As soon as I saw the danger they were in, I knew I had to do something. I was crossing a bridge over a fast-running river when I spotted two small children in the water. Without thinking, I dived in to rescue them, facing the difficult choice of which child to save first. I managed to get them both to safety, exhausted, on the riverbank where some other children revealed they had captured the dramatic rescue on a mobile phone.
The document contains links to pages 1-89 of the online English File 4th Edition Pre-Intermediate Workbook. Each link provides access to individual pages of the workbook for students to work through exercises and practice their English skills at a pre-intermediate level.
This document contains an English vocabulary homework assignment with multiple parts:
1. Students are asked to circle correct clothing items, look at pictures and write descriptions, and color and write clothing items.
2. Students read descriptions about what two people are wearing and identify if statements are true or false. They also color code and write clothing items.
3. Students order sentences describing outfits from 1-7 and write the numbers.
4. Students look at pictures of clothing items and put a check or x to indicate if the label is correct or not. The assignment contains vocabulary practice for various clothing items.
This document discusses the benefits of exercise for mental health. It states that regular exercise can have short-term effects in reducing stress and improving mood, as well as long-term effects in reducing symptoms of depression and anxiety. The endorphins released during exercise can help induce feelings of euphoria and act as natural painkillers. Regular exercise also helps promote overall physical health and manage weight, which can positively impact mental well-being.
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce symptoms of depression and anxiety, enhance mood, and boost brain function. Staying physically active helps fight diseases and conditions, increases energy levels, and promotes better quality of life.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise has also been shown to boost self-esteem and can serve as a healthy way to manage stress.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document contains links to pages 1-89 of the online English File 4th Edition Pre-Intermediate Workbook. Each link provides access to individual pages of the workbook for students to work through exercises and practice their English skills at a pre-intermediate level.
This document contains an English vocabulary homework assignment with multiple parts:
1. Students are asked to circle correct clothing items, look at pictures and write descriptions, and color and write clothing items.
2. Students read descriptions about what two people are wearing and identify if statements are true or false. They also color code and write clothing items.
3. Students order sentences describing outfits from 1-7 and write the numbers.
4. Students look at pictures of clothing items and put a check or x to indicate if the label is correct or not. The assignment contains vocabulary practice for various clothing items.
This document discusses the benefits of exercise for mental health. It states that regular exercise can have short-term effects in reducing stress and improving mood, as well as long-term effects in reducing symptoms of depression and anxiety. The endorphins released during exercise can help induce feelings of euphoria and act as natural painkillers. Regular exercise also helps promote overall physical health and manage weight, which can positively impact mental well-being.
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce symptoms of depression and anxiety, enhance mood, and boost brain function. Staying physically active helps fight diseases and conditions, increases energy levels, and promotes better quality of life.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise has also been shown to boost self-esteem and can serve as a healthy way to manage stress.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the history and importance of chocolate in human civilization. It notes that chocolate originated in Mesoamerica over 3000 years ago and was prized as currency and luxury good by the Aztecs and Mayans. Cocoa beans were introduced to Europe by Spanish conquistadors and chocolate became popular, first as a drink for royalty and elites before spreading more widely. Chocolate today remains one of the most popular flavors and commodities worldwide.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document appears to be a table of contents for a book on English grammar. It lists 28 units covering topics such as verbs, pronouns, adjectives, prepositions and tenses. The units are divided into 10 modules. Each module contains 2-4 units, explores the grammar points, and includes exercises for revision.
This document provides instruction on using various grammar structures in English, including "be supposed to", "was/were going to", and phrasal verbs with "get". It includes examples of how to use these structures correctly in sentences. It also provides exercises for learners to practice forming sentences using the target grammar points. The goal is to help learners talk about obligations, plans, socializing, and understand questions stated as statements.
This document discusses the company's plans to launch a new product. It details a timeline for the coming months that includes finalizing the product design by the end of the quarter, beginning manufacturing in the new year, and launching the product nationwide in spring. Market research suggests there is demand for this type of innovative product and it could drive significant revenue growth.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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The document discusses the importance of summarization in natural language processing. It notes that with the growth of online content, the ability to automatically summarize long documents is becoming increasingly valuable. Summarization techniques aim to condense the most essential information from a text into a shorter form while preserving its overall meaning.
The document provides background information and vocabulary for a 5th grade lesson about Sacagawea's journey with the Lewis and Clark Expedition. It includes spelling words, definitions of vocabulary words used in the lesson like provisions, capable, portage, desperation, and scouting. It also provides context about the timeline of the expedition from 1804 to 1806.
1. The document provides a lesson on using superlative adjectives to compare people, places, or things within a group. It gives examples of superlative forms like "the highest", "the tallest", and "the longest".
2. The lesson explains the different forms superlatives can take depending on the adjective, such as adding "-est" or using "the most/least". It provides exercises for students to practice changing adjectives to their superlative form.
3. Students are encouraged to use superlatives with expressions like "in the world" or "of all" when making comparisons. The lesson emphasizes that superlatives are often used with "ever"
The document defines and provides examples of fronted adverbials. A fronted adverbial is a phrase placed at the beginning of a sentence that describes when, why, how, where, or how often an action occurs. Fronted adverbials must be followed by a comma. Examples are provided such as "Early one morning, I went for a walk" and "Due to the lockdown, Thornhill Primary School was closed." Readers are instructed to write their own sentences using fronted adverbials for when, why, how, where, and how often.
The document discusses several incidents where lifeguards saved lives at swimming pools and discusses preventable hazards. It describes saves of drowning victims including children, seniors, and teenagers. It emphasizes that lifeguards have an important role in preventing accidental drowning and injuries. Clear water visibility, appropriate safety signage, and safe pool designs can help lifeguards do their job and prevent tragedies.
This document provides a summary of the contents of an English skills workbook. It lists various reading passages and corresponding activities, cloze exercises, grammar lessons, writing prompts, and language exercises. The reading passages cover topics such as rescue, UFOs, endangered species, plant survival, landmarks, animals, history, and natural disasters. The associated activities for each include comprehension questions, vocabulary work, summaries, word puzzles, posters, and more. The document also provides a table of contents and information about the publisher.
Mẹnh đề Quan Hệ Trong Tiếng Anh (Relative Clauses)Bé Nhẫn
This document provides information about active learning seminars on relative clauses presented by Nigel Veal. It defines different types of relative clauses such as defining, non-defining, and participial clauses. It also discusses forming relative clauses and common grammar mistakes involving relative pronouns. Examples are provided to illustrate key points about relative clauses.
A preposition is a part of speech that introduces a prepositional phrase and indicates a relationship between things mentioned in a sentence. Some common prepositions in English include of, to, in, for, with, on. Prepositions can also be combined to form compound prepositions like according to, ahead of, in front of. The document provides examples of prepositional phrases and an activity to identify prepositional phrases in sentences.
This document discusses prepositions and prepositional phrases. It begins with an overview of what prepositions are and how they connect objects to other parts of sentences. It then provides a list of common prepositions and tips for memorizing them. The document explains that a prepositional phrase consists of a preposition, any modifiers of the object, and the object. Examples are given. Potential errors with prepositional phrases are also discussed, such as mixing up subjects and objects. Throughout, examples are used to illustrate the key points about prepositions and prepositional phrases.
This document provides resources for teaching students about whales using technology. It includes websites where students can research whales, look at pictures, watch videos and read blogs. It also includes podcasts and videos about whale conservation. Worksheets and activities are suggested that allow students to demonstrate their understanding, like writing about why they enjoyed a book about whales. Apps and online games are also mentioned that make learning about whales engaging.
The document is a reading passage about animal migration patterns from the book of photo essays by Chris Van Allsburg. It includes vocabulary words related to the passage like biologist, bluff, lagoon, and zone. It also includes questions about what patterns guide animal lives and what mysteries of whales Adelina may try to unlock.
The passage describes a man's experience confronting his fear of water. While on a trip in France, the man sees a boy drowning in the Mediterranean Sea and realizes he must intervene to save him, despite having developed a deep fear of water after a near-drowning experience the previous summer. He races out onto a jetty, but hesitates as his fear takes hold. Forcing himself forward, he jumps into the water and swims to the boy, grabbing him from the waves. However, a rip current pulls them further out. Drawing on lifeguard training from his youth, the man swims sideways with the boy and floats to escape the current, conquering his fear of water in the process.
The document discusses the history and importance of chocolate in human civilization. It notes that chocolate originated in Mesoamerica over 3000 years ago and was prized as currency and luxury good by the Aztecs and Mayans. Cocoa beans were introduced to Europe by Spanish conquistadors and chocolate became popular, first as a drink for royalty and elites before spreading more widely. Chocolate today remains one of the most popular flavors and commodities worldwide.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document appears to be a table of contents for a book on English grammar. It lists 28 units covering topics such as verbs, pronouns, adjectives, prepositions and tenses. The units are divided into 10 modules. Each module contains 2-4 units, explores the grammar points, and includes exercises for revision.
This document provides instruction on using various grammar structures in English, including "be supposed to", "was/were going to", and phrasal verbs with "get". It includes examples of how to use these structures correctly in sentences. It also provides exercises for learners to practice forming sentences using the target grammar points. The goal is to help learners talk about obligations, plans, socializing, and understand questions stated as statements.
This document discusses the company's plans to launch a new product. It details a timeline for the coming months that includes finalizing the product design by the end of the quarter, beginning manufacturing in the new year, and launching the product nationwide in spring. Market research suggests there is demand for this type of innovative product and it could drive significant revenue growth.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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The document discusses the importance of summarization in natural language processing. It notes that with the growth of online content, the ability to automatically summarize long documents is becoming increasingly valuable. Summarization techniques aim to condense the most essential information from a text into a shorter form while preserving its overall meaning.
The document provides background information and vocabulary for a 5th grade lesson about Sacagawea's journey with the Lewis and Clark Expedition. It includes spelling words, definitions of vocabulary words used in the lesson like provisions, capable, portage, desperation, and scouting. It also provides context about the timeline of the expedition from 1804 to 1806.
1. The document provides a lesson on using superlative adjectives to compare people, places, or things within a group. It gives examples of superlative forms like "the highest", "the tallest", and "the longest".
2. The lesson explains the different forms superlatives can take depending on the adjective, such as adding "-est" or using "the most/least". It provides exercises for students to practice changing adjectives to their superlative form.
3. Students are encouraged to use superlatives with expressions like "in the world" or "of all" when making comparisons. The lesson emphasizes that superlatives are often used with "ever"
The document defines and provides examples of fronted adverbials. A fronted adverbial is a phrase placed at the beginning of a sentence that describes when, why, how, where, or how often an action occurs. Fronted adverbials must be followed by a comma. Examples are provided such as "Early one morning, I went for a walk" and "Due to the lockdown, Thornhill Primary School was closed." Readers are instructed to write their own sentences using fronted adverbials for when, why, how, where, and how often.
The document discusses several incidents where lifeguards saved lives at swimming pools and discusses preventable hazards. It describes saves of drowning victims including children, seniors, and teenagers. It emphasizes that lifeguards have an important role in preventing accidental drowning and injuries. Clear water visibility, appropriate safety signage, and safe pool designs can help lifeguards do their job and prevent tragedies.
This document provides a summary of the contents of an English skills workbook. It lists various reading passages and corresponding activities, cloze exercises, grammar lessons, writing prompts, and language exercises. The reading passages cover topics such as rescue, UFOs, endangered species, plant survival, landmarks, animals, history, and natural disasters. The associated activities for each include comprehension questions, vocabulary work, summaries, word puzzles, posters, and more. The document also provides a table of contents and information about the publisher.
Mẹnh đề Quan Hệ Trong Tiếng Anh (Relative Clauses)Bé Nhẫn
This document provides information about active learning seminars on relative clauses presented by Nigel Veal. It defines different types of relative clauses such as defining, non-defining, and participial clauses. It also discusses forming relative clauses and common grammar mistakes involving relative pronouns. Examples are provided to illustrate key points about relative clauses.
A preposition is a part of speech that introduces a prepositional phrase and indicates a relationship between things mentioned in a sentence. Some common prepositions in English include of, to, in, for, with, on. Prepositions can also be combined to form compound prepositions like according to, ahead of, in front of. The document provides examples of prepositional phrases and an activity to identify prepositional phrases in sentences.
This document discusses prepositions and prepositional phrases. It begins with an overview of what prepositions are and how they connect objects to other parts of sentences. It then provides a list of common prepositions and tips for memorizing them. The document explains that a prepositional phrase consists of a preposition, any modifiers of the object, and the object. Examples are given. Potential errors with prepositional phrases are also discussed, such as mixing up subjects and objects. Throughout, examples are used to illustrate the key points about prepositions and prepositional phrases.
This document provides resources for teaching students about whales using technology. It includes websites where students can research whales, look at pictures, watch videos and read blogs. It also includes podcasts and videos about whale conservation. Worksheets and activities are suggested that allow students to demonstrate their understanding, like writing about why they enjoyed a book about whales. Apps and online games are also mentioned that make learning about whales engaging.
The document is a reading passage about animal migration patterns from the book of photo essays by Chris Van Allsburg. It includes vocabulary words related to the passage like biologist, bluff, lagoon, and zone. It also includes questions about what patterns guide animal lives and what mysteries of whales Adelina may try to unlock.
The passage describes a man's experience confronting his fear of water. While on a trip in France, the man sees a boy drowning in the Mediterranean Sea and realizes he must intervene to save him, despite having developed a deep fear of water after a near-drowning experience the previous summer. He races out onto a jetty, but hesitates as his fear takes hold. Forcing himself forward, he jumps into the water and swims to the boy, grabbing him from the waves. However, a rip current pulls them further out. Drawing on lifeguard training from his youth, the man swims sideways with the boy and floats to escape the current, conquering his fear of water in the process.
William Douglas nearly drowned as a young boy when he was thrown into a deep swimming pool by an older boy. He experienced stark terror and panic as he struggled to reach the surface and breathe. This incident left him with a lifelong fear of water. As an adult, Douglas was determined to overcome this fear to fully enjoy outdoor activities. He took swimming lessons over several months to gradually build up his skills and confidence in the water. He then swam long distances alone in lakes to prove to himself that he had conquered his terror of drowning. Retelling his experience helped Douglas understand that conquering deep fears can give one a renewed sense of freedom and will to live.
A boy went turtle hunting at a lake where his tribe often hunted. He crawled carefully to the shore but the turtles saw his hand and jumped in the water. When bubbles rose to the surface, hundreds of little men emerged from the water, splashing and playing. Frightened, the boy ran home naked and collapsed at his grandmother's tent. After treating him with medicine, the boy told his grandmother what he saw. Warriors confirmed little men in the lake, and the boy was given a name meaning "sees holy." The lake was renamed "Man Lake" from that day on.
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This document provides lesson materials for teaching the novel Floodland. It includes vocabulary words and discussion questions for different chapters. Students are tasked with creating character maps of the main characters, researching the setting of Norwich and its topography, and identifying scientific evidence around climate change discussed in the novel. The lessons encourage close analysis of the text and using evidence to support ideas.
This document provides instruction on using apostrophes, brackets, speech marks, and complex sentences. It begins by explaining the use of apostrophes to show possession and omission. Examples are provided and the reader is asked to practice inserting apostrophes. The use of brackets to include additional information in sentences is then covered, with examples given of rewriting sentences to include brackets. Next, the document discusses using speech marks to indicate spoken words, and examples are provided for the reader to rewrite while properly punctuating speech. Finally, the document defines complex sentences as containing both a main and subordinate clause, and examples are given for the reader to identify the main clause.
The document describes the author's experience traveling to Cambodia and learning about freshwater dolphins in Asia. They booked a tour on the Mekong River and spotted about six dolphins, which looked different than expected. Later, the author went fishing with a local fisherman and his son to better understand the relationship between the fishermen and dolphins. The dolphins helped the fishermen catch fish and were rewarded with attention and some of the catch. The author found feeding and interacting with the dolphins to be a very interesting and joyful experience.
Here are some sentences using the conjunction "and":
The picture shows a beach with clear blue water and white sand.
The boy is flying a kite and playing with his dog at the park.
I see flowers, trees and a house in the landscape photo.
2. but
________________________________________
This document provides guidance for home learning activities, including spelling practice, grammar quizzes, and reading assignments. The first day focuses on writing a letter, with examples of letter format. Students choose between topics on Alfred the Great, dolphins, or teeth to research and plan a non-chronological report on. The document provides resources and outlines for constructing introductions and paragraphs on the chosen topics. It also includes instructions for prediction writing after listening to guided reading passages.
While being self-employed offers independence and control over one's schedule, working for someone else provides greater job security through a fixed monthly income and less financial risk. Both options have advantages and disadvantages depending on one's priorities and preferences. Overall, the document expresses a preference for working as an employee due to the stability and reduced pressures compared to being self-employed.
Small schools offer more personalized education where teachers can focus on each student's needs and adapt the curriculum accordingly. While large schools may have more students and facilities, small schools allow students to forge deeper, long-lasting bonds with fewer peers. They also provide quality education at a lower cost through more affordable fees. Overall, the document argues that small schools are generally better than large schools for students.
The author shares highlights from their memorable trip to San Francisco, including fascinating tours of Alcatraz Island and the San Francisco Museum of Modern Art, and breathtaking views from the Golden Gate Bridge. The city's energy, culture, and beauty combined to create an unforgettable adventure for the author and make San Francisco a destination that should be at the top of anyone's list.
This document provides recommendations and language for discussing options or candidates in a formal presentation or meeting. It includes phrases for introducing and listing points, recommending an option, comparing and contrasting advantages and disadvantages, justifying viewpoints, and reaching consensus. The recommendations emphasize smoothly connecting ideas, focusing on benefits, discussing pros and cons, and avoiding repeating points or defending positions too rigidly.
This document discusses different ways to form possessive nouns and compound nouns in English. It explains that possessive nouns are formed using an apostrophe and 's' to show possession or belonging (e.g. the cat's tail). Compound nouns are formed by combining two nouns without any punctuation to describe something in terms of its function, material, job, or type (e.g. history teacher). The document provides examples and exceptions for forming both possessive and compound nouns in different contexts.
This document discusses ellipsis and substitution in English grammar. It explains that subjects and auxiliaries can often be left out of clauses joined by coordinating conjunctions like "and", "but", and "or". It also discusses leaving out repeated verb phrases or adjectives by substituting the auxiliary or modal verb. The document provides examples of these types of ellipsis and substitution. It concludes by explaining how to substitute "so" and "not" after verbs of thinking to avoid repeating clauses.
As soon as I saw the danger they were in, I knew I had to do something. I was crossing a bridge over a fast-running river when I spotted two small children in the water. Without hesitation, I dived in and struggled to save them both from the strong current. Exhausted but relieved, we finally reached the shore where other children helped pull us to safety.
This document discusses different ways to express future plans and arrangements in English. It explains that the present continuous is used to talk about fixed plans where the time and place are decided, while "be going to" expresses future intentions or plans. The future continuous can refer to future arrangements or things that will happen without being arranged. The simple present can discuss scheduled or routine future events. Other ways to indicate future arrangements include using "be due to", "be about to", and "be to" in formal contexts.
This document discusses ellipsis and substitution in English grammar. It explains that subjects and auxiliaries can often be left out of clauses joined by coordinating conjunctions like "and", "but", and "or". It also discusses leaving out repeated verb phrases or adjectives by substituting the auxiliary or modal verb. The document provides examples of using "so" and "not" as substitutes for repeating whole clauses after verbs of thinking or phrases like "be afraid". It specifies the rules for using "so" and "not" in positive and negative contexts.
This document outlines 5 common types of essays - opinion, for and against, descriptive, cause and effect, and problem/solution - and provides a basic structure for writing an essay, including an introduction with a thesis statement, 2 or more body paragraphs developing the main idea with examples and details, and a conclusion that restates the main points and reinforces the author's opinion.
This document discusses different uses of gerunds and infinitives in English. It explains that passive gerunds and infinitives describe actions done to the subject. Perfect gerunds and infinitives emphasize completed or past actions. The perfect infinitive is used after would like/love/hate/prefer/rather to talk about earlier actions. Continuous infinitives indicate an action or event in progress. Gerunds are used after expressions with it or there, while infinitives are used after nouns formed from verbs and expressions with quantifiers. Infinitives also follow something, anywhere, question words, and superlatives. For can be used before an infinitive to refer to the subject.
This document discusses verbs related to the five senses - hear, see, smell, feel, and taste. It provides information on:
1) How these verbs are generally used as stative verbs with "can" to refer to present sensations. Continuous forms are not typically used.
2) Exceptions where hear and see can be used dynamically and in continuous forms with different meanings.
3) Common constructions using see/hear + object + infinitive/gerund verb with slightly different meanings.
4) How look, feel, smell, sound, and taste are used to describe impressions following adjectives, nouns, clauses.
5) The differences between smell/taste of and
writing process, elements, structure, and criteria to write an FCE essay.
Adapted from: https://proffsenglishworlddotcom.wordpress.com/2015/11/19/fce-essay-3/
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.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. Underline keywords
Proff’s English World
Your teacher has asked you to write a story for an
international magazine. The story must begin with these
words:
As soon as I saw the danger they were in, I knew had to do
something.
Your story must include:
• a river
• a mobile phone
3. Underline keywords
Proff’s English World
Your teacher has asked you to write a story for an
international magazine. The story must begin with these
words:
As soon as I saw the danger they were in, I knew had to do
something.
Your story must include:
• a river
• a mobile phone
4. Crossing bridge –
see 2 objects in
water – children!
Dive into water –
Who shall I save?
– girl climbs onto
branch – get boy
& swim to
riverbank
Reach riverbank –
children pull us out –
taken a video on
phone
Brainstorm Ideas
Proff’s English World
5. Beginning Copy the prompt sentence the exactly the same as it is
written.
Set the scene: describe who was there, where was it
and when it happened using a range of past tenses.
Middle Start the action and describe what happened –
develop your story with a clear plot with a dramatic,
funny or unexpected ending.
Use: adjectives – adverbs – action verbs - time words
– direct speech
End Explain the ending and say how the character(s) feel.
Select ideas & think of useful
expressions
Proff’s English World
6. Beginning Copy the prompt sentence the exactly the same as it is
written.
Crossing bridge – see 2 objects in water – children!
fast-running river – white water - spot
Middle Dive into water – Who shall I save? – girl climbs onto
branch – get boy & swim to riverbank
dive into swirling, freezing water - face an awful
dilemma – exhausted, gasping for breath
End Reach riverbank – children pull us out – taken a video
on phone
drag us out of the water – 'you’ll be on the news'
Select ideas & think of useful
expressions
Proff’s English World
8. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Prompt sentence
Paragraph 1: Beginning
Proff’s English World
9. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Prompt sentence
Paragraph 1: Beginning
Proff’s English World
10. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Who?
Paragraph 1: Beginning
Proff’s English World
Where? When?
11. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Who?
Paragraph 1: Beginning
Proff’s English World
Where? When?
12. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Time Words
Paragraph 1: Beginning
Proff’s English World
13. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Time Words
Paragraph 1: Beginning
Proff’s English World
14. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Action Verbs & Vivid Phrases
Paragraph 1: Beginning
Proff’s English World
15. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Action Verbs & Vivid Phrases
Paragraph 1: Beginning
Proff’s English World
16. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Adjectives - Adverbs
Paragraph 1: Beginning
Proff’s English World
17. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Adjectives – Adverbs
Paragraph 1: Beginning
Proff’s English World
18. Without thinking, I dived into the swirling, freezing
water. Somehow I managed to swim towards the
children until I was halfway between them. There I
was faced with an awful dilemma: ‘Which one do I
save?’ I thought to myself.
Paragraph 2: Middle
Proff’s English World
Action Verbs & Vivid Phrases
19. Without thinking, I dived into the swirling, freezing
water. Somehow I managed to swim towards the
children until I was halfway between them. There I
was faced with an awful dilemma: ‘Which one do I
save?’ I thought to myself.
Paragraph 2: Middle
Proff’s English World
Action Verbs & Vivid Phrases
20. Without thinking, I dived into the swirling, freezing
water. Somehow I managed to swim towards the
children until I was halfway between them. There I
was faced with an awful dilemma: ‘Which one do I
save?’ I thought to myself.
Paragraph 2: Middle
Proff’s English World
Adjectives – Adverbs
21. Without thinking, I dived into the swirling, freezing
water. Somehow I managed to swim towards the
children until I was halfway between them. There I
was faced with an awful dilemma: ‘Which one do I
save?’ I thought to myself.
Paragraph 2: Middle
Proff’s English World
Adjectives – Adverbs
22. Without thinking, I dived into the swirling, freezing
water. Somehow I managed to swim towards the
children until I was halfway between them. There I
was faced with an awful dilemma: ‘Which one do I
save?’ I thought to myself.
Paragraph 2: Middle
Proff’s English World
Direct Speech
23. Without thinking, I dived into the swirling, freezing
water. Somehow I managed to swim towards the
children until I was halfway between them. There I
was faced with an awful dilemma: ‘Which one do I
save?’ I thought to myself.
Paragraph 2: Middle
Proff’s English World
Direct Speech
24. Fortunately, the decision was made for me as the
girl suddenly grabbed a thick branch overhanging
the river and climb onto it. The boy was still being
rapidly swept away, but eventually, I got hold of
him, and I struggled against the current to reach
the river bank. I was exhausted, I was gasping for
breath and I thought my lungs were going to
explode.
Paragraph 3: Middle
Proff’s English World
Time Words
25. Fortunately, the decision was made for me as the
girl suddenly grabbed a thick branch overhanging
the river and climb onto it. The boy was still being
rapidly swept away, but eventually, I got hold of
him, and I struggled against the current to reach
the river bank. I was exhausted, I was gasping for
breath and I thought my lungs were going to
explode.
Paragraph 3: Middle
Proff’s English World
Time Words
26. Fortunately, the decision was made for me as the
girl suddenly grabbed a thick branch overhanging
the river and climb onto it. The boy was still being
rapidly swept away, but eventually, I got hold of
him, and I struggled against the current to reach
the river bank. I was exhausted, I was gasping for
breath and I thought my lungs were going to
explode.
Paragraph 3: Middle
Proff’s English World
Action Verbs & Vivid Phrases
27. Fortunately, the decision was made for me as the
girl suddenly grabbed a thick branch overhanging
the river and climb onto it. The boy was still being
rapidly swept away, but eventually, I got hold of
him, and I struggled against the current to reach
the river bank. I was exhausted, I was gasping for
breath and I thought my lungs were going to
explode.
Paragraph 3: Middle
Proff’s English World
Action Verbs & Vivid Phrases
28. Fortunately, the decision was made for me as the
girl suddenly grabbed a thick branch overhanging
the river and climb onto it. The boy was still being
rapidly swept away, but eventually, I got hold of
him, and I struggled against the current to reach
the river bank. I was exhausted, I was gasping for
breath and I thought my lungs were going to
explode.
Paragraph 3: Middle
Proff’s English World
Adjectives – Adverbs
29. Fortunately, the decision was made for me as the
girl suddenly grabbed a thick branch overhanging
the river and climb onto it. The boy was still being
rapidly swept away, but eventually, I got hold of
him, and I struggled against the current to reach
the river bank. I was exhausted, I was gasping for
breath and I thought my lungs were going to
explode.
Paragraph 3: Middle
Proff’s English World
Adjectives – Adverbs
30. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Surprising
Ending
Character’s
feelings
31. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Surprising
Ending
Character’s
feelings
32. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Time Words
33. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Time Words
34. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Action Verbs & Vivid Phrases
35. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Action Verbs & Vivid Phrases
36. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Adjectives – Adverbs
37. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Adjectives – Adverbs
38. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Direct Speech
39. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Direct Speech