The Past perfect and Past Perfect continuousSafaâ Khoungui
Full lessons with exercises on both tenses " the past perfect and the past perfect continuous with illustrations . Use this powerpoint presentation to teach your students in a very simple, easy way both tenses without falling into confusion or it be recommended to them ! Best of luck !
The Past perfect and Past Perfect continuousSafaâ Khoungui
Full lessons with exercises on both tenses " the past perfect and the past perfect continuous with illustrations . Use this powerpoint presentation to teach your students in a very simple, easy way both tenses without falling into confusion or it be recommended to them ! Best of luck !
Content personalisation is becoming more prevalent. A site, it's content and/or it's products, change dynamically according to the specific needs of the user. SEO needs to ensure we do not fall behind of this trend.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
Verb Tenses English clearly explained. These tenses are the most frequently used in the English language. Master your verbs and tenses and you will master the English language!
Lesson 9 - Resisting Temptation Along the Way.pptxCelso Napoleon
Lesson 9 - Resisting Temptation Along the Way
SBs – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
The Chakra System in our body - A Portal to Interdimensional Consciousness.pptxBharat Technology
each chakra is studied in greater detail, several steps have been included to
strengthen your personal intention to open each chakra more fully. These are designed
to draw forth the highest benefit for your spiritual growth.
The PBHP DYC ~ Reflections on The Dhamma (English).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma Reflections for the PBHP DYC for the years 1993 – 2012. To motivate and inspire DYC members to keep on practicing the Dhamma and to do the meritorious deed of Dhammaduta work.
The texts are in English.
For the Video with audio narration, comments and texts in English, please check out the Link:
https://www.youtube.com/watch?v=zF2g_43NEa0
The Book of Joshua is the sixth book in the Hebrew Bible and the Old Testament, and is the first book of the Deuteronomistic history, the story of Israel from the conquest of Canaan to the Babylonian exile.
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
What Should be the Christian View of Anime?Joe Muraguri
We will learn what Anime is and see what a Christian should consider before watching anime movies? We will also learn a little bit of Shintoism religion and hentai (the craze of internet pornography today).
The Good News, newsletter for June 2024 is hereNoHo FUMC
Our monthly newsletter is available to read online. We hope you will join us each Sunday in person for our worship service. Make sure to subscribe and follow us on YouTube and social media.
Homily: The Solemnity of the Most Holy Trinity Sunday 2024.docxJames Knipper
Countless volumes have been written trying to explain the mystery of three persons in one true God, leaving us to resort to metaphors such as the three-leaf clover to try to comprehend the Divinity. Many of us grew up with the quintessential pyramidal Trinity structure of God at the top and Son and Spirit in opposite corners. But what if we looked at this ‘mystery’ from a different perspective? What if we shifted our language of God as a being towards the concept of God as love? What if we focused more on the relationship within the Trinity versus the persons of the Trinity? What if stopped looking at God as a noun…and instead considered God as a verb? Check it out…
2. U1.Questionforms *Directquestions: a)yes/no questions 1.Use do/does/did 2.Verbs whitbe, can, have(got) dontneedtheauxiliary 3.Negatives yes/no questionsexpect a particular answer. e.g.didyoulikethemovie? b)wh-questions 1.Question words(who,where,when,why,whose,what,how,which) at thebeginning. 2.If who,what,whichisthesubject, wedont use theauxiliary 3.If thereis a prepositionit comes at theend of thequestion e.g.whogaveyouthe tickets? c)Alternativequestions There are 2 types of alternativequestions, yes/no type & wh-type e.g. =do youwanttogooutoryou are goingtostudy? = which color youlikethemostpinkorblue ? INDIRECT QUESTIONS Use statementwordorder, tobe more polite Commonways of startingindirect q.: I’dliketoknow,couldyoutell me, wouldyoumindtelling me, do youknow. e.g.: =i’dliketoknowifyoulike pizza, =couldyoutell me whenistheexam.
3. c)Alternativequestions There are 2 types of alternativequestions, yes/no type & wh-type e.g. =do youwanttogooutoryou are goingtostudy? = which color youlikethemostpinkorblue ? INDIRECT QUESTIONS Use statementwordorder, tobe more polite Commonways of startingindirect q.: I’dliketoknow,couldyoutell me, wouldyoumindtelling me, do youknow. e.g.: =i’dliketoknowifyoulike pizza, =couldyoutell me whenistheexam. QUESTION TAGS.. Short questions at theend of a statement 1.Positive statement + negativequestiontag e.g.youlikepizza,dontyou? 2.Negative statement + positive questiontag. e.g.youdidntunderstand me, didyou ?
4. Prepositions of place,time& movement *In time: At= use forclocktime,weekends,holidays e.g.Atmidnight,at christmas In=usedforthemainparts of theday,months, year,seasons,.. e.g.in april, in thesummer On=use forspecificdates & days e.g.onSaturday, on23rd april *place At=shows a point in spacewheresthis happening e.g.Atschool, at home In=shows thatsthtaking place isinside. e.G in bed, in the new york On= shows thatsthtaking place isoutside. e.g.on page, on tv. *movement.. At= to show thepersonorthingtheactionisaimed at. e.g.everybody look at me,hethrewtheball at me To= e.g.whosendthehwtoyou, i traveltohermosillolastweek. Into=i walkedinto my home, i gotintotheclassroom Towards= he walktowards me, thedogruntowardstheboy
5. *movement.. At= to show thepersonorthingtheactionisaimed at. e.g.everybody look at me,hethrewtheball at me To= e.g.whosendthehwtoyou, i traveltohermosillolastweek. Into=i walkedinto my home, i gotintotheclassroom Towards= he walktowards me, thedogruntowardstheboy *at theend/in theend e.g. at theend of theday i wastired, in theendwefound my home
6. U.2.Present simple& presentcontinuous **Present simple… We use p.s : 1.with routineactions 2.in time caluseswith a futuremeaningafterwhen,assoon as, if, until. 3.when we are talkingaboutpermanentsituations 4.when we are talkingaboutthefuture 5.with scientificfacts 6.with stateverbswhich are notnormallyused in cont.forms E.g. i gotoschooleveryday, do youlikethemovie? **presentcontinuous We use p.cwhen: 1.actions happening now 2.changing situations 3.temporary situations 4.plans in thefuture 5.annoying habitswithalways E.g.. I’mdoing my hw., he alwaysannoys me.
7. Modifiers.. **Fairly… Usuallymodifiesadjectives &adverbs, itdoesntsuggest a highdegree. e.g..i fairlylike pizza but i wanttoeat sushi. **quite.. Suggest a higherdegreethan fairly.it can beusedwith a/an + noun.it can modifyverbs&nouns as well as adjetives and adverbs. e.g..she’s quite smartforherage. **pretty.. Isstrongertha quite.it can suggest more thanwasexpected. e.g.its a prettybighouse.
8. **bit… Isoftenusedwiththesamemeaning as a little. e.g..He is a little bit tallthan me **really.. Isusedto show emphasis. e.g. i reallyenjoy my party **extremelly, incredebly,terribly… They are used in a similar waytovery, butthey are strongerthanvery. e.g.iwasterriblyscared at the film.
9. U.3comparison *to a higherdegree(comparativeform + than) e.g.im olderthan my brother. *Tothesamedegree(as..as) e.g.My camera is as expensive as my sister camera *to a lowerdegree(withless + than & theleast) e.g.sheisthelessinterestedongoingtothepartythanshewas. *(not)as..as We use not as..as to compare thingswhich are different. e.g.This short isnot as expensive as itusedtobe. We use as..as.. To compare thingswhich are thesame. e.g. he is as intellingent as hisbrother.
10. Reflexives&own *reflexives There are 3 waysto use reflexives: 1.When theobjectisthesame as thesubject. 2.When youwanttoemphasisethesubject 3.With byto mean alone. e.g.istudymyselffortheexam, they do theworkbythemselves. *own We use own: 1. To mean withoutthehelppfothers. 2.To mean alone 3.To mean belongingto no otherperson e.g. i organizethepartyon my own, i found my own bag.
11. U.4. *Past simple. (verb + ed) We use p.s.: 1.To talkaboutevents in thepastthat are nowfinished. 2.To talkabouthabits in thepast 3.To talkaboutsituations in thepast 4.In reportedspeech e.G . Theteachersaidthatthe final projectwasfortomorrow. *pastcontinuous..(was/were+ -ing) Totalkabountactions in progress in thepast totalkabouttemporarysituations in thepast totalkaboutanticipatedeventsthtadidnothappen totalkaboutaneventthatwas in progresswhenanothereventhappened. totalkaboutactions in progress at thesame time in thepast. e.g. i washavingdinnerwhen he called me.
12. ** pastperfect simple(had + pastparticiple) 1.To referto a time earlierthananotherpast time 2.In reportedspeech e.g. he said he hadalreadyfinishtheproject. *pastperfectcontinuous.(hadbeen + -ing) 1.To talkaboutactionswhichhadcontinued up ti thepastmomentthatwe are thinkingabout e.g.ihadbeenworkingon my final project.
13. Time conjunctions *WHILE.. Describe towlongeractionsgoingon at thesame time.. e.G .. While i wasplaying, my momwascooking me sth. *AS.. Talkabouttwosituationswhichchangetogether e.g. As i getolder , my parentsgive me more freedom. *WHEN.. Torefertoperiods of life e.g.when i wasonvacations i slepttoo late. *EVENTUALLY, FINALLY.. Mean in theend. Tosaythatsthhappensafter a long time oreffort. e.g.iwastoonervousbecausetheexam,eventuallyitwasveryeasy.
14. *AT FIRST & TO BEING WITH Refertothebeginning of a situation, tomakecontrastwithsthdifferentthathappenslater. e.g. At firstwewereverystressedabouttheexam. Butafterdoingitwewererelaxed *AS SOON AS AND THEN Totalkabouttowactionsoreventsthathappenveryquicklyoneaftertheother. e.g. as soon as i lefttheparty, he arrived. *AFTER.. Isnotusuallyusedalone.insteadwe use otherexpressionslikeasterwardsorafterthat. e.g.we are goingtohavedinnerafterthatwe are goingto a party *BY THE TIME… Meansnotlaterthan. e.g. i willhavefinisheddoing my projectbythe time youstartdoingyours.
15. U.5modals *CAN.. Toaskfor & givepermission. e.g. Can i borrowyourpencil ? *COULD.. Toaskforpermissionwhenyou are notsurewhattheanswerwillbe e.g.couldyoucall my mom ? *MAY. Toaskfororgivepermission in formal situations. e.g.May i come in ? *SHOULD AND OUGHT TO.. Totalkaboutobligations and duties in thefuture, present, past. e.g.Youshouldgotothe doctor, yououghtbuy a birthdaypresenttoyourfather. *MUST.. 1.To talkaboutpresent & futurestrongobligationsthat come fromthe speaker. 2.Ask aboutwhatthelistenerwantsyouto do. 3.Tell peoplenotto do things. e.g.youmuststudyforyouexams. *NEEDNT,DONT NEED TO, DONT HAVE TO.. Totalkabout a lack of obligation in thepresentorfuture. e.g.youdontneedtostayaftertheexam.
16. Usedto & would *Usedto … Totalkaboutpasthabits and statesthat do notoccurnow. e.G.. When i wasyoung i usedtoplaywithdolls.,, when i was at primaryschool i usedtoplayvolleyball. *Would.. Isalsousedtotalkaboutpasthabits and repeatedactionsbutnotaboutpaststates. e.g. .. Afterthe semestral exams i wouldgotohavebreakfast..,, when i wasyoung i wouldgototheranchafterschoolonfridays.