This document outlines various English grammar tenses and structures including:
1) The present continuous, present simple, past simple, past continuous, present perfect simple, past perfect simple, past perfect continuous, future simple, future continuous and future perfect.
2) Comparative and superlative forms of adjectives and adverbs.
3) The passive voice and how it differs from the active voice.
4) Common modal verbs like can, could, may, might, must, shall, should, will, would and their uses.
5) Gerunds (verb+ing structures) and verb patterns after prepositions.
6) The four conditional sentences and how they are
Simple Past and Past Continuous
Form S+ V (2)+ Comp. They invited Becki to the party so she would not be angry.My car cost alot.
Questions(Wh-word)+ did+ S+ V (b.f)+ Comp.? When did Mr. Thomas die? Did you have time to write the letter?Negative S+ didn’t+ V (b.f)+ Comp.We didn’t invite Becki to the party, so she got mad.I didn’t see you at the bus station yesterday?
Form S+ was V(-ing)+ Comp. were She was looking when I waved for her. They were sitting on the grass and reading a nove
Questions (Wh-word)+ was+ S+ V(-ing)+ Comp.? were What were you doing this time yesterday? Was he studying when you called?Negatives S+ was NOT V(-ing)+ Comp. were She wasn’t looking when I waved for her. They weren’t reading a novel this time yesterday. l.
This document provides information about the past simple and past continuous tenses in English. It explains the forms of each tense and gives examples of their uses, such as using the past simple for completed actions and the past continuous for actions happening at the same time in the past. It also includes exercises with multiple choice questions testing understanding of when to use each tense.
Daniel took a 3-week trip to Australia and surrounding countries. He first traveled to Papua New Guinea where he saw rainforests, squirrels, and a dingo. Next, he went to New Zealand where he saw beautiful peaks while driving around. Then, he visited Tasmania, seeing Dove Lake but not a Tasmanian devil. Finally, in Australia he saw the Opera House in Sydney and kangaroos near the freeway on his way to Camberra. There, in the desert National park, he saw Uluru Rock, a huge sacred rock that changes color after sunset.
The document discusses the past progressive tense, also called the past continuous tense. It describes how the past progressive is used to indicate an action that was ongoing or in progress at a specific time in the past. It provides examples of using the past progressive to describe interrupted or parallel actions. It also covers using the past progressive to describe atmosphere or irritation with always/constantly.
This document discusses the past perfect tense, including its forms and uses. The past perfect tense is used to indicate that one past event happened before another in narratives, reported speech, and questions. It is formed using "had" plus the past participle. Examples are provided to illustrate using the past perfect tense to show the sequence of two past events and to report direct speech that uses past tenses. Common errors of confusing the past perfect with the present perfect or past simple are also noted.
The document provides explanations and examples of the uses of "on time", "in time", "just in time", "at the end", "in the end", and the prepositions "in", "at", and "on" in the English language. It discusses how these terms are used to indicate timing, location, and final outcomes. Key differences are outlined, such as using "at" to refer to specific points and "in" to refer to periods of time. Examples are given for situations, sentences, and expressions involving these terms.
The document discusses the past perfect tense and provides examples of its use. The past perfect is formed using the past tense of "to have" and the past participle of the main verb. It describes an action that occurred before another past action. The document then provides 10 sentences where the reader must identify whether the simple past or past perfect tense should be used for the verbs. The answers are then provided.
Simple Past and Past Continuous
Form S+ V (2)+ Comp. They invited Becki to the party so she would not be angry.My car cost alot.
Questions(Wh-word)+ did+ S+ V (b.f)+ Comp.? When did Mr. Thomas die? Did you have time to write the letter?Negative S+ didn’t+ V (b.f)+ Comp.We didn’t invite Becki to the party, so she got mad.I didn’t see you at the bus station yesterday?
Form S+ was V(-ing)+ Comp. were She was looking when I waved for her. They were sitting on the grass and reading a nove
Questions (Wh-word)+ was+ S+ V(-ing)+ Comp.? were What were you doing this time yesterday? Was he studying when you called?Negatives S+ was NOT V(-ing)+ Comp. were She wasn’t looking when I waved for her. They weren’t reading a novel this time yesterday. l.
This document provides information about the past simple and past continuous tenses in English. It explains the forms of each tense and gives examples of their uses, such as using the past simple for completed actions and the past continuous for actions happening at the same time in the past. It also includes exercises with multiple choice questions testing understanding of when to use each tense.
Daniel took a 3-week trip to Australia and surrounding countries. He first traveled to Papua New Guinea where he saw rainforests, squirrels, and a dingo. Next, he went to New Zealand where he saw beautiful peaks while driving around. Then, he visited Tasmania, seeing Dove Lake but not a Tasmanian devil. Finally, in Australia he saw the Opera House in Sydney and kangaroos near the freeway on his way to Camberra. There, in the desert National park, he saw Uluru Rock, a huge sacred rock that changes color after sunset.
The document discusses the past progressive tense, also called the past continuous tense. It describes how the past progressive is used to indicate an action that was ongoing or in progress at a specific time in the past. It provides examples of using the past progressive to describe interrupted or parallel actions. It also covers using the past progressive to describe atmosphere or irritation with always/constantly.
This document discusses the past perfect tense, including its forms and uses. The past perfect tense is used to indicate that one past event happened before another in narratives, reported speech, and questions. It is formed using "had" plus the past participle. Examples are provided to illustrate using the past perfect tense to show the sequence of two past events and to report direct speech that uses past tenses. Common errors of confusing the past perfect with the present perfect or past simple are also noted.
The document provides explanations and examples of the uses of "on time", "in time", "just in time", "at the end", "in the end", and the prepositions "in", "at", and "on" in the English language. It discusses how these terms are used to indicate timing, location, and final outcomes. Key differences are outlined, such as using "at" to refer to specific points and "in" to refer to periods of time. Examples are given for situations, sentences, and expressions involving these terms.
The document discusses the past perfect tense and provides examples of its use. The past perfect is formed using the past tense of "to have" and the past participle of the main verb. It describes an action that occurred before another past action. The document then provides 10 sentences where the reader must identify whether the simple past or past perfect tense should be used for the verbs. The answers are then provided.
Present Perfect for the Period to the PresentDavid Nicholson
Present Perfect for the Period to the Present
- for
- since
- how long
advanced points with 'meet' and 'know' and the difference between state and action verbs
This document provides an overview of English grammar tenses and exercises related to their use. It covers the present simple, present progressive, future tenses using will and going to, present perfect simple and progressive, past simple, past progressive, past perfect, and future progressive tenses. For each tense, it describes formation, use, and provides examples. It then provides two exercises for readers to practice converting verbs into the correct tense based on time frames and contexts provided in statements. The document serves as a reference and teaching tool for understanding and practicing different English verb tenses.
The document discusses present tenses in English, including the present simple, present continuous, and present perfect tenses. It provides examples of how to form each tense and common uses. Key points include that the present simple is used for habits, facts, and general truths, while the present continuous emphasizes ongoing or temporary actions. The present perfect expresses unfinished past actions or present results of past actions.
The Past perfect and Past Perfect continuousSafaâ Khoungui
The document provides instruction on using the past perfect and past perfect continuous tenses in English. It defines the past perfect as an action that occurred before another past action, and the past perfect continuous as a continuing past action that ended at a certain point in the past. Examples and exercises are included to illustrate forming sentences in these tenses and when to use each one. Key points covered include using adverbs like "already" or "for" with the past perfect, and how the past perfect continuous focuses on duration while the past perfect is a single action.
This document discusses the differences between the past simple, past perfect simple, and past continuous tenses in English. It provides examples of how each is used and the time markers that accompany each tense. The past simple is used for completed actions at specific times in the past or habitual past actions. The past perfect describes actions that occurred before another past action. The past continuous expresses ongoing or interrupted actions that were happening at a specific time in the past. Exercises are provided to practice using these tenses to describe past events.
The document provides instruction on English verb tenses including the present simple, simple past, simple future, present perfect, past perfect, and future perfect. It explains the formation and usage of each tense through examples and conjugation tables. Exercises are provided for students to practice conjugating verbs in each tense.
An introduction to the Present Perfect. What the name means. An explanation of why Italians need to learn this grammar with care. Some exercises in form.
The document defines and provides examples of reported speech, also known as indirect speech. Reported speech is used to talk about something someone else said in the past. It involves changing the tense of the verb to the past tense. For example, changing "I am going to the cinema" to "He said he was going to the cinema." The document provides a tense chart showing how the tense changes depending on the tense used in the original direct speech. It also gives examples of how modal verbs, imperatives, and time/place references change in reported speech.
Công ty Hawaii Education – công ty chuyên cung cấp giáo viên nước ngoài và sẽ trực tiếp quản lý giáo viên, đồng thời chịu trách nhiệm về các thủ tục hành chính của giáo viên khi đến sinh sống là làm việc tại Việt Nam, giúp khách hàng tiết kiệm một khoảng chi phí và nhân lực trong việc quản lý. Đảm bảo việc lên lớp đúng số buổi, số giờ thỏa thuận, cũng như chương trình học luôn được cập nhật và thay đổi (nếu cần thiết) để giúp khách hàng đạt được những mục tiêu học như yêu cầu.
This document contains notes and exercises on different English tenses:
- The Simple Present tense is used to describe habitual or repeated actions. Examples of exercises are provided.
- The Simple Past tense is used to describe actions that have already occurred. Example sentences using common past tense verbs are given.
- The Simple Future tense is used to describe actions that will occur in the future. An exercise asks the student to complete sentences using future tense verbs.
- Other tenses discussed include the Present Perfect, Past Perfect, and Future Perfect along with examples and exercises for each.
The Present Perfect Simple and Continuous both describe the period to the present, a period that started in the past and continues now. Here is an explanation of the grammar and how to choose between the two tenses.
This document provides information about relative clauses in English. It defines relative clauses and explains how they are used to join two sentences or provide more information. It discusses defining relative clauses where the relative pronoun is the subject or object. It also covers non-defining relative clauses, the use of whose, and prepositions in relative clauses. Examples are provided to illustrate the different types of relative clauses.
The document discusses the differences between the present perfect simple and present perfect continuous tenses in English. It explains that the present perfect continuous emphasizes ongoing actions or processes, while the present perfect simple emphasizes completed results. It provides examples of how to use each tense properly based on whether the focus is on the action, its duration, or the number of times it occurred. Exercises are included for practice identifying the correct tense based on meaning.
This document provides a language focus lesson on films and cinema. It discusses pronunciation of /f/ and /v/ sounds and uses of present and past participles. It also covers the structure "It is/was not until..." and uses of the definite and indefinite articles "a/an" and "the". Exercises are included to practice these grammar points. The lesson concludes with homework assignments to practice pronunciation, complete exercises, and prepare for the next unit on reading.
The document provides information and examples about using the past perfect progressive tense in English grammar. It explains that the past perfect progressive tense, formed with "had been VERBing", describes an action that started in the past and continued up to another time in the past. It compares it to the past progressive tense and provides examples of its use with time expressions like "for" and "by".
This document provides a table summarizing the key uses of various verb tenses in English, including the present simple, present continuous, present perfect, past simple, past continuous, past perfect, and future tenses. For each tense, it lists the basic verb formation and one or two examples of common uses such as to describe habits, ongoing actions, completed past actions, past experiences, or future plans.
The document summarizes the present perfect and present perfect continuous tenses in English. It explains that the present perfect is used to describe events that are connected to or have an effect in the present, without specifying a definite time. The present perfect continuous emphasizes ongoing or repeated actions that began in the past and continue in the present. Examples are provided to illustrate the differences between these tenses and the simple past tense.
The document provides information about using the present perfect and past simple tenses in English. It explains that the present perfect is used for indefinite time periods that have relevance to the present, while the past simple is used for definite past time periods or events without a clear connection to the present. Examples are given to illustrate the different uses of the tenses. The key rules outlined are that the present perfect is used for indefinite time that can be related to the present, and the past simple is used for closed periods in the past.
Las entidades y personas físicas residentes en México ahora tienen la obligación de emitir Comprobantes Fiscales Digitales por Internet (CFDI) para pagos realizados a residentes en el extranjero, incluyendo salarios, pensiones, honorarios, arrendamientos, dividendos e intereses. Estos CFDI servirán como constancia de pagos y retenciones a residentes extranjeros y podrán utilizarse para acreditar impuestos pagados en México contra impuestos adeudados en el país de origen del residente extranjero.
This document discusses the adoption and implementation of Blackboard Learn at a college. It provides timelines showing the piloting of Blackboard Learn from 2013 to 2014, with all faculty expected to use it by fall 2014. It discusses Rogers' diffusion of innovation model and shows adoption following an S-curve. It recognizes the key roles of innovators like faculty piloting the system, as well as the Provost's office in championing Blackboard Learn on campus. The goal is a full implementation that reaches critical mass.
How to insert fun in the learning process. Khemis-Miliana workshop 26.12.2016hamoud aziz ladjadj
This document introduces the speaker, Mr. Hamoud Aziz Ladjadj, and the topic of making learning fun. It provides 5 ways to incorporate fun into the learning process: 1) Using technology like videos games and tablets that students enjoy. 2) Making regular lessons more interactive through activities like running to the board or making recipes. 3) Turning review times into games like ping pong or spin the wheel. 4) Taking field trips outside the classroom to directly see topics they are learning about.
Present Perfect for the Period to the PresentDavid Nicholson
Present Perfect for the Period to the Present
- for
- since
- how long
advanced points with 'meet' and 'know' and the difference between state and action verbs
This document provides an overview of English grammar tenses and exercises related to their use. It covers the present simple, present progressive, future tenses using will and going to, present perfect simple and progressive, past simple, past progressive, past perfect, and future progressive tenses. For each tense, it describes formation, use, and provides examples. It then provides two exercises for readers to practice converting verbs into the correct tense based on time frames and contexts provided in statements. The document serves as a reference and teaching tool for understanding and practicing different English verb tenses.
The document discusses present tenses in English, including the present simple, present continuous, and present perfect tenses. It provides examples of how to form each tense and common uses. Key points include that the present simple is used for habits, facts, and general truths, while the present continuous emphasizes ongoing or temporary actions. The present perfect expresses unfinished past actions or present results of past actions.
The Past perfect and Past Perfect continuousSafaâ Khoungui
The document provides instruction on using the past perfect and past perfect continuous tenses in English. It defines the past perfect as an action that occurred before another past action, and the past perfect continuous as a continuing past action that ended at a certain point in the past. Examples and exercises are included to illustrate forming sentences in these tenses and when to use each one. Key points covered include using adverbs like "already" or "for" with the past perfect, and how the past perfect continuous focuses on duration while the past perfect is a single action.
This document discusses the differences between the past simple, past perfect simple, and past continuous tenses in English. It provides examples of how each is used and the time markers that accompany each tense. The past simple is used for completed actions at specific times in the past or habitual past actions. The past perfect describes actions that occurred before another past action. The past continuous expresses ongoing or interrupted actions that were happening at a specific time in the past. Exercises are provided to practice using these tenses to describe past events.
The document provides instruction on English verb tenses including the present simple, simple past, simple future, present perfect, past perfect, and future perfect. It explains the formation and usage of each tense through examples and conjugation tables. Exercises are provided for students to practice conjugating verbs in each tense.
An introduction to the Present Perfect. What the name means. An explanation of why Italians need to learn this grammar with care. Some exercises in form.
The document defines and provides examples of reported speech, also known as indirect speech. Reported speech is used to talk about something someone else said in the past. It involves changing the tense of the verb to the past tense. For example, changing "I am going to the cinema" to "He said he was going to the cinema." The document provides a tense chart showing how the tense changes depending on the tense used in the original direct speech. It also gives examples of how modal verbs, imperatives, and time/place references change in reported speech.
Công ty Hawaii Education – công ty chuyên cung cấp giáo viên nước ngoài và sẽ trực tiếp quản lý giáo viên, đồng thời chịu trách nhiệm về các thủ tục hành chính của giáo viên khi đến sinh sống là làm việc tại Việt Nam, giúp khách hàng tiết kiệm một khoảng chi phí và nhân lực trong việc quản lý. Đảm bảo việc lên lớp đúng số buổi, số giờ thỏa thuận, cũng như chương trình học luôn được cập nhật và thay đổi (nếu cần thiết) để giúp khách hàng đạt được những mục tiêu học như yêu cầu.
This document contains notes and exercises on different English tenses:
- The Simple Present tense is used to describe habitual or repeated actions. Examples of exercises are provided.
- The Simple Past tense is used to describe actions that have already occurred. Example sentences using common past tense verbs are given.
- The Simple Future tense is used to describe actions that will occur in the future. An exercise asks the student to complete sentences using future tense verbs.
- Other tenses discussed include the Present Perfect, Past Perfect, and Future Perfect along with examples and exercises for each.
The Present Perfect Simple and Continuous both describe the period to the present, a period that started in the past and continues now. Here is an explanation of the grammar and how to choose between the two tenses.
This document provides information about relative clauses in English. It defines relative clauses and explains how they are used to join two sentences or provide more information. It discusses defining relative clauses where the relative pronoun is the subject or object. It also covers non-defining relative clauses, the use of whose, and prepositions in relative clauses. Examples are provided to illustrate the different types of relative clauses.
The document discusses the differences between the present perfect simple and present perfect continuous tenses in English. It explains that the present perfect continuous emphasizes ongoing actions or processes, while the present perfect simple emphasizes completed results. It provides examples of how to use each tense properly based on whether the focus is on the action, its duration, or the number of times it occurred. Exercises are included for practice identifying the correct tense based on meaning.
This document provides a language focus lesson on films and cinema. It discusses pronunciation of /f/ and /v/ sounds and uses of present and past participles. It also covers the structure "It is/was not until..." and uses of the definite and indefinite articles "a/an" and "the". Exercises are included to practice these grammar points. The lesson concludes with homework assignments to practice pronunciation, complete exercises, and prepare for the next unit on reading.
The document provides information and examples about using the past perfect progressive tense in English grammar. It explains that the past perfect progressive tense, formed with "had been VERBing", describes an action that started in the past and continued up to another time in the past. It compares it to the past progressive tense and provides examples of its use with time expressions like "for" and "by".
This document provides a table summarizing the key uses of various verb tenses in English, including the present simple, present continuous, present perfect, past simple, past continuous, past perfect, and future tenses. For each tense, it lists the basic verb formation and one or two examples of common uses such as to describe habits, ongoing actions, completed past actions, past experiences, or future plans.
The document summarizes the present perfect and present perfect continuous tenses in English. It explains that the present perfect is used to describe events that are connected to or have an effect in the present, without specifying a definite time. The present perfect continuous emphasizes ongoing or repeated actions that began in the past and continue in the present. Examples are provided to illustrate the differences between these tenses and the simple past tense.
The document provides information about using the present perfect and past simple tenses in English. It explains that the present perfect is used for indefinite time periods that have relevance to the present, while the past simple is used for definite past time periods or events without a clear connection to the present. Examples are given to illustrate the different uses of the tenses. The key rules outlined are that the present perfect is used for indefinite time that can be related to the present, and the past simple is used for closed periods in the past.
Las entidades y personas físicas residentes en México ahora tienen la obligación de emitir Comprobantes Fiscales Digitales por Internet (CFDI) para pagos realizados a residentes en el extranjero, incluyendo salarios, pensiones, honorarios, arrendamientos, dividendos e intereses. Estos CFDI servirán como constancia de pagos y retenciones a residentes extranjeros y podrán utilizarse para acreditar impuestos pagados en México contra impuestos adeudados en el país de origen del residente extranjero.
This document discusses the adoption and implementation of Blackboard Learn at a college. It provides timelines showing the piloting of Blackboard Learn from 2013 to 2014, with all faculty expected to use it by fall 2014. It discusses Rogers' diffusion of innovation model and shows adoption following an S-curve. It recognizes the key roles of innovators like faculty piloting the system, as well as the Provost's office in championing Blackboard Learn on campus. The goal is a full implementation that reaches critical mass.
How to insert fun in the learning process. Khemis-Miliana workshop 26.12.2016hamoud aziz ladjadj
This document introduces the speaker, Mr. Hamoud Aziz Ladjadj, and the topic of making learning fun. It provides 5 ways to incorporate fun into the learning process: 1) Using technology like videos games and tablets that students enjoy. 2) Making regular lessons more interactive through activities like running to the board or making recipes. 3) Turning review times into games like ping pong or spin the wheel. 4) Taking field trips outside the classroom to directly see topics they are learning about.
On August 19th 2014, the 3rd modifications to the miscellaneous tax resolution were published through the Tax Authorities’ website. Please find the most relevant items regarding electronic accounting:
In December 2015 the Periodic Amendments enacted to
the tax law [in Spanish: RMF] were published in the Official
Gazette of the Federation [in Spanish: el Diario Oficial de
la Federación] for 2016, which will be in force from January
1 to December 31, 2016
Recently and in several tax forums, tax authorities
have mentioned new fiscalization measures
focused on payments abroad carried out between
related parties.
On March 1st, 2016 the Mexican Tax Administration
Service [in Spanish: el Servicio de Administración
Tributaria (SAT)], published on its webpage the
complement that must be used for issuing a CFDI for
definitive export transactions of merchandise, using the
customs declaration code “A1”
El documento establece los requisitos para deducir gastos a prorrata realizados en el extranjero. Se requiere que los gastos sean estrictamente indispensables para la actividad del contribuyente, que las personas con quienes se hagan gastos sean residentes de un país con acuerdo de intercambio de información con México, y que se acredite que el servicio correspondiente al gasto fue efectivamente prestado. Además, se debe demostrar que el precio del gasto entre partes relacionadas se ubica dentro del rango de precios de merc
In an increasingly globalized economy it is more common
to find companies that have commenced economic
activities in other countries; whether it is to increase their
production, to reduce costs, to enter a specific market, or
for tax benefits. To that end, companies have mainly
decided to give loans to their affiliates instead of making
capital contributions.
El documento resume las principales propuestas de reforma fiscal para 2016 en México, incluyendo: 1) permitir mayores deducciones personales para ahorro e inversiones; 2) eliminar límites a deducciones de beneficios para trabajadores; y 3) establecer nuevas declaraciones de precios de transferencia para grupos multinacionales.
The document discusses systemic lupus erythematosus and various health risks such as high blood cholesterol, heart attacks, strokes, and clogged arteries. It also recommends eating 5 servings of fruits and vegetables per day, with 1 serving equaling 1 cup. Protein and fat are also mentioned.
The document appears to contain a series of lists with various words and numbers. It is unclear what the overall topic or purpose of the document is based on the information provided.
Kevin St.Clergy is a practice-building expert for the audiology and hearing aid industry. He has a Masters in Audiology and previously worked as an audiologist, ran his own practice, and was the Director of Business Development for a network of 2,000 practices. He now runs MedPB, which helps audiology and ENT practices attract more patients, schedule more appointments, sell more hearing aids, and improve profits. Kevin is a sought-after speaker who shares proven strategies for practice success covering topics like marketing, converting calls to appointments, counseling, and maximizing profits. He regularly receives high ratings and praise from conference attendees and organizers.
Formative and Summative Assessment . This is the second version after the first one that was made in 2012 .
I wish that you ll benefit from them and you ll send feedback .
En su website el SAT presenta el proyecto de 1ra Resolución Miscelánea Fiscal en donde prorroga el envío del catalogo de cuentas y balanza de comprobación para ser presentado el 03 de Abril, asi como el inicio de la obligación de las pólizas para Julio 2015.
También se precisa el envió de la información de operaciones relevantes para 2015 en la regla 2.8.1.16.
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016hamoud aziz ladjadj
Micro-teaching is a technique used for teacher training. It involves teaching a short lesson (usually 5-10 minutes) to a small group of peers. Some key points about micro-teaching:
- It allows student teachers to practice teaching techniques on a small scale before doing it with real students. This helps build confidence.
- The short time frame forces student teachers to plan their lesson carefully and focus on key elements like objectives, methodology and timing.
- Peer observation and feedback is an important part. Observers can provide constructive criticism to help improve teaching skills.
- It is less stressful than doing a full lesson since the class is small. Mistakes can be made and learned from in a low stakes environment
This document discusses severe infections in patients with systemic lupus erythematosus (SLE). Patients with SLE have an increased risk of more severe infections due to immune dysfunction from the disease and immunosuppression from treatments. Common infection sites include the urinary tract, lungs, joints, central nervous system, and abdomen. Bacteria cause 80-90% of infections. Risk factors for major infections in SLE patients include older age, longer disease duration, organ damage, and invasive infections. Infections are a leading cause of death in SLE patients, accounting for 25-40% of deaths in studies from various countries.
This document is Chance Briggs' CV, which summarizes his professional experience working for various international development organizations. It details his roles as National Director of World Vision Mali, managing a $60 million budget; Programmes Director of World Vision Mozambique, overseeing $32-45 million in projects; and Programmes Director of World Vision Pakistan responding to the 2005 earthquake. It also lists relevant experience as Country Director of Interact Worldwide in Pakistan and Deputy Emergency Coordinator for Catholic Relief Services in Afghanistan and Pakistan. The CV demonstrates Briggs' experience leading large-scale international development programs across multiple countries in Africa and Asia.
The document provides information and exercises to help prepare for an English exam on December 6th. It covers topics like simple past and past continuous tenses, the use of "used to", "should/shouldn't", "can", and "could". It includes examples and sentences to complete using these tenses and structures. It also has exercises involving circling the correct answer when using simple past or past continuous.
The document provides information about the simple past tense in English. It discusses how regular and irregular verbs are formed in the past tense and provides examples. It explains that the simple past tense uses the past form of verbs and is used to talk about completed actions or situations in the past, whether they were short or long events. Examples are given to illustrate the use of the simple past tense in different contexts.
The document discusses various tenses in English grammar including the past simple, past continuous, past perfect, and past perfect continuous tenses. It explains how to form sentences using these tenses and provides examples. It also covers the present perfect, present perfect continuous, and compares the present perfect to the past simple tense. Key uses of each tense are outlined along with examples to illustrate their proper usage.
The document provides information about verb tenses and structures in English, including:
- The present simple tense is used for habits, permanent actions, and timetables. Some verbs like think can be both stative and dynamic.
- The present continuous tense is used for temporary actions happening now, plans for the future, and things in progress.
- The past simple tense is used for completed past actions and events. Regular verbs take the -ed ending and irregular verbs have different past forms.
- The present perfect tense is used for unfinished past actions that continue into the present, or past experiences without a specific time. The present perfect continuous focuses on duration.
- Other tenses covered include the
Present perfect simple and continuous 2013silviamilagres
The document summarizes the uses of the present perfect simple and present perfect continuous tenses in English. It explains that the present perfect simple is used to talk about experiences or actions that have occurred or been completed up until now, without specifying exact times. The present perfect continuous is used to describe actions that began in the past and continue in the present. It provides examples of how each tense is used and compares their usage to the simple past tense.
1) The document discusses different ways to talk about the future in English, including the present continuous tense, simple present tense, "going to" future, and "will".
2) The present continuous can express future meaning when talking about plans or arrangements that are already made. The simple present is used for timetables and schedules.
3) "Going to" implies intention or prediction of something likely to happen based on present circumstances. "Will" expresses offers, promises, or decisions made at the time of speaking.
4) There are nuanced differences in how and when to use these constructions depending on whether an action is planned/arranged versus spontaneous or a general prediction.
The document provides examples and explanations of using the past perfect tense in English. It begins by describing a situation where Sarah arrived at a party after Paul had already left. It then defines the past perfect as using "had" plus the past participle of the verb. It provides several examples of using the past perfect to talk about actions that occurred before another past time or event. It compares the past perfect to the past simple and present perfect tenses. Finally, it includes exercises for learners to practice forming sentences using the past perfect.
Jane has traveled to many places. She has been to China twice but has not yet been to India. The present perfect tense indicates experiences up until now that have a connection to the present. Jane is discussing her travel experiences with Dave in the present.
The simple past tense is used to talk about completed actions or events in the past. It is formed using the past tense of the verb. For regular verbs, the past tense ends in "-ed", while irregular verbs have variable past forms. The simple past tense is used to describe both short and long duration past events, regardless of how far in the past they occurred. It is generally used when specifying the time or place of a past event. Examples are provided to illustrate its use in sentences.
The document discusses various tenses in English including the present, past, future, and future continuous tenses. It provides examples of how to form each tense and when to use them. The present tense uses the base verb form and is used to describe present or habitual actions. The past tense is formed with a "-ed" ending and describes past actions. The future is formed with "will" or "be going to" and is used for plans and predictions. The future continuous uses "will be" plus the "-ing" form to discuss future actions in progress.
The document discusses the present perfect tense (PPT) in English. It provides examples of its use including to indicate unfinished time periods or actions that began in the past and continue in the present. It also discusses the use of adverbs like already, yet, ever, and never with the present perfect tense. Key uses of PPT covered are indefinite time, unfinished time, experiences, continuous actions, recent actions and lifetime experiences.
The document discusses various English verb tenses used to talk about past events, including:
- The past simple tense which is used for completed past actions and events.
- The past continuous tense which is used for unfinished past actions that were ongoing or in progress at a certain time.
- The present perfect tense which is used for actions or experiences that started in the past and continue in the present, or actions that occurred recently or at an unspecified time before now.
- The past perfect tense which is used to talk about actions that occurred before other past actions.
The document discusses various English verb tenses including present, past, and future tenses. It provides information on the uses and structures of the present simple, present continuous, past simple, past continuous, present perfect, past perfect, will future, and be going to future tenses. Examples are given to illustrate stative and dynamic verbs, irregular verb forms, time expressions used with each tense, and the differences between certain tenses like present perfect simple vs continuous.
- Indirect speech is a report of what somebody has said without using their exact words. It involves changing the tense, pronouns, adverbs of time and place, and sometimes modal verbs.
- Tense changes follow a "backshift" rule where the present tense becomes past tense and past tenses move back one further. Modal verbs like "can" become "could".
- Pronouns change according to who the subject and object are of the reporting clause. Adverbs of time and place are also adjusted.
- Reporting verbs like "say" and "tell" are used to report statements. Verbs like "ask" and "wonder" are used to report
Advanced 1 - Grammar and vocabulary Practice.pdfGeorgeVieira11
The document provides information about the simple present tense, present continuous tense, and the differences between action and state verbs. It discusses how the simple present is used to describe habitual or repeated actions, while the present continuous is used for temporary actions or actions happening now. Some examples are provided to illustrate the different uses. State verbs like feelings, thoughts, senses are usually not used in the continuous form. The document then provides exercises for learners to practice using these tenses in different contexts.
This document provides information on different verb tenses in English including present simple, present continuous, past simple, past continuous, and present perfect. It outlines the forms, uses, and exceptions for each tense. Key points covered include when to use each tense to talk about completed past actions, ongoing actions, habits, schedules, and experiences that are still relevant to the present. Examples are provided to illustrate the different tenses.
This document provides rules for reported or indirect speech including how to change verb tenses and pronouns when reporting what someone said in the past. It discusses using reporting verbs like "said" and "told" and includes examples of changing direct to reported speech. There are also exercises for students to practice changing statements, questions and imperatives to the appropriate reported speech format.
This document provides rules for reported or indirect speech including how to change verb tenses and pronouns when reporting what someone said in the past. It explains that present tense verbs change to past tense, personal pronouns change depending on who is reporting the speech, and place and time references need to be adapted to the new context. Examples are given for statements, questions, and imperatives reported indirectly along with common reporting verbs for each. Exercises are then provided to practice applying the rules of reported speech.
This document discusses the use of gerunds and infinitives after certain verbs and expressions in English. It explains that gerunds are verb+ing forms that follow verbs like enjoy and prepositions like after. Infinitives are 'to'+verb forms that follow verbs like decide and adjectives like difficult. Some verbs like remember and try can take either a gerund or infinitive with different meanings. The document provides many examples of verbs that commonly take gerunds or infinitives to clarify their uses.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
3. Ann is in her car.She is on her way to work.She is driving to work.
This means: She is driving now , at the time of speaking.
This is the present continuous tense:
I am = I’m working
he/she/it is = he’s driving
we/they/you = we’re doing etc.
Examples:
Please be quiet. I am trying to concentrate.
Let’s go out now. It isn’t raining any more.
Why are u looking at me like that? Have I said
something wrong?
5. Aziz is a bus driver , but now he is asleep in bed.
So: He is not driving a bus. (He is asleep.)
but He drives a bus. (He is a bus driver.)
Drive(s)/work(s)/do(es) etc. is the present simple:
I/we/you/they drive/work/do etc.
He/she/it drives/works/does etc.
6. Examples:
I come from Turkey. Where do you come from?
Whould you like a cigarette? No, thanks. I don’t smoke.
We use the present simple when we say how often we do
things:
I get up at 8 o’clock every morninng.
How often do you go to the dentist?
Aziz doesn’t drink tea very often.
In summer Aziz usually plays tennis once or twice a week.
I promise / I apologise etc.
I promise I won’t be late.
It is a nice day. I suggest we go out for a walk.
8. Wolfgang Amadeus Mozart was an Austrian musician
and composer. He lived from 1756 to 1791. He started
composing at the age of five and wrote more than 600
pieces of music. He was only 35 years old when he died.
Lived/started/wrote/was/died are all past simple.
9. write wrote
see saw
go went
Examples:
She lived in Tokyo seven years.
They were in London from Monday to Thursday of last week.
I went to all the art exhibitions I could.
11. Yesterday Karen and Jim played tennis. They began at 10 o’clock
and finished at 11:30. So , at 10:30 they were playing tennis.
They were playing = ‘they were in the middle of playing’.
They had not finished playing.
I/she/he/it was playing
We/you/they were working etc.
Examples:
I burned my finger while I was cooking breakfast.
I was practicing the guitar when he came home.
13. Tom is looking for his key. He can’t find it.
He has lost his key.
‘He has lost his key’ = He lost it and he still hasn’t got it.
Have/has lost is the present perfect simple.
I/we/they/you have finished
He/she/it has lost
done etc.
14. Examples:
Where is your key? I don’t know. I’ve lost it. (I haven’t got it now.)
I can’t find my bag.Have u seen it? (Do you know where it is now?)
Don’t forget to post the letter, will you? I have already posted it.
I’ve written the letter but I haven’t posted it yet.
PAST-------------------PRESENT
16. I went to a party last week.Tom went to the party too.Tom went home at
10:30. So, when I arrived at 11 o’clock, Tom wasn’t there.
When I arrived at the party, Tom wasn’t there. He had gone home.
This is the past perfect simple:
I/he/she had gone
I/he/she hadn’t gone
Had you/he/she gone?
17. Sometimes we talk about something that happened in the past:
-I arrived at the party.
We use the past perfect to say that something had already
happened before this time:
-When I arrived at the party, Tom had already gone home.
Examples:
George didn’t want to come to the cinema with us because he had
already seen the film twice.
It was my first time in an aeroplane. I was very nervous because I
hadn’t flown before.
18. The past perfect (I had done) is the past of the present perfect (I have done).
Compare this situations:
Present Past
I am not hungry. I have just had lunch. I wasn’t hungry. I had just had lunch.
The house is dirty. Whe haven’t cleaned The house was dirty. We hadn’t
it for weeks. cleaned it for weeks.
Compare the past perfect (I had done) and the past simple (I did):
Was Tom there when you arrived? No, he had already gone home.
but: Was Tom there when you arrived? Yes, but he went home soon afterwards.
20. Yesterday morning I got up and looked out of the window.The sun
was shining but the ground was very wet.
It had been raining.
It wasn’t raining when I looked out of the window; the sun was
shining.
But it had been raining. Thast’s why the ground was wet.
Had been raining is the past perfect continuous :
I/she/he (etc) had been doing
21. Examples:
When the boys came into the house, their clothes were dirty, their hair was
untidy and one had a black eye. The had been fighting.
The past perfect continuous (I had been doing) is the past of the present
perfect continuous (I have been doing). Compare:
Present Past
How long have you been waiting? How long had you been waiting
(until now) when the bus finally came?
* Some verbs(for example know) cannot be used in the continuous form.
23. This is Tom’s diary for next week.
He is playing tennis on Monday afternoon.
He is going to the dentist on Tuesday morning.
He is having dinner with Ann on Friday.
Inn all these examples, Tom has already decided and arranged
to do these things.
24. GOING TO (I am going to do)
*We use going to (do) when we say what we have already decided
to do, what we intend to do in the future:
- There is a film on television tonight. Are you going to watch it?
- No, I am too tired. I am going to have an early night.
- Have you made the coffee yet?
- No, but I am just going to make it.
*We use was/were going to to say what someone intended to do
in the past:
- We are going to travel by train but the we decided to go by car.
- * Did Tom do the examination?
- * No, he was going to do it but in the end he changed his mind.
25. Will / Won’t
We use will when we decide to do something at the time of
speaking:
- Oh, I have left the door open. I will go and shut it.
-What would you like to drink? I will have a lemonade, please.
We cannot use the present simple (I do) in these sentences.
- I will go and shut it . ( not I go and shut it)
Examples:
- That bag looks heavy. I will help you with it.
- I have asked John to help me but he won’t.
- I won’t tell Tom what you said .I promise.
- Will you shut the door, please?
- Will you please be quiet? I am trying to concentrate.
26. Will / Won’t
Examples:
- Tom is playing tennis on Monday. (not ‘Tom will play’)
- I will probably be a bit late this evening.
- You must meet Ann. I am sure you will like her.
- I expect Carol will get the job.
Will and shall
You can use shall or will with I and we:
- We shall probably go to scothland in June.
- Shall I open the window?
- Where shall we go this evening?
27. Will or Going to?
Will: We use will when we decided to do something at the time of
speaking.
Helen’s bicycle has a flat tyre.She tells her father.
Helen: My bicycle has a flat tyre.
Can you repair it for me?
Father: Okay , but I cant do it now.
I will repair it tomorrow.
Going to: We use going to when we have already decided to do
something.
Later, Helen’s mother speaks to her husband.
Mother: Can you repair Helen’s bicycle?
It has a flat tyre.
Father: Yes, I know. She told me.
I am going to repair it tomorrow.
29. Tom is a football fan and there is football match on television this
evening. The match begins at 7:30 and ends at 9:15. Ann wants to come
and see Tom this evening and wants to know what time to come:
Ann: Is it all right if I come at about 8:30?
Tom: No, don’t come then.I will be watching the match on television.
Ann: Oh. Whell, what about 9:30?
Tom: Yes that will be fine. The match will have finished by then.
31. COMPARATIVE
Examples:
Let’s go by car. It is cheaper.
Don’t go by train. It is more expensive.
Cheaper and more expensive are comparative forms.
After comparatives we use than:
-It is cheaper to go by car than to go by train.
We use –er for the comparative of short adjectives and adverbs:
- This jacket is too small. I need a larger size.
-The examination was easier than we expected.
We use more for other two-syllable adjectives and longer
adjectives.
- More expensive hotels are usually more comfortable than
cheaper ones.
32. COMPARATIVE
Examples:
Some adjectives and adverbs have irregular comparative forms:
Good/well Better
Let me ask him. I know him better than you do.
The garden looks better since you tidied it up.
Bad/badly Worse
Is your headache better? No, it is worse.
The situation was much worse than we expected.
Far Further or Farther
I am very tired. I cant walk much further.
Older and elder
- Tom looks older than he really is.
- My elder brother is a pilot.
- My brother is older than me. (not ‘elder than me’)
33. SUPERLATIVE
Examples:
What is the longest river in the world?
What was the most enjoyable holiday you have ever had?
Longest and most enjoyable are superlative forms.
- Yesterday was the hottest day of the year.
- That was the most boring film I have ever seen.
- Why did you stay at that hotel? It was the cheapest we could find.
- That house over there is the oldest building in the town.
- What is the longest river in the world? (not ‘of the world’)
- The book you lent me was most interesting. (=very interesting)
35. This house was built in 1895.
This is a passive sentence. Compare:
Somebody built this house in 1895. (active)
This house was built in 1895. (passive)
We often prefer the passive when it is not so important who or
what did the action. In this example, it is not so important who
built the house.
36. The passive infinitive is be done/be cleaned/be built etc.We
use the infinitive after modal verbs (will, can, must etc.) and a
number of other verbs (for example: have to, be going to, want
to).Compare:
Active: We can solve this problem.
Passive: This problem can be solved.
- The new hotel will be opened next year.
- George might be sent to America by his company in August.
There is a past infinitive form: have been done/ have been cleaned
Active: Somebody should have cleaned the windows yesterday.
Passive: The windows should have been cleaned yesterday.
Where were you born ? (not ‘are you born’)
I was born in Chicago. (not ‘I am born’)
38. CAN and COULD
- You can see the sea from our bedroom window.
- Can you speak any foreing languages?
- I am afraid I can’t come to your party next Friday.
- When we went into the housei we could smell burning.
- She spoke in a low voice but I could understand what she was
saying.
- My grandfather couldn’t swim.
MUST(have) and CAN’T (have)
- You have been travelling all day. You must be tired.
- Carol knows a lot about films. She must go to the cinema a lot
- The phone rang but I didn’t hear it. I must have been asleep.
- She couldn’t have seen me.
- He couldn’t have been looking where he was going.
39. MAY (have) and Might (have)
He may be in his office. (= perhaps he is in his office)
He might be having lunch. (=perhaps he is having lunch)
I am not sure where to go for my holidays but I may go to Italy.
(=perhaps I will go)
SHOULD
Tom has just come back from the cinema:
Ann: Hello,Tom. Did you enjoy the film?
Tom: Yes, it was great. You should go and see it.
- I am feeling sick. I shouldn’t have eaten so much chocolate.
- If you should see Tom this evening, can you tell him to phone me?
41. Verb+ing
Stop enjoy fancy admit consider miss
Finish mind imagine deny involve postpone
Delay suggest regret avoid practise risk
If the verbs are followed by another verb, the structure is usually
verb + ing:
- Stop talking!
- I will do the shopping when I have finished cleaning the flat.
-I don’t fancy going out this evening.
Give up(=stop) put off(=postpone)
Keep or keep on(=do something continuosly or repeatedly)
Go on(=continue) carry on(=continue)
*Are you going to give up smoking?
*She kept on interrupting me while I was speaking.
42. Verb+infinitive
Agree offer decide appear forget
Refuse attempt plan seem learn(how)
Promise manage arrange pretend dare
Threaten fail hope afford tend
If these verbs are followed by another verb, the structure is
usually verb+ to + infinitive:
-As it was late, we decided to take a taxi home.
-I like George but I think he tends to talk too much.
-How old were you when you learnt to drive?
*I pretended to be reading.(=I pretended that I was reading)
*We asked how to get to the station.
*How you decided where to go for your holidays?
*Can someone show me how to change the film in this camera?
43. Verb + object + infinitive
Want ask expect help mean would like would prefer
There are two possible structure after these verbs:
Verb + to + infinitive Verb + object + to + infinitive
I asked to see the manager. I asked Tom to help me.
We expected to be late. We expected him to be late.
He would like to come. He would like me to come.
44. Preposition + ing
If a verb comes after a preposition (in/at/with/about etc.) the
verb ends in –ing.
Examples:
Are you interested in working for us?
I am not very good at learning languages.
I am fed up with studying .
The children are excited about going on holiday.
-We stopped everyone leaving (or from leaving) the building.
46. IF sentences (present/future)
Tom: I think I left my lighter in your house.Have you seen it?
Ann: No, but I will have a look.If I find it, I will give it to you.
In this example there is a real possibility that Ann will find the
lighter.So she says: ‘If I find … I will…’
Ann: If I found £100 in the street, I would keep it.
This is a different type of situation.Ann is not thingking about a
real possibility; she is imagining the situation. So she says: ‘If I
found… I would…. (not ‘If I find…. I will)
*If we didn’t go to their party next week, they would be angry.
(not ‘if we wouldn’t go’)
47. If and wish sentences (present)
Tom wants to telephone Sue but he can’t do this because he
doesn’t know her telephone number. He says:
If I knew her number, I would telephone her.
Tom says: ‘If I knew her number…’ This tell us that he doesn’t know
her number. He is imagining the situation. The real situation is that
he doesn’t know her number.
48. If and wish sentences (past)
Last month Ann was ill. Tom didn’t know this, so he didn’t go to
see her. They met again after Ann go better. Tom said:
If I had known that you were ill, I would have gone to see you.
The real situation was that Tom didn’t know that Ann was ill. So
he says If I had known… When you are talking about the past, you
use the past perfect (I had done/I had been/I had known etc.)
after if.
49. Resources
-English grammer in use with answers edition Raymond Murphy
-English grammer in use second edition Raymond Murphy
-www.youtobe.com
-www. Slideshare.net