Twelfth set is all about ‘Modals’; they are auxiliary verbs who only exist in their helping form and do not show tense or number. These verbs are very practical and must be learned through use, here we have explained usage of can, and its pronunciation and creating using can. A number of explanations for in and at place preposition.
Thirteenth set is more about ‘Modals’; here they are detailed further how to form polite questions, ask permission, give instruction, to order, to make it compulsory with help of modals.
Thirteenth set is more about ‘Modals’; here they are detailed further how to form polite questions, ask permission, give instruction, to order, to make it compulsory with help of modals.
Learning the 12 verb English tenses with pictures and examples of how to use them in a sentence. Download the 12 English tenses in English grammar in PDF
Learning the 12 verb English tenses with pictures and examples of how to use them in a sentence. Download the 12 English tenses in English grammar in PDF
For better or worse, the American workplace is full of idioms, which are used everyday. Here are some idioms you're likely to encounter in the workplace. To help you decipher what they may mean, VanSight has collected a list of some of the most common of them.
Here we will put in plain words so as you can apply them in business environment.
As dreams are our daily experiences, who is not interested to know how and why dreams occur? We generally think that dreams are recollection of immediate and past experiences, repeating in sleep. Well, it is a very general conception; a more scientific enquiry into the theory of dream is too expedient.
Hands movement Unintentional human gestures such as making an eye rub, a chin rest, a lip touch, a nose itch, a head scratch, an ear scratch, and a finger lock have been given some useful
Third set highlights the usage of ‘Simple present tense’; it also teaches to use frequency of adverbs. The spelling rules and pronunciation of most commonly used is explained. Asking information question in simple present tenses with be and do is clarified.
Language shapes the way we think, and determines what we can think about…!!!” Body language comes in clusters of signals and postures, depending on the internal emotions and mental states
Sixteenth set is for ‘Making comparison’; it means statement or estimate of similarities and differences between two things. it can be classified into two parts comparative and superlative; comparative is always between two kind of things and superlative has to the best of everything.
Fourteenth set is on the subject of ‘Nouns and Modifiers’; A word or group of words that describes or limits a verb, noun, adjective, or adverb. Modifiers applied to nouns are adjectives. Modifiers applied to verbs or adjectives are adverbs. It also explains to express quantity all of, one of, none of, every, and indefinite pronouns. Then these presentations give details of subject verb agreement of the sentences.
Eleventh set further explains ‘Expressing future times’; this goes deeper with words like may might to explain future tense. The difference between maybe and may be is very evidently explained. In addition time clauses are used to prominence to express future tense comprehensibly.
Seventh set is next level in grammar ‘Countable and uncountable noun’; how to tally things which cannot be counted. To use many or few or much or some or little to measure uncountable. Integrating articles into our speech; to learn the when to use f a or an or the and importantly when not to use articles.
Ninth set is to ‘Express past time’; this further gives details of using questions in past time with when, what, what time, where, why and who. The usage of who and whom when to use and how to use; Irregular verbs elaborated with its more difficult words. The usage of time clause before or after in a sentence to say more accurately about past time; and difference in usage of past progressive versus present progressive versus past simple.
Tenth set is for ‘Expressing future times’; this about expressing time (TENSES) in the future. We can also using present progressive to talk about future time this presentation explains that clearly. Telling and making questions on future time with will, ago, a couple of, few.
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.
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?
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.
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
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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.
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.
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.
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2
3. Chapter 12 Modals Part 1
CONTENTS
12-1 Using can
12-2 Pronunciation of can and can’t
12-3 Using can: questions
12-4 Using know how to
12-5 Using could: past of can
12-6 Using be able to
12-7 Using very and too + adjective
12-8 Using two, too, and to
12-9 More about prepositions: at and in for place
3
5. 12-1 USING CAN
(a) Sarika is smart.
She can speak five languages.
(b) I have some money.
I can buy a present for my mom.
(c) You are smart. You can fix cars.
ability
can
possibility
5
6. 12-1 USING CAN
(d) CORRECT: Dev can ride a bike.
simple form
can of main verb
6
7. 12-1 USING CAN
(d) CORRECT: Dev can ride a bike.
(e) INCORRECT: Dev can to ride a bike.
can infinitive
with to
7
8. 12-1 USING CAN
(d) CORRECT: Dev can ride a bike.
(e) INCORRECT: Dev can to ride a bike.
(f) INCORRECT: Dev can rides a bike.
can main verb – final -s
8
9. 12-1 USING CAN
(g) Rajiv can not snowboard.
Rajiv cannot snowboard.
Rajiv can’t snowboard.
NEGATIVE:
can + not = can not or cannot
CONTRACTION:
can + not = can’t
9
14. 12-2 PRONUNCIATION OF CAN AND CAN’T
(a) Uma can come to school with us.
Can – pronounced “kun” /kən/
(b) Abi can’t come to school with us.
Can’t – pronounced as “ant” /kænt/
14
16. 12-2 Let’s Practice
can’t
Giraffes ____ roar. Lions can roar.
___
can
can’t
16
17. 12-3 USING CAN: QUESTIONS
Alia can speak Farsi. Can you speak
Farsi?
17
18. 12-3 USING CAN: QUESTIONS
CAN + SUBJECT + MAIN
VERB
(a) Can you speak Farsi?
Yes, I can.
No, I can’t.
(b) Can Ella drive?
Yes, she can.
No, she can’t.
18
19. 12-3 USING CAN: QUESTIONS
QUESTION + CAN + SUBJECT + MAIN
WORD VERB
(c) Where can I walk my dog?
In the park.
(d) When can we bake cookies?
On Saturday.
19