The document provides examples of using correct forms of "be" verbs (am, are, is) in sentences. It then provides exercises for learners to fill in the correct form of "be" verbs in sentences and answer questions about underlined parts of sentences. The exercises focus on practicing correct use of "be" verbs in affirmative and negative sentences.
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This is my POC report to our customer - AWB and I use my professional skill to present them how to make their testing be automatically with whole stuff!
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Ready to bring new wireless products to market? Not without testing. Here, EMC tester Northwest EMC helps you prepare your products for successful wireless device testing.
Get more information about wireless EMC testing at www.nwemc.com
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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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
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Choose the correct form of be (am, are, is).
Example: He __ a boy.
Answer: He is a boy.
1) I a girl.
2) My father at work.
3) Trixi and Susi my cats.
4) The hamster in the cage.
5) I a painter.
6) My green pencil on the floor.
7) Emma and Betty good friends.
8) you from Scotland?
9) His sister seven years old.
10) We children.
Put in the following forms of be (am, are, is) into the gaps in the text. Do not use
short/contracted forms.
Example: He __ a boy.
Answer: He is a boy.
Peter Baker from Manchester, but Paul and John from London. Manchester and
London cities in England. Hamburg a city in Germany. Sandra at school
today. Jack and Peter her friends. They in the same class. Mr and Mrs Baker
on a trip to the USA to visit their cousin Anne. She a nice girl. Peter says: "My
grandfather in hospital. I at home with my grandmother." What time it? It
8 o'clock. you tired? No, I not.
Write the numbers as words into the gaps.
4. much or many? - Choose the correct answer.
1) CDs
2) music
3) cups
4) juice
5. 5) time
6) pencils
7) cheese
8) cornflakes
9) pizzas
10) lemonade
much or many? - Choose the correct answer.
1) pupils
2) time
3) money
4) dollars
5) milk
6) children
7) water
8) fun
9) dogs
10) people
Exercises
6. you like ice-cream?
Yes I . I think everybody .
b. Kim from Australia?
Nope, she actually Canadian.
c. We like the beach very much this time of the year. We prefer the mountains.
Really? Why that?
Beaches too crowded in the summer.
you always go to the mountains in the summer?
About every two years. It a shame that we have more free time to travel.
d. How often you go to the movies?
Every week or so. I like to watch all the comedies, but I really like horror movies.
Really? Horror movies my favorite ones.
e. Rose here yet. Where she?
Oh, she late because of the traffic.
Ok, we can wait. she have a car?
No, she . She always takes a cab.
f. those your friends from Spain?
They my friends, but they Spanish. They actually from Argentina.
Oh. they go to the same school that you go?
No, they students. They actually Spanish teachers.
Ask for the underlined part. Write the complete English question into the gap.
Example:
The class plays football.
_______________________
Answer:
The class plays football.
What does the class play?
7. 1) John is writing a letter.
?
2) She walks home from school.
?
3) The children are sitting in the garden.
?
4) Peter runs with his dog on Sundays.
?
5) My rabbit has a cage in the garden.
?
6) They go to work by bus.
?
7) David likes cats because they are nice.
?
8) Jenny isn't sleeping late today.
?
9) We are going to the cinema.
?
10) I'm leaving now.
?
Finish the sentences. Use short answers.
8. Example: Can you play football? - Yes, ____ .
Answer: Can you play football? - Yes, I can.
1) Is he nice? - Yes, .
2) Can they play hockey? - No, .
3) Is she new at our school? - Yes, .
4) Are the boys in the garden - No, .
5) Is John from France? - No, .
6) Are Ron and Max your friends? - Yes, .
7) Has your sister got a cat? - No, .
8) Are you from Germany - Yes, .
9) Have your grandparents got a cat? - Yes, .
10) Is the cat in her basket? - No, .