The conditional tense in Spanish is formed by adding endings to the infinitive of verbs. For regular verbs, the endings are the same as the imperfect tense (-ía, -ías, etc.). Irregular verbs use the same stems as the future tense. The conditional expresses what would happen under certain circumstances. It can also refer to events future to a past event or express probability about something in the past.
Para los hispanohablantes aprendiendo ingles, las palabras "do" y "make" pueden ser muy confusas, porque mientras es una sola palabra en espanol (hacer), son dos palabras distintas en #ingles. Entonces, cual es la diferencia?
Para mas informacion, ve a mi pagina de web:
https://hablainglesendosmeses.wordpress.com/
Para los hispanohablantes aprendiendo ingles, las palabras "do" y "make" pueden ser muy confusas, porque mientras es una sola palabra en espanol (hacer), son dos palabras distintas en #ingles. Entonces, cual es la diferencia?
Para mas informacion, ve a mi pagina de web:
https://hablainglesendosmeses.wordpress.com/
Imperativo in Spanish- higher level: Formal form and negative. AlbaCF
In this presentation you can recap the basic rules for the imperative but learn how to do the negative and the polite form (USTED and USTEDES) as well. Enjoy!
Imperativo in Spanish- higher level: Formal form and negative. AlbaCF
In this presentation you can recap the basic rules for the imperative but learn how to do the negative and the polite form (USTED and USTEDES) as well. Enjoy!
These slides show the forms and usage of the future tense in Spanish. I also explain how to use the Spanish equivalent of the "going to" form of future expression: IR + a + infinitive verb.
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.
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.
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.
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!
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
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.
For more information, visit-www.vavaclasses.com
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.
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?
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.
2. hablar
hablar hablar
hablar
hablar
hablar
ías
ía
íais
ían
íamos
In Spanish, the conditional of regular verbs is
formed by adding the imperfect endings for -er
and -ir verbs to the infinitive. The same endings
are used for -ar, -er, and -ir verbs.
ía
Again, the infinitive is the basis for all forms of regular
verbs.
Notice that all forms carry a written accent over the i.
3. hablar
hablar
hablar
hablar
hablar
hablar
ías
ía
íais
ían
íamos
The Spanish conditional tense is formed with
only one set of endings for the -ar, -er, and -ir
verbs. For regular verbs, the endings are
attached to the infinitive, as follows:
ía
Again, the infinitive is the basis for all forms of regular
verbs.
Notice that all forms carry a written accent over the i.
hablar hablaría ían
4. Notice the following chart:
The Conditional Tense
tomar comer
yo
tú
él, ella, Ud.
nosotros/as
vosotros/as
ellos/as, Uds.
tomaría
tomarías
tomaría
tomaríamos
tomaríais
tomarían
comería
comerías
comería
comeríamos
comeríais
comerían
viviría
vivirías
viviría
viviríamos
viviríais
vivirían
vivir
5. The conditional expresses what you would do under
certain circumstances.
¿Reciclarías envases de aluminio?
Would you recycle aluminum cans?
Consumiríamos menos agua.
We would consume less water.
The Conditional Tense
6. leer
escribir
hablar
In the future tense, we might say . . .
con el profesor,
Mañana en la clase,
é
é un cuento chistoso, y
é unas frases.
The conditional is also used when the speaker is
referring to an event that is future to another past event.
The Conditional Tense
7. unas frases.
un cuento chistoso, y
In the conditional tense, we would say . . .
Ayer te dije que hoy,
ía con el profesor,
ía un cuento chistoso, y
ía unas frases.
leer
escribir
hablar con el profesor,é
é
é
The conditional is also used when the speaker is
referring to an event that is future to another past event.
The Conditional Tense
8. The conditional is also used when the speaker is
referring to an event that is future to another past event.
Creíamos que habría más gente
protestando enfrente de la planta nuclear.
We thought there would be more people
protesting in front of the nuclear plant.
Nos dijo que no contaminarían el agua.
He told us they wouldn’t pollute the
water.
The Conditional Tense
More examples:
9. the presentthe conditional
the preterit
A Time Line
(future in relation
to the past)(ayer)
Te dije ayer que
hablaría con Juan.
Yo hablaré con Juan.
Toward the past Toward the future
the present
10. The verb deber, when used in the conditional tense, is
equivalent to the English should + infinitive.
Deberías conservar recursos.
You should conserve resources.
Deberíamos hablar con el jefe lo antes
posible.
We should speak with the boss as soon
as possible.
The Conditional Tense
11. Irregular Verbs in the Conditional Tense
The conditional has the same irregular stems as
the future.
1. Drop two letters to form the stem of the future.
decir
hacer
d
ha
ecir
cer
- diría
dirías
diría
diríamos
diríais
dirían
- haría
harías
haría
haríamos
haríais
harían
12. 2. The e of the infinitive ending is dropped to form
the stem of the future.
haber
poder
hab
pod
er
er
- habría, habrías, . . .
- podría, podrías, . . .
querer querer- querría, querrías, . . .
saber saber- sabría, sabrías, . . .
Irregular Verbs in the Conditional Tense
The conditional has the same irregular stems as
the future.
13. id
ten
3. The e or the i of the infinitive ending is replaced
by d to form the stem of the future.
poner
salir
pon
sal
er
ir
- pondría, pondrías, . .
- saldría,
saldrías, . . .tener er- tendría, tendrías, . .
.venir ven r - vendría, vendrías, . .
d
d
d
Irregular Verbs in the Conditional Tense
The conditional has the same irregular stems as
the future.
14. A Special Use of the Conditional Tense
Probability or conjecture with regard to the past is
often expressed in Spanish with the conditional.
¿A que hora sería la conferencia de prensa?
I wonder at what time the press
conference was.
Sería a las cuatro.
It was probably at four.
