other
Hi James, this is
Mary - she´s a
friend of mine.
Hi Mary, nice to
meet you.
Nice to meet you too,
James
9. Name
Nationality
Age
Personality
Family
Pets
Rebecca
Scottish
13
very friendly
extremely talkative
1 sister (Susan)
2 cats
(Comet + Tiger)
Nickname Becky
Physical
Description
long wavy red hair
blue eyes + glasses
tall + slim
This is my friend Rebecca.
Transfer the information
on the right into normal
speech in the speech
bubble below. Remember
to use the 3rd person
“She” and “Her” etc.
Jane says…..
11. So what are the rules for asking simple questions?
Let’s have a look!
First we need to know if we are asking a question about the
SUBJECT of the answer or the OBJECT of the answer.
Example:
So if we are asking a question about the subject (Peter) we
need to ask a “WHO” question – but if we want to ask
about the object (London) we need to ask a “WHERE”
question.
Second we need to understand the structure of the two
questions – because they are different.
Peter lives In London
Subject Verb Object
12. V Let’s look at the structures. First the subject question.
Peter lives In London
Subject Verb Object
Who lives In London? Peter
Where does Peter live? In London
Now the object question
Peter lives In London
Subject Verb Object
Very different - so what are the rules?
Let’s look at the actual question words.
13. Question Words
We normally use question words for:
people
Jobs
things
animals
actions
place quantity reasonmannertime
Who
Whose
Which
(one of)
What
Which
(one of)
Where
When
How long
What time
How often
How
much
How
many
How Why
14. Subject / Object questions 1.
Notice that they all have an
auxilliary / modal verb in the
structure and the same auxilliary is
used to make the questions for both
the subject and the object.
This is a rule.
Peter is a doctor.
Who is a doctor? Peter.
What is Peter? A doctor
John can fly a helicopter.
Who can fly a helicopter? John.
What can John fly? A helicopter.
Mary has (got) a dog.
Who has (got) a dog? Mary
What has Mary got? A dog.
Look at these models BUT
When we ask a question about a structure
that does not have an auxilliary verb in it – we
have to use the auxilliary verb “do”.
Maria lives in Madrid.
Who lives in Madrid . Maria
Where does Maria live. Madrid
Brian drives a Porche.
Who drives a Porche? Brian.
What does Brian drive? A Porche.
Notice that we do not need an auxilliary /
modal verb to make a question for the subjects
Maria / Brian
BUT we had to use one to make the
question for the object Madrid / Porche
This is another a rule.
15. Let’s go back to the original structure.
Peter lives In London
Subject Verb Object
Who lives In London? Peter
No auxiliary needed to make the subject question – just the question word – Who?
Note: The word order stays the same (Question word + verb + object) = subject
Peter lives In London
Subject Verb Object
Where does Peter live? In London
We had to use the question word “Where” plus the auxiliary “do” (3rd Person
“does”) to make the object question. The word order is different.
Question word + auxiliary + subject + verb = object
16. Subject verb Object
Helen hates coffee
Vicky is English
Mark can cook
Jenny is going to go to London
John went to Madrid
Subject / Object Questions
Remember – we do not need an
auxiliary / modal verb to ask a
question about the subject of the
sentence. All we need is the
question word – in this case “WHO”
Who hates coffee? Helen.
Who went to Madrid? Mark
BUT it is necessary to use an auxiliary / modal verb when we ask a question about the object
So - if the answer is
1. coffee
2. English
3. cook
4. to London
5. to Madrid
What is
the
question?
Look at
the table.
Question
word
Aux Subject Verb Answer
Object
What does Helen hate? Coffee
What
nationality
is Vicky? English
What can Mark do? Cook
Where is Jenny going to go? To London
Where did John go? To Madrid
Notice another rule? All the verbs are in the infinitive and “do” became “does” and “did”
17. Look at this profile. We are going to ask questions to get this information.
His name is Robert Drayton.
He is 37 years old and he is a policeman.
He’s married. His wife’s name is Carla.
She’s 36 and she’s a secretary.
Robert works in Rochester, Kent.
He’s a detective sargeant.
He’s been a policeman for 14 years.
He’s lived in Rochester since March 1999.
He was promoted to DS 2 years ago.
He likes his job because of the variety of work he gets.
He would like to be a detective inspector by 2016.
He is going to go on a course next week.
He will have to stay in London for 3 days
Making subject / object questions
and
remember
is it the
SUBJECT
or the
OBJECT
you are
asking
about?
Now go to the
next page for
some practice
18. His name is Robert Drayton
He’s 37 years old.
He’s a policman
Yes, he’s married.
His wife’s name is Carla.
She’s 36 years old.
She’s a secretary.
He works in Rochester, Kent.
He’s a Detective Sargeant.
He’s been a policeman for 14 years.
He’s lived in Rochester since March 1999.
He was promoted to DS 2 years ago.
He likes his job because of the variety of work.
He would like to be an inspector by 2016.
He’s going to go on a course next week.
He will have to stay in London for 3 days.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12
13.
14
15
16.
Make the questions for these answers then check them on the next page
19. His name is Robert Drayton
He’s 37 years old.
He’s a policman
Yes, he’s married.
His wife’s name is Carla.
She’s 36 years old.
She’s a secretary.
He works in Rochester, Kent.
He’s a Detective Sargeant.
He’s been a policeman for 14 years.
He’s lived in Rochester since March 1999.
He was promoted to DS 2 years ago.
He likes his job because of the variety of work.
He would like to be an inspector by 2016.
He’s going to go on a course next week.
He will have to stay in London for 3 days.
What’s his name?
How old is he?
What does he do?
Is he married?
What’s his wife’s name?
How old is she?
What does she do?
Where does he work?
What rank is he?
How long has he been a policeman for?
How long has he lived in Rochester?
When was he promoted?
Why does he like his job?
When would he like to be an inspector by?
When is he going to go on a course?
How long will he have to stay in London?
Make the questions for these answers then check them on the next page
20. Now let me introduce you to my friends.
This is Paul Magda Bobbie and Cleo
They are going to help me with these presentations.
Between us we are going to present the Tlc 100.
A hundred areas of English grammar and structures
that will help you to pass your examinations.
21. We´re going to start
with Paul, and he’s
going to talk about
School
Each chapter focuses on
different areas of the TLC 100
and backup materials for those
areas can be found in our self
access resource unit.
You will need a user name and
password to login to these
materials
22. Yes, I’m Paul Gates and I live in Canterbury, too.
In fact, I live in the same apartment block as Abbey.
She lives on the 3rd floor and I live on 7th floor.
We are in the same class at school.
Magda’s in our class too, but Bobbie and Cleo are a
year older.
They’re in year 8.
In Chapter 2 I’m going to tell you about our school.
The rules – what we can and can´t do.