This document provides information about using will and other verb forms to talk about the future in English. It discusses using will for decisions made in the moment, predictions without evidence, and promises. It also covers using shall with first person subjects and the structures for will and shall. Examples are given for using will, shall, the present continuous, and "going to" to express future meaning. Exercises include filling in verbs in the correct future tense.
Cung cấp giáo viên nước ngoài đến từ các quốc gia sử dụng tiếng Anh là ngôn ngữ chính: Anh, Úc, Mỹ, Cananda và có bằng chuyên môn đạt chuẩn quốc tế, công ty Hawaii luôn đảm bảo chất lượng giáo viên ưu tú và đây là mối quan tâm hàng đầu của Hawaii Education. Bên cạnh đó, để được giảng dạy chính thức giáo viên phải và thông qua quá trình tuyển dụng, kiểm tra trình độ, đồng thời có kinh nghiệm sư phạm lâu năm, dễ dàng nắm bắt những khó khăn của học viên trong quá trình học. Giúp nâng cao chất lượng học viên cũng như uy tín của khách hàng.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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
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.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
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.
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.
2. WILL for FUTURE
En inglés podemos referirnos al futuro
utilizando varias formas verbales:
Presente simple
My bus goes at 16:00
Presente continuo o con ‘going to’
They’re coming tomorrow
Con el verbo auxiliar WILL
We will go to London by plane
3. WILL for FUTURE
Utilizamos WILL para determinadas ocasiones:
Decisiones tomadas en el momento en que se
habla:
- Would you like to go out next Friday?
- Of course, I will pass through your house, OK?
Predicciones tomadas sin tener en cuenta
evidencias:
- At the end of 2013 the economy will grow fastly.
Al ofrecer o prometer algo:
- You have got a lot of bags, wait and I will bring
them to your home.
4. WILL for FUTURE
Estructura:
Subject + WILL + infinitive + object… (+)
He will go to your home tomorrow
Subject + WILL NOT + infinitive + object… (-)
Will not = WON’T
Susan won’t come tomorrow night
WILL + subject + infinitive + object...? (?)
Short answers: Yes, I will / No, I won’t
Will you wait for me at the station?
5. WILL for FUTURE
Contracciones:
I will – I’ll
You will – You`ll
He will – He’ll
She will – She’ll
It will – It’ll
We will – We’ll
You will – You’ll
They will – They’ll
6. WILL for FUTURE
Exercise. Complete the sentences. Use WILL
or the present simple in their correct form.
1) He ___ (go) to school from Monday to Friday.
2) I ___ (call) you back later.
3) I ___ (not/like) coffee, so I ___ (make) some
tea.
4) It’s 17:55, I’m sure that Tom ___ (not/come) in
time.
5) Who ___ (drive) on your way home?
6) ___ Sheila (brush) her teeth in the morning?
7. WILL for FUTURE
Answers.
1) He GOES to school from Monday to Friday.
2) I’LL CALL you back later. / I WILL CALL…
3) I DON’T LIKE coffee, so I’LL MAKE some tea.
/ I DO NOT LIKE…so I WILL MAKE…
4) It’s 17:55, I’m sure that Tom WON’T COME in
time. / …Tom WILL NOT COME…
5) Who WILL DRIVE on your way home?
6) DOES Sheila BRUSH her teeth in the
morning?
8. SHALL
En ocasiones se utiliza SHALL en vez de WILL.
SHALL se utiliza normalmente en las mismas
ocasiones que WILL.
En ocasiones se utiliza para sugerir algo:
Shall I open the window?
Shall I help you with your homework?
SHALL únicamente se utiliza con la 1ª persona,
singular y plural: I y WE.
We shall go out next Saturday.
La forma negativa de SHALL es SHAN’T.
9. SHALL
Exercise. Make sentences. Use
SHALL/SHAN’T when possible. Otherwise
use WILL
1) We / come back / in time.
2) I think / he / not / work / much longer.
3) / I / switch on the TV?
4) They / understand / the situation.
5) We / not / stay / more than two days.
6) You / go / to sleep / early.
10. SHALL
Exercise. Make sentences. Use
SHALL/SHAN’T when possible. Otherwise
use WILL
1) We SHALL come back in time.
2) I think he WILL NOT / WON’T work much
longer.
3) SHALL I switch on the TV?
4) They WILL understand the situation.
5) We SHALL NOT / SHAN’T stay more than two
days.
6) You WILL go to sleep early.
11. PRESENT CONTINUOUS
(FUTURE)
El presente continuo se utiliza cuando
hemos decidido y concretado alguna
acción para el futuro.
I’m flying to Berlin next week
They’re visiting us tomorrow
El presente continuo también se utiliza
para acciones que se van a realizar
enseguida.
Wait a second, I’m coming!
12. PRESENT CONTINUOUS
(FUTURE)
Exercise. Put the more suitable form, present
simple, present continuous or will.
1) The sky is grey, it _______ (go) to rain.
2) Although the sky is blue, I think it _____ (rain).
3) It always _____ (rain) a lot in April.
4) Tom ____ (travel) to Russia tomorrow. His
plain ____ (leave) at 10:00, so I think I ____
(go) with him to the airport.
5) I’m tired, so I ____ (go) to bed right now.
6) What _______ (you/do) tonight?
13. PRESENT CONTINUOUS
(FUTURE)
Exercise. Put the more suitable form, present
simple, present continuous or will.
1) The sky is grey, it IS GOING to rain.
2) Although the sky is blue, I think it WILL RAIN.
3) It always RAINS a lot in April.
4) Tom IS TRAVELLING to Russia tomorrow. His
plain LEAVES at 10:00, so I think I WILL GO
with him to the airport.
5) I’m tired, so I AM GOING to bed right now.
6) What ARE YOU DOING tonight?
14. I’M GOING TO…(FUTURE)
Utilizamos ‘I’M GOING TO + INFINITIVE’
tal y como utilizamos el presente continuo
para el futuro.
El presente continuo es usado mayormente
en inglés hablado.
I’m travelling across Europe in holidays.
I’m going to travel across Europe in holidays.
15. I’M GOING TO…(FUTURE)
Estructura:
Subject + am/are/is + going to + infinitive
We’re going to watch a movie to the cinema.
I’m going to… se utiliza cuando hemos
decidido realizar alguna acción.
También para expresar que algo vá a pasar
en el futuro:
I don’t feel good, I’m going to be sick.
16. I’M GOING TO…(FUTURE)
Exercise. Make sentences with ‘going to’
and the appropriate verb from the box.
tidy;
play;
buy;
give up;
complain
1) Tom and I ______ tennis this afternoon.
2) This food is awful. I ________ to the waiter.
3) I’ve worked too long in the same place, so I
________ my job.
4) He _______ his room. It was really dirty!
5) Susan and I _______ a new TV.
17. I’M GOING TO…(FUTURE)
Exercise. Make sentences with ‘going to’
and the appropriate verb from the box.
1) Tom and I ARE GOING TO PLAY tennis this
afternoon.
2) This food is awful. I’M/AM GOING TO
COMPLAIN to the waiter.
3) I’ve worked too long in the same place, so I’M/AM
GOING TO GIVE UP my job.
4) He’S/IS GOING TO TIDY his room. It was really
dirty!
5) Susan and I ARE GOING TO BUY a new TV.