This document provides a summary of reported speech and sequence of tenses rules in English grammar. It explains that if the introductory verb is in the past tense, the tenses in the reported speech must change according to sequence of tenses rules. For example, present simple becomes past simple, past simple becomes past perfect, and future will/going to becomes future in the past would/was going to. It also notes other changes like demonstrative and time expressions. Examples are given to illustrate applying these rules when changing direct to indirect speech.
This short presentation on pronouns in English discusses the types and their appropriate uses with examples. Useful for students who would like to review their knowledge of pronouns.
Pronouns are words that we use in place of Nouns (or other Pronouns) in a sentence to make it less repetitive and less awkward. Some of the most common Pronouns are - he, she, you, they, it, etc. These Pronouns are divided into different categories based on their use
Esta es una presentación de Power Point en la cual se explica el uso del Pasado Simple en Inglés, como hacer oraciones afirmativas, negativas, preguntas simples o preguntas informativas.
This short presentation on pronouns in English discusses the types and their appropriate uses with examples. Useful for students who would like to review their knowledge of pronouns.
Pronouns are words that we use in place of Nouns (or other Pronouns) in a sentence to make it less repetitive and less awkward. Some of the most common Pronouns are - he, she, you, they, it, etc. These Pronouns are divided into different categories based on their use
Esta es una presentación de Power Point en la cual se explica el uso del Pasado Simple en Inglés, como hacer oraciones afirmativas, negativas, preguntas simples o preguntas informativas.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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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.
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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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Engllish second grade teaching unit 6
1. English, Second Grade
Teaching Unit 6 – Lesson 11 LOVE 54
GRAMMAR
Reported Speech Review
Sequence of Tenses
We have reviewed reported speech. Those were the cases when the introductory verb was in
Present.
E.g. “Sit down!”
He tells me to sit down.
“I met a man.”
Delia says that she met a man.
“Where did you get it from?”
Delia asks him where he got it from. (Question word + Subject + Verb)
“Are you enjoying the party?”
She asks me if (whether) I am enjoying the party. (If/whether + Subject + Verb)
But, if the introductory verb is in the past tense, we also have to abide by the sequence of tenses
rules, which means the following:
Direct Speech Indirect Speech
Present becomes Past
Past Past Perfect
Present Perfect Past Perfect
Future (will) Future in the Past (would)
Except for usual changes in personal pronouns and possessive adjectives, there are also changes
in demonstrative pronouns and time expressions:
Direct Speech Indirect Speech
this becomes that
these those
today that day
now then
yesterday the day before, the previous day
last week the week before, the previous week
two days ago two days before
tomorrow the day after, the following day
next week the week after, the following week
Let us do now the above examples, but this time with sequence of tenses:
E.g. “Sit down!”
He told me to sit down. (no changes)
“I met a man.”
Delia said that she had met a man.
“Where did you get it from?”
Delia asked him where he had got it from.
“Are you enjoying the party?”
She asked me if (whether) I was enjoying the party.
HOMEWORK: Do exercises 2 a, 2 c and 2 f on page 83.
