The document provides information on English verb tenses including:
- Present Simple is formed using the infinitive or -s ending. It expresses habitual actions.
- Past Simple uses the past form of the verb to express completed past actions.
- Present Continuous uses the present form of to be + the -ing form to express ongoing or planned future actions.
- Modal verbs like can, may, must are used to express ability, permission, obligation.
- The infinitive is used after adjectives and to express purpose or intention.
- The passive voice is used when the subject is less important than the object, or the subject is unknown. It forms the tense then adds
Stilske figure (sredstva) za analizu književnih i neknjiževnih tekstova. Sadržaj namijenjen učenicima predmetne nastave, učenicima srednje škole i studentima.
Ovdje se radi o kratkim pricama iz udzbenika English in Mind za treci razred srednjih skola,nadam se da ce biti od koristi,jer ove price budu na kontrolnim radovima,testovima a cesto i diktati se pisu ... Srecno
Stilske figure (sredstva) za analizu književnih i neknjiževnih tekstova. Sadržaj namijenjen učenicima predmetne nastave, učenicima srednje škole i studentima.
Ovdje se radi o kratkim pricama iz udzbenika English in Mind za treci razred srednjih skola,nadam se da ce biti od koristi,jer ove price budu na kontrolnim radovima,testovima a cesto i diktati se pisu ... Srecno
Modalnost i modalni glagoli u engleskom jeziku - Milica Mitrović - Daniela St...NašaŠkola.Net
Takmičenje na portalu www.nasaskola.net
"biramo najbolju lekciju"
engleski jezik i računarstvo i informatika,
mart 2011. godine,
Modalnost i modalni glagoli,
Engleski jezik,
Milica Mitrović, IV-4
Daniela Stanković,
Prva niška gimnazija "Stevan Sremac"
The main objective of this PPT is to know when you use one or the other or these tenses. A revision of irregular tenses is necessary, too in order not to make mistakes (spelling, ...)
English Language " Simple Present Tense" by Miss Linda Trust.pptxLinda Simanjuntak
In this Power POint , these are explanation of Simple Present Tense.
Simple Present Tense 2. Use 1. Regular habits or daily routine: Use the Simple Present to express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event or something that often happens.
Check it out !!!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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?
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
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.
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.
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
2. PPrreesseenntt SSiimmppllee
Tvori se:
- potvrdni oblik
od infinitiva bez to
We play football.(Mi igramo nogomet.)
-u 3.licu jednine infinitivu se dodaje
nastavak –es ili –s
He plays football.(On igra nogomet.)
-ako glagol završava na –y ispred
kojeg stoji suglasnik,-y se mijenja u –i
i dodaje se –es
try-tries,cry-cries
3. -niječni oblik
do/does+not+infinitive bez –to
I don’t play football.(Ja ne igram nogomet.)
She doesn’t play football.(Ona ne igra nogomet.)
-upitni oblik
do/does+subject+infinitive bez –to
Do you play football?(Igraš li ti nogomet?)
Does she play football?(Igra li ona igra nogomet?)
4. -Upotrebljava se
-za izricanje neke uobičajne radnje
koja se ponavlja ili navike
Mary drinks milk every day.(Mary pije mlijeko svaki dan.)
-za izricanje činjenice
The sun rises in the east.(Sunce izlazi na Istoku.)
-za izricanje nečeg što je točno već
dugo vremena
David works in a factory.(David radi u tvornici.)
5. I
We
You
They school at nine o’clock every day.
starts
He
She
It
start
I
We
You
They
He
She
It
Do
Does
live in London?
wear glasses?
speak French?
When do you have breakfast?
6. PPaasstt SSiimmppllee –– pprrooššlloo zzaavvrrššeennoo
vvrriijjeemmee
Tvori se
- potvrdni oblik:
ako je glagol pravilan, dodaje se
nastavak –ed/d
Laugh-laughed,dance-danced,watch-watched
-ako je glagol nepravilan,vidi drugi
stupac tablice nepravilnih glagola
-niječni oblik:
did+not+infinitive bez –to
She did not learn it well.(Ona to nije dobro naučila.)
7. -upitni oblik
did+subject+infinitive bez –to
Did you bring bread?(Jesi li donio kruh?)
-Upotrebljava se:
-za izricanje radnje koja je počela,traje i
završila u prošlosti
Diane brought him home.(Diane ga je dovela kući.)
-za izricanje prošle radnje koja se
dogodila u neko točno utvrđeno vrijeme
u prošlosti
They came from their vacation yesterday.(Došli su s godišnjeg
odmora jučer.)
8. I
He
She
It
We
You
They
lived
visited
played
in London in 2007.
the museum on Satrday
football with friends.
Did
I
He
She
We
You
they
go to Wimbledon?
win the award?
eat the strawberrues?
Where did you stay?
9. PPrreesseenntt CCoonnttiinnuuoouuss
Tvori se:
- Potvrdni oblik:
od pomoćnog glagola to be i infinitiva
glagola (bez –to) kojemu se dodaje nastavak
–ing.
ex. I am going home.(Ja idem kući.)
- ako glagol završava na –e, taj se nastavak ispušta: Come-coming,
dance-dancing
- kada jednosložni glagoli završavaju na suglasnik,on se
udvostručava : Sit-sitting, swim-swimming
10. -niječni oblik:
to be+not+present participle
I am not sleeping.(Ja ne spavam.)
Susana is not dancing.(Suzana ne pleše.)
-upitni oblik
to be+subject+present participle
Is he going home?(Ide li on kući?)
Are you having fun?(Zabavljate li se?)
11. -Upotrebljava se:
-za izricanje radnje koja je u tijeku
The sun is shining.(Sunce sija.)
-za izricanje buduće radnje koja smo
sami isplanirali u bliskoj budućnosti
We are leaving for Paris tomorrow.(Sutra odlazimo u Pariz.)
-za izricanje radnje koja se ne događa
u ovome trenutku,ali je još u tijeku
I’m reading a good book.(Čitam jednu dobru knjigu.)
12. I
am
‘m
he
she
is
‘s
it
we
you
they
are
‘re
eating.
driving the
car.
listening to
music.
I
he
She
it
we
you
they
am not
‘m not
is not
are not
‘re not
giving her a
present.
wearing jeans.
13. PPaasstt CCoonnttiinnuuoouuss
Tvori se:
- potvrdni oblik:
od prošlog oblika pomoćnog glagola to be
(was/were) i nastavka –ing na glagol
I was dancing in the disco.(Plesala sam u diskoteci.)
-niječni oblik:
was/were+subject+present participle
Judy wasn’t reading this book.(Judy nije čitala ovu knjigu.)
14. -upitni oblik:
was/were+subject+persent participle
Was she watching TV?(Je li ona gleda TV?)
-Upotrebljava se:
-za izricanje radnje koja je trajala u
točno određeno vrijeme u prošlosti
Yesterday at 7 o’clock we were having dinner.(Jučer u 7 sati mi
smo večerali.)
-za izricanje radnje koja se trajala u
prošlosti i prekinuta je nekom drugom
prošlom radnjom
Ann was sleeping when I arrived.(Ann je spavala kada sam
došao.)
15. -za izricanje dviju radnji koje su se
istovremeno događale u prošlosi
Logan was dancing while Max was playing the violin.(Logan je
plesao,dok je Max svirao violinu.)
was
were
I
He
She
it
We
You
they
walking along the
path
living in France in
2004.
cooking dinner at 7
o’clock.
16. PPrreesseenntt PPeerrffeecctt
Tvori se:
- potvrdni oblik:
od pomoćnog glagola to have+past
participle glavnog glagola (za pravilne
glagole:infinitiv+ -ed/d,za nepravilne
glagole:|||.stupac u tablici nepravilnih
glagola)
I have lived in Zagreb for ten years.(Živim u Zagrebu deset
godina.)
I have got a cat. (Dobila sam mačku)
17. -niječni oblik:
have/has+not+past participle
I have not been to America.(Niam bila u Americi.)
They haven’t seen this film.(Nisu vidjeli ovaj film.)
-upitni oblik:
have/has+subject+past participle
Have you done your homework?(Jesi li napisao zadaću?)
Has she been to London?(Je li ona bila u Londonu?)
-Upotrebljava se:
-za radnju koja je počela u
prošlosti,još traje,a vjerojatno će
trajati i u budućnosti
I have lerned English for four years.(Učim engleski već četiri
godine.)
18. AAuuxxiillllaarryy vveerrbbss
-pomoćni glagoli
pomoćnim glagolima služimo se za
tvorbu glagolskih vremena.Oni također
mogu stajati samostalno.Pomoćni su
glagoli –to be,to do i to have. Njihovi
osnovni oblici jesu:
Pomoćni glagol Infinitiv Present tense Past tense Past participle
Be to be am,is,are was,were been
Do to do do,does did done
Have to have have,has had had
19. MMooddaallnnii ggllaaggoollii
Can
-njime se izriče
-suprotnost
-mogućnost
-uljudno pitanje
Could
-njime se izriče
-vjerovatnost
-uljudno pitanj
-sposobnost u
prošlosti
May
-njime se izriče
-dopuštenje
-mogućnost
Might
-njime se
izriče
-mogućnost
-prijedlog
Should
-njime se izriče
-očekivanj
-obaveza
Would
-njime se izriče
-radnja koja bi
bila uobičajna
u prošlosti
Must
-njime se izriče
-zabrana
-snažna obaveza
20. IInnffiinniittiivv
-U engleskom jeziku infinitiv se tvori
tako što se ispred glagola sastavlja
prijedlog –to.
-Upotrebljava se:
-iza pridjeva koji izriču osjećaje
I’m happy to see you.(Sretna sam što te vidim.)
-kao subjekt
To dance is fun.(Zabavno je plesati.)
-za izricanje želje ili namjere
I would like to learn how to dance.(Želio bih naučiti plesati.)
21. PPaassiivv--((PPaassssiivvee VVooiiccee))
- Svako aktivno glagolsko vrijeme ima svoj pasivni
oblik.
- Pasivni oblik upotrebljava se u rečenicama gdje
subjekt nije vršitelj radnje,ako je subjekt
nepoznat ili objekt važniji od subjekta.
- Objekt aktivne rečenice tada postaje subjektom
pasivne rečenice. Vršitelj radnje (subjekt) se
dodaje na kraj rečenice nakon prijedloga.
22. Simple Present
Active:Rita writes a letter.
Passive:A letter is written by Rita.
Simple Past
Active:Rita wrote a letter.
Passive:A letter was written by Rita.