The document provides information about various English grammar structures across 5 units:
Unit 1 covers yes/no questions, wh- questions, and alternative questions. Unit 2 discusses the present simple and present continuous tenses. Unit 3 describes types of comparison. Unit 4 examines narrative tenses such as the past simple and past perfect. Finally, Unit 5 discusses modal verbs including can, could, may, should, must, needn't, used to, and would.
This is a very comprehensive presentation that explains the reported speech rule. It is very simple and helpful to learners of English language especially EFL students.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Paúl Fernando González Torres
Ciclo: Tercero
Bimestre: Primero
This is a very comprehensive presentation that explains the reported speech rule. It is very simple and helpful to learners of English language especially EFL students.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Paúl Fernando González Torres
Ciclo: Tercero
Bimestre: Primero
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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?
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.
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.
1. UNIT 1 Questions forms A Yes/No questions (which expect the answer ‘yes’ or ‘no’) 1 Most verbs need to use the auxiliary do/does/did to make questions 2 Verbs with be, can and have (got) don’t need the auxiliary d0/does/did 3 Negative Yes/No questions expect a particular answer Do you like to play soccer? B Wh- questions 1 Question words (who, what, and how, etc) come at the beginning of the question 2 If who, what or which is the subject of the sentence, we don’t use the auxiliary do/does/did, and we use normal sentence word order 3 If there is a preposition, it comes at the end of the question (unless it is very formal speaking or writing) What did you do last night? C Alternative questions (which espect the answer to be one of two options) There are two types of alternative questions; (a) a Yes/No type and (b) a Wh- type Do you want to listen to music or go to the party?
2. Prepositions of place, time and movement In ‘time’ phrases: at/in/on These prepositions can be used to indicate the time of an action My bithday is on 11th July I listened to music at night In ‘place’ phrases: at/it/on These prepositions can be used to indicate actual position, and they can also be used in expressions I will wait to you at the bus stop I left the book in bed In ‘movement’ phrases: at/to/into/towards These prepositions can be used to indicate the movement of a person or an object We arrived at the concert I walked to school
3. UNIT 2 Present Simple & Present Continuous Present simple 1 Positive statements 2 Negative statements 3 Questions 4 Short answers I play the guitar Do you play the guitar? Present continuous The present form of be + the –ing form of the verb I’m reading a book He’s studying for the exam
4. Modifiers 1 Fairly usually modifies adjectives and adverbs It’s a fairly large building but there isn’t enough space 2 Quite suggests a higher degree than fairly He’s quite good at science 3 Pretty is stronger than quite It’s a pretty cool building 4 A bit is often used with the same meaning as a little He’s a bit young to participate at the olympics 5 Really is used to show emphasis The book was really interesting 6 Extremely, incredibly and terribly are also used to show emphasis I was extremely happy that i pass the exams
5. UNIT 3 Types of comparison To a higher degree (comparative form + than) He is taller than it used to be To the same degree (as…as) I´m as fast as i used to be To a lower degree (with less + than and the least) I’m less keen on sports than i used to be (Not) as…as (compare things which are different) I’m not as good at sports as i used to be As…as (compare things which are the same) I´m as good at school as i used to be
6. Reflexives & own Reflexives 1 When the object is the same person/thing as the subject 2 When you want to emphasise the subject or object 3 With by to mean alone I cook the dinner by myself I forced myself not to play videogames Own 1 on my own/on his own, etc. To mean ‘without the help of others’ 2 on my own/on his own, etc. To mean ‘alone’ 3 my own/her own, etc. To mean ‘belonging to no other person’ I bought my own house I organised the party on my own
7. UNIT 4 Narrative tenses Past simple Verb + -ed (remember there are many irregular verb forms) He played soccer yesterday Past continuous Was/were + -ing I was reading a book last night Past perfect simple Had + past participle She had written a letter Past perfect continuous Had been + -ing He had been playing the guitar
8. Time conjunctions As Is used (with simple tenses) to talk about two situations which develop or change together As i was playing the guitar, i listened to music When We often use when to refer to periods of time When i studied a lot, i had better grades While We usually use while to describe two longer actions or situations going on the same time While i was doing the homework, i was watching tv
9. Eventually/Finally Mean ‘in the end’. We used them to say that something happens later It was a very closed race but eventually he won At first/To begin with Refer to the beginning of a situation, to make a contrast with something different that happens later At first she enjoyed reading the book, but after a while she don´t wanted to read As soon as Can be used to talk about two actions or events that happen very quicklyone after the other As soon as i arrived at home, i watch the tv After/Afterwards/After that After is not usually alone. Instead we use other expressions like afterwards and after that We’re going to go to the cinema and afterwards we’re going to the restaurant By the time Is used before a verb and means ‘not later than’
10. UNIT 5 Modals Can We use can to ask for and give permission You can go to the park Could We use could to to ask permission when you are noy sure what the answer will be Could you come tomorrow? May We use may to ask for or give permission in formal situations May i go to drink water?
11. Ought to/Should We usew to talk about obligations and duties in the future, present and past You should go to the gym Mus t We use to talk about present and future strong obligations and necessities that come from the speaker You must remember to drink your medicine Needn’t/Don’t need/Don’t have to We use to talk lack of obligation in the present or future You don’t need to bring the tickets
12. Used to and Would Used to We use to talk about past habits and ststes that do not occur now or no longer exist I used to play alot of videogames, but now i hardly play He used to go to the gym, but he’s put on a lot of weigh Would Is also used to talk about past habits and repeated actions but not about past states When i was a child, i would go to play videogames When i was a child, i would go to the park