The document contains 10 multiple choice questions testing understanding of English verb tenses. The questions cover a range of tenses including simple present, present perfect, present perfect continuous, and past simple. Key details assessed include using the appropriate tense to match temporal clues like "for years", "since", and distinguishing between ongoing actions and one-time past events. The correct answers are identified for each question based on tense agreement with the context clues provided in the sentence.
The present tense is a grammatical tense whose principal function is to locate a situation or event in present time. The term "present tense" is usually used in descriptions of specific languages to refer to a particular grammatical form or set of forms; these may have a variety of uses, not all of which will necessarily refer to present time. For example, in the English sentence My train leaves tomorrow morning, the verb form leaves is said to be in the present tense, even though in this particular context it refers to an event in future time. Similarly, in the historical present, the present tense is used to narrate events that occurred in the past.
The present tense is a grammatical tense whose principal function is to locate a situation or event in present time. The term "present tense" is usually used in descriptions of specific languages to refer to a particular grammatical form or set of forms; these may have a variety of uses, not all of which will necessarily refer to present time. For example, in the English sentence My train leaves tomorrow morning, the verb form leaves is said to be in the present tense, even though in this particular context it refers to an event in future time. Similarly, in the historical present, the present tense is used to narrate events that occurred in the past.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
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.
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.
2. 1.`Could you please book me on the next flight
to Mexico City? 'I'm sorry, sir. Our airline … to
Mexico City."
A. will not fly D. wasn't able to fly
B. has not been flying E. doesn't fly
C. did not fly
3. 2. `He has to take a TOEFL test before leaving
for the U.S.'
`No, . . . have to; he already took it a few
months ago.
A. he doesn't D. he mustn't
B. he isn't E. he can't
C. he hasn't
4. 3. ‘Have the boys had their breakfast?’ 'Not yet,
they ....'
A. have taken a bath
B. are still taking a bath
C. will take a bath
D. were taking a bath
E. would still take a bath
5. 4. 'Anwar was promoted president of your
company last week; wasn't he?
'I'm glad he was; he____ in this company for
years.'
A. had worked D. would work
B. has been working E. worked
C. was working
6. 5. 'What are you looking for?’, 'My wallet; I don't
know where I____ it.'
A. have been putting D. was putting
B. am putting E. have put
C. had put
7. 6. We haven't heard from Didi for such a long
time.
`We haven't either, since he . . . to Dili.'
A. moves D. has moved
B. moved E. had moved
C. was moving
8. 7. Anita is looking forward to her birthday
because she . . . a new watch.
A. promised D. has been promised.
B. has been promising E. has promised
C. being promised
9. 8. Ronald moved to this town last year.
We can say the he ... in this town for a year.
A. lives D. had lived
B. lived E. was living
C. has lived
10. 9. `Since when hasn't she been feeling well?
'Since she___ from Singapore.'
A. returned D. had returned
B. has returned E. has been returning
C. was returning
11. 10. `How long has he been the principal of our
school?
'Since I . . . this school.'
A. was entering D. entered
B. have entered E. had been entering
C. had entered
12.
13. 1. Pembahasan:
Could you please book me on the next flight to Mexico
City?" "1'm sorry sir. Our airline ... to Mexico City".
* Kalimat jawaban dari pertanyaan soal mengehendaki
suatu alasan tidak memenuhi permintaan customer.
Semua pilihan menyatakan tidak terbang ke Mexico.
* Pernyataan yang berhubungan dengan jadwal, rutinitas
selalu diungkapkan dalam bentuk simple present tense
(S + VI).
* Dalam hal ini yang dikehendaki adalah bentuk negatif
simple present : S + do/does + not + V1.
* Jawaban: E
14. 2. Pembahasan:
* He has to take the TOEFL test before leaving for the
U.S.' `No, . . . have to; he already took it a few
months ago.
* Kalimat pertama tense-nya adalah present simple
(has to = harus).
* Maka respon/JAWAB: kalimat tadi harus present
simple juga dengan Auxiliary do/does. Does
digunakan terhadap untuk orang ketiga tunggal
(third person singular).
* Jawaban: A
15. 3. Pembahasan:
* `Have the boy had their breakfast?T 'Not yet, they .
. .'
* 'Apakah anak-anak sudah sarapan?'
* JAWAB: not yet (belum) memberi pengertian bahwa
kegiatan yang ditanyakan belum dilakukan oleh
subject dengan kata lain mereka masih sedang
mandi. Sedang (pada waktu kini) dinyatakan dalam
pola Present Continuous: S + am/is/are + V-ing.
* Jawaban: B
16. 4. Pembahasan:
* I am glad he was; he ... in this company for years.'
* Keterangan waktu `for years' (selama bertahun-
tahun) menunjukkan suatu kegiatan yang terjadi
dalam rentang waktu tertentu dari suatu waktu di
masa lampau hingga sekarang. Tense untuk
menyatakan kegiatan seperti ini dipergunakan
present perfect continuous (S + have/has + been +
V-ing)
* Jawaban: B
17. 5. Pembahasan:
* `What are you looking for?
'My wallet; I don't know where I ... it.'
* 'Apa yang Anda sedang cari?'
* Dompet saya; saya tidak tahu di mana saya
menyimpannya.'
* Tense untuk mengungkapkan kejadian yang telah
berlangsung dan buktinya masih terasa/ terlihat
adalah present perfect tense (have/has + V3).
* Jawaban: E
18. 6. Pembahasan:
* `We haven't heard from Didi for such along time.'
`We haven't either, since he . . . to Dili.'
* Main clause kalimat di atas berbentuk present
perfect tense yang menerangkan kegiatan dimulai
waktu lampau dan hingga kini masih berlangsung.
Kata since (sejak) menerangkan awal dari kegiatan
sehingga untuk melengkapi keterangan waktu
tersebut adalah dengan bentuk past (moved).
* Jawaban: B
19. 7. Pembahasan:
* 'Anita is looking forward to her birthday because she
. . . a new watch'.
* (Anita menanti-nanti ulang tahunnya karena dia ...
sebuah jam tangan baru). Pernyataan di atas
menghendaki bentuk passive yang artinya telah
dijanjikan bukan telah menjanjikan. Jadi polanya
menggunakan Present Perfect passive S + have/has
+ been + V3. Pola ini dipenuhi oleh pilihan (D): She
has been promised a new watch'.
* Jawaban: D
20. 8. Pembahasan:
* Untuk menyatakan sesuatu yang terjadi mulai
di waktu lampau sampai sekarang masih kita
gunakan Present Perfect Tense = S + have/has
+V3.
* Jawaban: C
21. 9. Pembahasan:
* "Since when hasn't she been feeling well?"
"Since she ... from Singapore."
* Pertanyaan soal dalam bentuk present perfect
continuous, dimana menyatakan suatu kegiatan
peristiwa yang dimulai pada suatu titik waktu
lampau (past) sampai kini terus berlangsung. "Since"
(sejak) menunjukkan saat dimulainya kegiatan
peristiwa di atas yang berfungsi sebagai keterangan
waktu sehingga untuk melengkapi keterangan waktu
tersebut adalah bentuk past simple (returned).
* Jawaban: A
22. 10. Pembahasan:
* `How long has he been the principal of our school?
'Since I . . . this school'.
* Kalimat petama berpola present perfect (have/has
V3), di mana menyatakan suatu kegiatan yang dimulai
pada suatu titik waktu lampau namun hasilnya bisa
terlihat sekarang. `Since' (sejak) menunjukkan saat
dimulainya kegiatan di atas yang berfungsi sebagai
ket. waktu (lampau). Keterangan waktu lampau selalu
dalam bentuk Past Simple (S + V2): Since I entered this
school adalah pilihan yang tepat.
* Jawaban: D