Do is used to describe activities that are done repeatedly, often out of duty or responsibility, such as doing the dishes or laundry. Common words used with do include chores around the house that must be performed frequently.
The document discusses the differences between the verbs "do" and "make" in English. "Do" refers to actions and activities, while "make" refers to the result or product of an action. "Do" is used for tasks like homework, chores, or exercise that do not result in a physical object, whereas "make" is used for actions like cooking, crafting, or building that create a tangible item. There are also common expressions that incorporate these verbs, though "make" does not always imply creation in such cases.
This document compares and contrasts the verbs "do" and "make". It provides examples of how each verb is used, including common phrasal verbs. For "do", examples are given for general tasks or activities, work-related activities, and as a substitute for another verb. For "make", examples illustrate constructing or creating something, producing an action or reaction, and preparing food or drinks. Several phrasal verbs are defined for each verb. Other expressions involving "make" are also listed. Sources for further information on English vocabulary are provided at the end.
The document appears to be a quiz or game show interface for "Who Wants To Be A Millionaire" that prompts the player with trivia questions across various categories and provides multiple choice answers. It tracks the player's cumulative winnings and includes congratulatory messages upon reaching certain monetary milestones.
This document contains a collection of 25-word summaries on various topics submitted by multiple participants as part of a writing challenge. The summaries address subjects like work, love, death, marriage, and changing the world. They aim to express ideas concisely while prompting thought and discussion through brevity. The challenge organizer thanks all those involved for their contributions.
This presentation summarizes the usage of the verbs "make" and "do" by providing examples of how each are used in context. It lists 20 examples for "make" and 15 examples for "do" to illustrate their meanings and typical uses. The document aims to clarify the differences between these commonly confused verbs.
The document provides examples of using the verbs "make" and "do" in sentences. It includes a fill-in-the-blank activity with 10 sentences where students must choose the correct verb form based on the context. The answers to the activity are also provided. In summary, the document focuses on distinguishing between the uses of "make" and "do" in English sentences through examples and an interactive exercise.
The document discusses different ways to talk about the future in English:
1) The simple future uses will or shall to talk about predictions, wishes, or planned future events.
2) The "going to" future uses be going to to talk about actions in the immediate future that are decided upon or planned.
3) The present continuous can also be used to talk about the future, especially when discussing plans for movement or temporary situations.
The document discusses the differences between the verbs "do" and "make" in English. "Do" refers to actions and activities, while "make" refers to the result or product of an action. "Do" is used for tasks like homework, chores, or exercise that do not result in a physical object, whereas "make" is used for actions like cooking, crafting, or building that create a tangible item. There are also common expressions that incorporate these verbs, though "make" does not always imply creation in such cases.
This document compares and contrasts the verbs "do" and "make". It provides examples of how each verb is used, including common phrasal verbs. For "do", examples are given for general tasks or activities, work-related activities, and as a substitute for another verb. For "make", examples illustrate constructing or creating something, producing an action or reaction, and preparing food or drinks. Several phrasal verbs are defined for each verb. Other expressions involving "make" are also listed. Sources for further information on English vocabulary are provided at the end.
The document appears to be a quiz or game show interface for "Who Wants To Be A Millionaire" that prompts the player with trivia questions across various categories and provides multiple choice answers. It tracks the player's cumulative winnings and includes congratulatory messages upon reaching certain monetary milestones.
This document contains a collection of 25-word summaries on various topics submitted by multiple participants as part of a writing challenge. The summaries address subjects like work, love, death, marriage, and changing the world. They aim to express ideas concisely while prompting thought and discussion through brevity. The challenge organizer thanks all those involved for their contributions.
This presentation summarizes the usage of the verbs "make" and "do" by providing examples of how each are used in context. It lists 20 examples for "make" and 15 examples for "do" to illustrate their meanings and typical uses. The document aims to clarify the differences between these commonly confused verbs.
The document provides examples of using the verbs "make" and "do" in sentences. It includes a fill-in-the-blank activity with 10 sentences where students must choose the correct verb form based on the context. The answers to the activity are also provided. In summary, the document focuses on distinguishing between the uses of "make" and "do" in English sentences through examples and an interactive exercise.
The document discusses different ways to talk about the future in English:
1) The simple future uses will or shall to talk about predictions, wishes, or planned future events.
2) The "going to" future uses be going to to talk about actions in the immediate future that are decided upon or planned.
3) The present continuous can also be used to talk about the future, especially when discussing plans for movement or temporary situations.
The difference between "will" and "going to" is that "will" is used to talk about spontaneous decisions made at the time of speaking, while "going to" is used to talk about plans and intentions that have already been decided. "Will" is more unpredictable while "going to" refers to something more definite that has already been planned or scheduled. Both "will" and "going to" can be used to talk about the future, but they imply different levels of certainty or spontaneity about the action.
This document discusses the differences between using will and going to when expressing future tenses in English. Will is used to express instant decisions, predictions without evidence, and promises or offers. Going to is used to express future plans or intentions as well as predictions that are based on evidence or proof. Other ways to express the future include using the simple present or present progressive tenses with time expressions like tomorrow. Examples are provided to illustrate the uses of will and going to.
The document discusses three ways to talk about the future in English: the future simple using "will"; "be going to" for plans and intentions; and the present continuous for fixed arrangements. The future simple expresses predictions, promises, and inevitabilities. "Be going to" indicates decided plans and intentions for the near future. The present continuous is used for fixed arrangements where the time and place are already known.
Este documento explica la diferencia entre el uso de "will" y "going to" para expresar planes futuros y predicciones en inglés. "Going to" se usa para planes ya planeados o cuando hay evidencia para hacer una predicción, mientras que "will" se usa para planes espontáneos o predicciones basadas solo en la opinión del hablante.
The document discusses the use of the verbs "make" and "do" in English. It provides examples of expressions using these verbs like "make a cake" or "do the washing up." Learners are asked to identify whether example sentences using these verbs are correct or incorrect. Lists of expressions with "make" and "do" are also provided for learners to fill in blanks. The document encourages learners to practice using these verbs to describe everyday activities.
This document lists common English expressions that use either the verb "make" or "do". Some examples given are "make an effort", "do one's best", "make a mess", "make money", "do the right thing", "make fun of someone", "do some good", "make an offer", "make a start", and "make an appointment".
The document is a quiz about identifying the tenses or verb forms used in different sentences. It provides example sentences and asks the user to identify whether the will, going to, or present continuous form is being used. The quiz tracks the user's progress and provides feedback on their answers.
Este documento presenta varios verbos en inglés relacionados con las expresiones "make/do" y sus significados. Algunos de los verbos explicados son "make a mistake" (cometer un error), "do a favour" (hacer un favor), "make a decision" (tomar una decisión), "do the shopping" (hacer la compra), "make progress" (avanzar), y "make an appointment" (concertar una cita).
The document discusses the future tense in Spanish. It provides:
1) An overview of how the future tense is formed in Spanish using regular verb endings like -aré, -eré, and -iré.
2) Examples of conjugated regular verbs like hablar, comer, and vivir in the future tense.
3) Details on how the future tense expresses what will happen and is equivalent to "will + verb" in English. It also notes cases where Spanish uses the present tense to refer to immediate future actions.
4) Information on irregular verb conjugations in the future tense and how they are formed based on stem changes.
5) A special use of the future
The document contains examples of sentences with missing verbs conjugated to the future tense. For each example, the corrected sentence filling in the missing future tense verb is provided. The document demonstrates the use of common helping verbs like "will" and "going to" to express future events, states, and actions in simple sentences.
The document discusses ways to talk about the future in English using will and be going to. It provides examples of how to use will for predictions, intentions, arrangements, scheduled events, requests and refusals. It also gives examples of how to use be going to for plans made before speaking and predictions based on present evidence. The document encourages readers to practice making their own predictions for the future in groups.
The document discusses different English verb tenses used to talk about the future:
1) "Be + going to" is used for predictions based on present evidence (e.g. "It's going to rain" when seeing dark clouds).
2) "Will" is used for personal opinions, decisions made at the time of speaking, offers, and promises (e.g. "I will help you").
3) "Is/am/are going to" is used to talk about planned future actions (e.g. "I am going to drive my motorcycle").
It then provides examples of using these tenses in sentences and summarizes a story about a fortune teller predicting
The document discusses the use of "be going to" to talk about future plans. It provides examples of affirmative statements using "be going to" followed by a base verb form. Negative statements are formed by placing "not" before "going to". Contractions can be used in informal speech. The pronunciation of "going to" is sometimes shortened to "gonna" in conversation. Two practice activities are included - one uses "be going to" to describe vacation plans, and the other has partners make affirmative and negative statements about their own future plans.
The document discusses different ways to translate the verbs "make" and "do" into Italian. It provides 4 cases:
1. "Make" means something is created that didn't exist before. Common phrases include "make coffee" or "make a cake."
2. "Do" is used for activities and tasks. Examples given are "do the shopping" or "do exercises."
3. Other common verbs discussed include "have," "take," and verbs formed from nouns like "analyze."
4. The document ends with examples of inserting verbs into sentences and choosing the correct tense.
Make is used for constructing, building, or creating something, as in making a recipe, cup of coffee, plan, or phone call. Do is used for actions, activities, or tasks like doing exercise, a crossword puzzle, homework, laundry, or one's hair. Both make and do translate to "hacer" in Spanish and are similar in meaning, but make refers more to creating something while do refers more to performing an action.
1. The document discusses different ways to talk about the future in English using future tenses.
2. There are several forms used including the future simple with "will", "be going to", the present continuous, and the present simple.
3. The future simple with "will" is used to express sudden decisions, intentions, promises, and predictions based on opinion. "Be going to" expresses intentions and predictions based on something that is already arranged or planned. The present continuous talks about future events that have been arranged, while the present simple discusses unchangeable future events.
Angelie asked her teacher Miss Uy if the Homemakers Club could visit Mr. Roxas' fishpond. Miss Uy agreed but told Angelie that planning the activity would require good preparation as the class president. Miss Uy explained that Angelie would need to decide the purpose, date, time, and participants of the visit. Angelie would also need to get Mr. Roxas' permission for the Homemakers Club to visit his fishpond. Miss Uy suggested Angelie see Mr. Roxas personally to discuss the plan rather than sending a letter.
The difference between "will" and "going to" is that "will" is used to talk about spontaneous decisions made at the time of speaking, while "going to" is used to talk about plans and intentions that have already been decided. "Will" is more unpredictable while "going to" refers to something more definite that has already been planned or scheduled. Both "will" and "going to" can be used to talk about the future, but they imply different levels of certainty or spontaneity about the action.
This document discusses the differences between using will and going to when expressing future tenses in English. Will is used to express instant decisions, predictions without evidence, and promises or offers. Going to is used to express future plans or intentions as well as predictions that are based on evidence or proof. Other ways to express the future include using the simple present or present progressive tenses with time expressions like tomorrow. Examples are provided to illustrate the uses of will and going to.
The document discusses three ways to talk about the future in English: the future simple using "will"; "be going to" for plans and intentions; and the present continuous for fixed arrangements. The future simple expresses predictions, promises, and inevitabilities. "Be going to" indicates decided plans and intentions for the near future. The present continuous is used for fixed arrangements where the time and place are already known.
Este documento explica la diferencia entre el uso de "will" y "going to" para expresar planes futuros y predicciones en inglés. "Going to" se usa para planes ya planeados o cuando hay evidencia para hacer una predicción, mientras que "will" se usa para planes espontáneos o predicciones basadas solo en la opinión del hablante.
The document discusses the use of the verbs "make" and "do" in English. It provides examples of expressions using these verbs like "make a cake" or "do the washing up." Learners are asked to identify whether example sentences using these verbs are correct or incorrect. Lists of expressions with "make" and "do" are also provided for learners to fill in blanks. The document encourages learners to practice using these verbs to describe everyday activities.
This document lists common English expressions that use either the verb "make" or "do". Some examples given are "make an effort", "do one's best", "make a mess", "make money", "do the right thing", "make fun of someone", "do some good", "make an offer", "make a start", and "make an appointment".
The document is a quiz about identifying the tenses or verb forms used in different sentences. It provides example sentences and asks the user to identify whether the will, going to, or present continuous form is being used. The quiz tracks the user's progress and provides feedback on their answers.
Este documento presenta varios verbos en inglés relacionados con las expresiones "make/do" y sus significados. Algunos de los verbos explicados son "make a mistake" (cometer un error), "do a favour" (hacer un favor), "make a decision" (tomar una decisión), "do the shopping" (hacer la compra), "make progress" (avanzar), y "make an appointment" (concertar una cita).
The document discusses the future tense in Spanish. It provides:
1) An overview of how the future tense is formed in Spanish using regular verb endings like -aré, -eré, and -iré.
2) Examples of conjugated regular verbs like hablar, comer, and vivir in the future tense.
3) Details on how the future tense expresses what will happen and is equivalent to "will + verb" in English. It also notes cases where Spanish uses the present tense to refer to immediate future actions.
4) Information on irregular verb conjugations in the future tense and how they are formed based on stem changes.
5) A special use of the future
The document contains examples of sentences with missing verbs conjugated to the future tense. For each example, the corrected sentence filling in the missing future tense verb is provided. The document demonstrates the use of common helping verbs like "will" and "going to" to express future events, states, and actions in simple sentences.
The document discusses ways to talk about the future in English using will and be going to. It provides examples of how to use will for predictions, intentions, arrangements, scheduled events, requests and refusals. It also gives examples of how to use be going to for plans made before speaking and predictions based on present evidence. The document encourages readers to practice making their own predictions for the future in groups.
The document discusses different English verb tenses used to talk about the future:
1) "Be + going to" is used for predictions based on present evidence (e.g. "It's going to rain" when seeing dark clouds).
2) "Will" is used for personal opinions, decisions made at the time of speaking, offers, and promises (e.g. "I will help you").
3) "Is/am/are going to" is used to talk about planned future actions (e.g. "I am going to drive my motorcycle").
It then provides examples of using these tenses in sentences and summarizes a story about a fortune teller predicting
The document discusses the use of "be going to" to talk about future plans. It provides examples of affirmative statements using "be going to" followed by a base verb form. Negative statements are formed by placing "not" before "going to". Contractions can be used in informal speech. The pronunciation of "going to" is sometimes shortened to "gonna" in conversation. Two practice activities are included - one uses "be going to" to describe vacation plans, and the other has partners make affirmative and negative statements about their own future plans.
The document discusses different ways to translate the verbs "make" and "do" into Italian. It provides 4 cases:
1. "Make" means something is created that didn't exist before. Common phrases include "make coffee" or "make a cake."
2. "Do" is used for activities and tasks. Examples given are "do the shopping" or "do exercises."
3. Other common verbs discussed include "have," "take," and verbs formed from nouns like "analyze."
4. The document ends with examples of inserting verbs into sentences and choosing the correct tense.
Make is used for constructing, building, or creating something, as in making a recipe, cup of coffee, plan, or phone call. Do is used for actions, activities, or tasks like doing exercise, a crossword puzzle, homework, laundry, or one's hair. Both make and do translate to "hacer" in Spanish and are similar in meaning, but make refers more to creating something while do refers more to performing an action.
1. The document discusses different ways to talk about the future in English using future tenses.
2. There are several forms used including the future simple with "will", "be going to", the present continuous, and the present simple.
3. The future simple with "will" is used to express sudden decisions, intentions, promises, and predictions based on opinion. "Be going to" expresses intentions and predictions based on something that is already arranged or planned. The present continuous talks about future events that have been arranged, while the present simple discusses unchangeable future events.
Angelie asked her teacher Miss Uy if the Homemakers Club could visit Mr. Roxas' fishpond. Miss Uy agreed but told Angelie that planning the activity would require good preparation as the class president. Miss Uy explained that Angelie would need to decide the purpose, date, time, and participants of the visit. Angelie would also need to get Mr. Roxas' permission for the Homemakers Club to visit his fishpond. Miss Uy suggested Angelie see Mr. Roxas personally to discuss the plan rather than sending a letter.
The document describes the daily routine of a 10-year-old girl named Susan who lives in Lisbon, Portugal with her mother, father, and brother. Susan wakes up at 7 AM and has breakfast with her family at 8 AM before walking to school. After school she does activities like going to the shops or playing with friends before having dinner with her family in the evenings.
This document discusses the use of time clauses with when, as soon as, and until to refer to the future and past. It provides examples of sentences using future time clauses with when to describe events that will occur. It also has exercises matching sentences using when and until and writing sentences in the past tense with time clauses.
The document discusses a dialogue between Mary and her friends about making a surprise cake. It asks questions to determine what ingredients are mentioned in the dialogue for the cake. It includes true/false questions about oranges, eggs, flour, lemons, sugar, and butter. It then has students complete preference sentences using like/likes and provides examples. Finally, it has students complete preference sentences using like/likes about different foods.
The document contains questions about the items depicted in a picture of a bedroom. It asks whether statements about the picture are true or false, asks yes or no questions about certain objects, has the student complete sentences about the location of objects using prepositions, and have them form questions based on statements provided. The bedroom picture is used to have the student look for details and answer questions testing their comprehension.
The face is the front of the head containing the eyes, nose, and mouth. It is one of the most distinctive features of humans and plays a key role in communication and expression. The face conveys emotions through facial expressions and is an important part of nonverbal communication between individuals.
The document provides instructions for completing a word puzzle grid by placing words from a list into the grid. It recommends starting with the letter sizes that have the fewest words, such as 2 words with 7 letters. It then lists words of different lengths to be placed in the grid and matched with pictures.
This document discusses two types of personal pronouns: subject pronouns and object pronouns. Subject pronouns are used as the subject of a clause, while object pronouns can be the object of a verb or preposition. It provides examples of using both subject and object pronouns correctly in sentences, as well as exercises for the reader to practice identifying and using personal pronouns.
The document provides instructions to label and paint a drawing of a girl by identifying different body parts including the head, eyes, nose, ear, mouth, chest, arm, leg, knee, neck, and foot. Students are asked to label the drawing of the girl using the given body part words and then paint the completed drawing.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. MAKE or DO? – Expressions with DO
Do is used to describe an activity that you have to do, often over and over again. For instance, we “do the dishes” and
“do the laundry” many times. Do also contains an element of duty and responsibility.
The following words are normally used with DO: