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The document provides examples of verbs in English and their uses. It lists common verbs like "come", "go", "eat", "sit", "write" and their past and present tense forms. It then asks what activities are done everyday, and provides examples like "wake up", "brush", "take tea", "bath", "break fast", "get ready", "go to work", "come", "watch TV", "do lunch", "exercise". It also discusses the use of words like "and", "then", "after", and "after + ing" with verbs. Finally, it mentions some other verb-related terms like "action words" and provides examples of helping verbs.
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Fear free
This document discusses verbs and how they are used to describe actions. It provides examples of regular verbs like come, go, eat, and sit and their past and present tense forms. It then asks what the reader does everyday and provides examples of daily routines using time words like everyday, morning, and after along with verbs and verb phrases. The purpose is to help learn English verbs and how they are used to describe actions and routines.
Adverbs of indefinite frequency
It explains what adverbs of indefinite frequency are, the different adverbs, how to use them with the verb Be and other verbs.
Adverbs of frequency
This document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, sometimes, never, and occasionally. It notes that seldom, rarely, never and hardly ever are considered negative adverbs of frequency. Finally, it lists other common adverbs and expressions of frequency including every day/week/month, once a week/month/year, twice a year/day, regularly, normally, and traditionally.
Reported speech
This document discusses how to report past conversations using reported speech. It notes that when reporting speech, the verb tense must change from present to past. Common tense changes include present to past, present perfect to past perfect, and past to past perfect. Reporting verbs like "said", "told", "advised", and "offered" can be used to report what was said or offered. The verb comes at the end of the sentence when using reporting verbs like "asked".
Prepositional Phrases
This document discusses the use of prepositions in English expressions. It provides examples of nouns, verbs, phrasal verbs, and adjectives used with prepositions. Common nouns with prepositions include travel by plane, arguments about, and decisions on. Examples of verbs with prepositions are listen to, depend on, and grow up in. Phrasal verbs often have multiple meanings like look after, look forward to, and pick up. Adjectives can also be used with prepositions like interested in, afraid of, and good at. The document encourages learning these expressions in groups to help with memorization.
Verb+object+infinitive
This document discusses English verbs that are followed by an object and an infinitive rather than a that-clause. It provides examples of common verbs used in this construction, such as invite, advise, allow, ask, beg, cause, command, encourage, expect, forbid, force, get, hate, help, instruct, intend, invite, leave, like, love, mean, need, obligate, order, permit, prefer, recommend. It also discusses some verbs that are followed by an object and bare infinitive without "to", such as let, make, see, hear, feel, watch, notice, have. The document provides exercises for learners to practice using these verbs in sentences.
Gustar
This document provides an overview of how to use the verb gustar in Spanish. It explains that gustar is used differently than in English and takes an indirect object pronoun before the verb to indicate who is pleased. It discusses the forms of gusta/n and gives examples of using gustar with different indirect object pronouns and clarifying prepositional pronouns. It also covers placement of these elements in statements and questions and provides additional examples of using gustar.
Ing infinitive
The document discusses the differences between using a gerund (-ing form) and an infinitive with "to" after various verbs and expressions in English. It provides examples of when to use each form, such as using a gerund after verbs like "love" but an infinitive after "would like." It also notes some differences in meaning between constructions, such as "forget to" meaning not remember but "forget -ing" meaning not recall.
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Fear free
This document discusses verbs and how they are used to describe actions. It provides examples of regular verbs like come, go, eat, and sit and their past and present tense forms. It then asks what the reader does everyday and provides examples of daily routines using time words like everyday, morning, and after along with verbs and verb phrases. The purpose is to help learn English verbs and how they are used to describe actions and routines.
Adverbs of indefinite frequency
It explains what adverbs of indefinite frequency are, the different adverbs, how to use them with the verb Be and other verbs.
Adverbs of frequency
This document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, sometimes, never, and occasionally. It notes that seldom, rarely, never and hardly ever are considered negative adverbs of frequency. Finally, it lists other common adverbs and expressions of frequency including every day/week/month, once a week/month/year, twice a year/day, regularly, normally, and traditionally.
Reported speech
This document discusses how to report past conversations using reported speech. It notes that when reporting speech, the verb tense must change from present to past. Common tense changes include present to past, present perfect to past perfect, and past to past perfect. Reporting verbs like "said", "told", "advised", and "offered" can be used to report what was said or offered. The verb comes at the end of the sentence when using reporting verbs like "asked".
Prepositional Phrases
This document discusses the use of prepositions in English expressions. It provides examples of nouns, verbs, phrasal verbs, and adjectives used with prepositions. Common nouns with prepositions include travel by plane, arguments about, and decisions on. Examples of verbs with prepositions are listen to, depend on, and grow up in. Phrasal verbs often have multiple meanings like look after, look forward to, and pick up. Adjectives can also be used with prepositions like interested in, afraid of, and good at. The document encourages learning these expressions in groups to help with memorization.
Verb+object+infinitive
This document discusses English verbs that are followed by an object and an infinitive rather than a that-clause. It provides examples of common verbs used in this construction, such as invite, advise, allow, ask, beg, cause, command, encourage, expect, forbid, force, get, hate, help, instruct, intend, invite, leave, like, love, mean, need, obligate, order, permit, prefer, recommend. It also discusses some verbs that are followed by an object and bare infinitive without "to", such as let, make, see, hear, feel, watch, notice, have. The document provides exercises for learners to practice using these verbs in sentences.
Gustar
This document provides an overview of how to use the verb gustar in Spanish. It explains that gustar is used differently than in English and takes an indirect object pronoun before the verb to indicate who is pleased. It discusses the forms of gusta/n and gives examples of using gustar with different indirect object pronouns and clarifying prepositional pronouns. It also covers placement of these elements in statements and questions and provides additional examples of using gustar.
Ing infinitive
The document discusses the differences between using a gerund (-ing form) and an infinitive with "to" after various verbs and expressions in English. It provides examples of when to use each form, such as using a gerund after verbs like "love" but an infinitive after "would like." It also notes some differences in meaning between constructions, such as "forget to" meaning not remember but "forget -ing" meaning not recall.
The Passive Voice
The document discusses the passive voice, including when and how to use it. The passive voice is used to focus on the person or thing affected by the action rather than who performs it. It is formed with a form of the verb "be" followed by the past participle of the main verb. Continuous and infinitive passive forms also use "be" plus the past participle. When using the passive voice, the person or thing performing the action is often omitted but can be included using "by" or "with" to indicate what was used to perform the action.
Infinitive and the -ing Form
The document summarizes the uses of the infinitive "to" form and the "-ing" form in English grammar.
1) The infinitive "to" is used to express purpose or intent after certain verbs, adjectives, nouns, and pronouns.
2) The "-ing" form is used as a noun or gerund after certain verbs to express preferences, and after prepositions and verbs like "spend" and "see".
3) Both forms are used in different constructions like "too/enough to", "be the first to", and "spend time doing" something.
4 C Adverbs of frequency
This document provides information about adverbs and expressions of frequency used with the present simple tense. It lists common adverbs of frequency like never, usually, and always and expressions like every day, once a month. It explains that adverbs of frequency go before the main verb, except after forms of "to be" where they go after. Expressions of frequency usually go at the end of a sentence. Examples are provided to demonstrate usage.
Gerund or infinitive
This document provides guidelines for using gerunds (-ing form of verbs) versus infinitives (to + verb) in English. It lists verbs that can be followed by gerunds or infinitives and explains the differences in meaning. Gerunds are used to express general ideas or actions, after prepositions, and as direct objects. Infinitives are used to form subjects, after certain adjectives and adverbs, and indirect objects of some verbs. Some verbs like remember, forget, regret can be used with either but have different meanings depending on the form.
Infinitive or Gerund: Απαρέμφατο στα Αγγλικά.
Μάθετε πότε στο δεύτερο ρήμα σε μια πρόταση χρισιμοποιούμνε το απαρέμφατο στην Αγγλική γλώσσα:. to infinitive vs ing form
How to talk about routines
This document provides an overview of adverbs of frequency and how to use them when talking about routines. It defines adverbs of frequency as words that indicate how often something occurs, such as "always", "often", "sometimes", "rarely", and "never". Examples are given of using these adverbs in sentences about daily habits. The document encourages writing sentences about one's own routines and provides additional English learning resources.
Ir+a+infinitive
The document discusses how to say "going to" in Spanish. It provides the formula "Ir + a + infinitive" to express actions that will occur in the future, such as "I'm going to read" as "Voy a leer". It then gives examples of translating phrases involving "going to" into Spanish and provides a quiz for readers to test their understanding.
Future and adverbs of frequency
Explicação do tempo simple future utilizando o verbo auxiliar WILL e as regras para uso dos principais ADVÉRBIOS DE FREQUÊNCIA
Gerund Or Infinitive
This document provides guidance on using gerunds (verb forms ending in "-ing") versus infinitives (verb forms preceded by "to") in different grammatical contexts. It lists verbs that can be followed by gerunds or infinitives and explains the difference in meaning. For example, "remember" followed by a gerund refers to the past, while followed by an infinitive refers to the future. It also lists verbs that require gerunds or infinitives based on the intended meaning, such as using an infinitive with "stop" to indicate permission but a gerund to indicate cessation.
Ir+a+Infinitive
The document discusses how to say "going to" in Spanish. It states that the formula is "Ir + a + infinitive", where "Ir" is the conjugated form of the verb "to go", followed by "a", followed by the infinitive form of the verb. It provides examples like "I'm going to read" as "Voy a leer". It then provides a quiz with sentences to translate using this formula, such as "Mr. Fahim is going to be there" as "Sr. Fahim va a estar allí".
Reported speech
This document provides information on how to report speech in English using reported statements, questions, imperatives and requests. It explains that verb tenses often change in reported speech, with past tenses used to report present tenses. Pronouns and time/place expressions may also change. Common reporting verbs like "say" and "tell" are outlined, with examples given of how to report yes/no and WH- questions using verbs like "ask". Guidance is provided on reporting imperatives and requests using "tell" and "ask" plus an infinitive verb.
1 Mots De Question
This document provides French translations and pronunciations for common question words in French:
- QUI (who)
- QUOI/Qu'est-ce que (what)
- QUAND (when)
- OÙ (where)
- POURQUOI/Parce que (why)
- COMMENT (how)
- EST-CE QUE (to form a yes/no question)
Examples of questions using these words are given to demonstrate their usage.
-ING FORM/ TO INFINITIVE/ BARE INFINITIVE
This document discusses the different uses of the -ing form, to infinitive, and bare infinitive in English. It explains that the -ing form can be used after certain verbs, in prepositional phrases, and as the subject of a sentence. The to infinitive is used after verbs, expressions with adjectives, and indirect objects. The bare infinitive follows verbs of perception, modal verbs, and verbs like make and let. It also notes that begin, intend, and start can take either the -ing form or to infinitive with no change in meaning, but remember and stop have different meanings depending on which form is used.
Grammar: infinitive + object + infinitive /gerund
This document provides rules for using verbs followed by different structures including an object and infinitive, gerund, or that clause. It explains that verbs like expect, advise, and tell can be followed by an object and infinitive or that clause. Recommend can take an object and infinitive or that clause, but not an object and that clause. Verbs like want, like, and hate take an object and infinitive but not a that clause. Arrange, ask, plan, and wait take an object and infinitive preceded by for. Let, make, and help can take an object and bare infinitive without to. Suggest can take a gerund or a that clause in different forms but not an object and that
Reported speech and reporting verbs
The document provides instruction on how to report speech in the past tense and with changes to pronouns, time/place adverbs, and demonstratives. It also covers changing yes/no and wh- questions to reported speech form. Finally, it discusses different patterns for reporting speech acts such as promises, advice, admissions, and suggestions.
Gerunds and infinitives nora
Gerunds and infinitives are different forms of verbs. A gerund is formed by adding "-ing" to a verb, like "meeting" from "meet". An infinitive is formed by adding "to" before the base form of a verb, like "to meet". Gerunds are used after some verbs, in certain expressions, as subjects of sentences, and after prepositions. Infinitives are used after some verbs and adjectives/adverbs, and after the indirect object of some verbs. Some verbs like "stop", "remember", and "forget" have different meanings depending on whether they are used with a gerund or infinitive.
Imperatives
The document discusses different uses of imperatives and related structures:
1) Imperatives are used to tell people what to do or give advice/encouragement without "to", and can include subjects. Negative imperatives begin with "do not/don't".
2) "Let's", "let me", etc. are used to make suggestions or give orders to a group including the speaker, with "let's not" as the negative form.
3) "Do" can be used for emphasis, such as with emotive emphasis to show feeling strongly, or contrastive emphasis to show a contrast or compare expectations with reality.
Negative and positive sentences
Young children find it very difficult to understand the formation of negative sentences. Here is one of the easiest ways to make them understand.
Reported speech1
Ann said that she was feeling tired. Reported speech involves changing direct quotes into an indirect version by modifying tense, pronouns, place and time expressions. For example, changing "I am feeling tired" to "she said that she was feeling tired". Questions, orders, requests and suggestions are also changed in reported speech, such as asking someone if something was the case rather than a direct question.
Modal verbs short
The modal verbs are used to talk about ability, obligation, necessity, prohibition, certainty, possibility, probability, permission, willingness, requests, offers, and suggestions. They include can, could, may, might, must, should, ought to, shall, will, would, need and dare. Modal verbs are formed by putting the modal verb between the subject and the full verb. Questions are formed by inverting the subject and modal verb. Expressions like be able to, be allowed to are sometimes used instead of modal verbs.
Fear Free English Mission
Swapnil, an 18-year-old boy, is unable to pay his college fees. He gets a job with a prominent jeweler. The manager is looking for an honest partner. One day, the manager purposely leaves a 500-rupee note on the floor. Swapnil finds it and returns it to the manager. The manager is pleased with Swapnil's honesty. Swapnil rises in favor with the manager and eventually becomes his partner.
Simple present+present continuous
Here are the answers with simple present or present continuous verbs:
1) She has a bath every evening.
2) My husband is always tasting the food while I'm cooking! It's very annoying.
3) Luke is seeing the doctor now.
4) He is having a party next weekend.
5) This coffee doesn't taste right.
6) We are going to see John and Susie next month.
7) What do you think about the war ?
8) She has a headache.
9) It is cold today.
10) They don't have a car.
11) I can't see anything, I can't work the telescope?
12) The wa
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The Passive Voice
The document discusses the passive voice, including when and how to use it. The passive voice is used to focus on the person or thing affected by the action rather than who performs it. It is formed with a form of the verb "be" followed by the past participle of the main verb. Continuous and infinitive passive forms also use "be" plus the past participle. When using the passive voice, the person or thing performing the action is often omitted but can be included using "by" or "with" to indicate what was used to perform the action.
Infinitive and the -ing Form
The document summarizes the uses of the infinitive "to" form and the "-ing" form in English grammar.
1) The infinitive "to" is used to express purpose or intent after certain verbs, adjectives, nouns, and pronouns.
2) The "-ing" form is used as a noun or gerund after certain verbs to express preferences, and after prepositions and verbs like "spend" and "see".
3) Both forms are used in different constructions like "too/enough to", "be the first to", and "spend time doing" something.
4 C Adverbs of frequency
This document provides information about adverbs and expressions of frequency used with the present simple tense. It lists common adverbs of frequency like never, usually, and always and expressions like every day, once a month. It explains that adverbs of frequency go before the main verb, except after forms of "to be" where they go after. Expressions of frequency usually go at the end of a sentence. Examples are provided to demonstrate usage.
Gerund or infinitive
This document provides guidelines for using gerunds (-ing form of verbs) versus infinitives (to + verb) in English. It lists verbs that can be followed by gerunds or infinitives and explains the differences in meaning. Gerunds are used to express general ideas or actions, after prepositions, and as direct objects. Infinitives are used to form subjects, after certain adjectives and adverbs, and indirect objects of some verbs. Some verbs like remember, forget, regret can be used with either but have different meanings depending on the form.
Infinitive or Gerund: Απαρέμφατο στα Αγγλικά.
Μάθετε πότε στο δεύτερο ρήμα σε μια πρόταση χρισιμοποιούμνε το απαρέμφατο στην Αγγλική γλώσσα:. to infinitive vs ing form
How to talk about routines
This document provides an overview of adverbs of frequency and how to use them when talking about routines. It defines adverbs of frequency as words that indicate how often something occurs, such as "always", "often", "sometimes", "rarely", and "never". Examples are given of using these adverbs in sentences about daily habits. The document encourages writing sentences about one's own routines and provides additional English learning resources.
Ir+a+infinitive
The document discusses how to say "going to" in Spanish. It provides the formula "Ir + a + infinitive" to express actions that will occur in the future, such as "I'm going to read" as "Voy a leer". It then gives examples of translating phrases involving "going to" into Spanish and provides a quiz for readers to test their understanding.
Future and adverbs of frequency
Explicação do tempo simple future utilizando o verbo auxiliar WILL e as regras para uso dos principais ADVÉRBIOS DE FREQUÊNCIA
Gerund Or Infinitive
This document provides guidance on using gerunds (verb forms ending in "-ing") versus infinitives (verb forms preceded by "to") in different grammatical contexts. It lists verbs that can be followed by gerunds or infinitives and explains the difference in meaning. For example, "remember" followed by a gerund refers to the past, while followed by an infinitive refers to the future. It also lists verbs that require gerunds or infinitives based on the intended meaning, such as using an infinitive with "stop" to indicate permission but a gerund to indicate cessation.
Ir+a+Infinitive
The document discusses how to say "going to" in Spanish. It states that the formula is "Ir + a + infinitive", where "Ir" is the conjugated form of the verb "to go", followed by "a", followed by the infinitive form of the verb. It provides examples like "I'm going to read" as "Voy a leer". It then provides a quiz with sentences to translate using this formula, such as "Mr. Fahim is going to be there" as "Sr. Fahim va a estar allí".
Reported speech
This document provides information on how to report speech in English using reported statements, questions, imperatives and requests. It explains that verb tenses often change in reported speech, with past tenses used to report present tenses. Pronouns and time/place expressions may also change. Common reporting verbs like "say" and "tell" are outlined, with examples given of how to report yes/no and WH- questions using verbs like "ask". Guidance is provided on reporting imperatives and requests using "tell" and "ask" plus an infinitive verb.
1 Mots De Question
This document provides French translations and pronunciations for common question words in French:
- QUI (who)
- QUOI/Qu'est-ce que (what)
- QUAND (when)
- OÙ (where)
- POURQUOI/Parce que (why)
- COMMENT (how)
- EST-CE QUE (to form a yes/no question)
Examples of questions using these words are given to demonstrate their usage.
-ING FORM/ TO INFINITIVE/ BARE INFINITIVE
This document discusses the different uses of the -ing form, to infinitive, and bare infinitive in English. It explains that the -ing form can be used after certain verbs, in prepositional phrases, and as the subject of a sentence. The to infinitive is used after verbs, expressions with adjectives, and indirect objects. The bare infinitive follows verbs of perception, modal verbs, and verbs like make and let. It also notes that begin, intend, and start can take either the -ing form or to infinitive with no change in meaning, but remember and stop have different meanings depending on which form is used.
Grammar: infinitive + object + infinitive /gerund
This document provides rules for using verbs followed by different structures including an object and infinitive, gerund, or that clause. It explains that verbs like expect, advise, and tell can be followed by an object and infinitive or that clause. Recommend can take an object and infinitive or that clause, but not an object and that clause. Verbs like want, like, and hate take an object and infinitive but not a that clause. Arrange, ask, plan, and wait take an object and infinitive preceded by for. Let, make, and help can take an object and bare infinitive without to. Suggest can take a gerund or a that clause in different forms but not an object and that
Reported speech and reporting verbs
The document provides instruction on how to report speech in the past tense and with changes to pronouns, time/place adverbs, and demonstratives. It also covers changing yes/no and wh- questions to reported speech form. Finally, it discusses different patterns for reporting speech acts such as promises, advice, admissions, and suggestions.
Gerunds and infinitives nora
Gerunds and infinitives are different forms of verbs. A gerund is formed by adding "-ing" to a verb, like "meeting" from "meet". An infinitive is formed by adding "to" before the base form of a verb, like "to meet". Gerunds are used after some verbs, in certain expressions, as subjects of sentences, and after prepositions. Infinitives are used after some verbs and adjectives/adverbs, and after the indirect object of some verbs. Some verbs like "stop", "remember", and "forget" have different meanings depending on whether they are used with a gerund or infinitive.
Imperatives
The document discusses different uses of imperatives and related structures:
1) Imperatives are used to tell people what to do or give advice/encouragement without "to", and can include subjects. Negative imperatives begin with "do not/don't".
2) "Let's", "let me", etc. are used to make suggestions or give orders to a group including the speaker, with "let's not" as the negative form.
3) "Do" can be used for emphasis, such as with emotive emphasis to show feeling strongly, or contrastive emphasis to show a contrast or compare expectations with reality.
Negative and positive sentences
Young children find it very difficult to understand the formation of negative sentences. Here is one of the easiest ways to make them understand.
Reported speech1
Ann said that she was feeling tired. Reported speech involves changing direct quotes into an indirect version by modifying tense, pronouns, place and time expressions. For example, changing "I am feeling tired" to "she said that she was feeling tired". Questions, orders, requests and suggestions are also changed in reported speech, such as asking someone if something was the case rather than a direct question.
Modal verbs short
The modal verbs are used to talk about ability, obligation, necessity, prohibition, certainty, possibility, probability, permission, willingness, requests, offers, and suggestions. They include can, could, may, might, must, should, ought to, shall, will, would, need and dare. Modal verbs are formed by putting the modal verb between the subject and the full verb. Questions are formed by inverting the subject and modal verb. Expressions like be able to, be allowed to are sometimes used instead of modal verbs.
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Fear Free English Mission
Swapnil, an 18-year-old boy, is unable to pay his college fees. He gets a job with a prominent jeweler. The manager is looking for an honest partner. One day, the manager purposely leaves a 500-rupee note on the floor. Swapnil finds it and returns it to the manager. The manager is pleased with Swapnil's honesty. Swapnil rises in favor with the manager and eventually becomes his partner.
Simple present+present continuous
Here are the answers with simple present or present continuous verbs:
1) She has a bath every evening.
2) My husband is always tasting the food while I'm cooking! It's very annoying.
3) Luke is seeing the doctor now.
4) He is having a party next weekend.
5) This coffee doesn't taste right.
6) We are going to see John and Susie next month.
7) What do you think about the war ?
8) She has a headache.
9) It is cold today.
10) They don't have a car.
11) I can't see anything, I can't work the telescope?
12) The wa
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Basic Malagasy Language Course
An introductory Malagasy language course prepared by the U.S. Peace Corps for its volunteers.
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Fear free
The document provides examples of verbs in English and their uses. It lists common verbs like "come", "go", "eat", "sit", "write" and their past and present tense forms. It then asks what activities are done everyday, and provides examples like "wake up", "brush", "take tea", "bath", "break fast", "get ready", "go to work", "come", "watch TV", "do lunch", "exercise". It also discusses the use of words like "and", "then", "after", and "after + ing" with verbs. Finally, it mentions some other verb-related terms like "action words" and the forms of "to be".
Sane Guruji Award
This resume summarizes the professional experience and qualifications of Vaidlip Dilip Umakant, an English teacher with over 17 years of experience. Some of the key details provided in less than 3 sentences include: He has taught English at Jnana Probodhini Gurukul in Pune for 17 years. He is the author of 6 books on English grammar and has conducted workshops and motivation lectures on education and personality development that have reached thousands of teachers and students across Maharashtra. His objective is to establish a school that helps discover and develop students' innate skills through natural learning methods.
BHAVISHYAWEDH
The document discusses four different quotients: Material Quotient (MQ) which is related to food and comforts, Intelligence Quotient (IQ) which involves thinking and reasoning, Emotional Quotient (EQ) which is about self-awareness and understanding emotions, and Spiritual Quotient (SQ) which involves compassion and service.
Bhavishyamay
The document discusses four different quotients - Material Quotient (MQ), Intelligence Quotient (IQ), Emotional Quotient (EQ), and Spiritual Quotient (SQ). It states that MQ is related to food and comfort, IQ is related to thinking, reasoning and intellect, EQ is related to emotions and self-awareness, and SQ is related to philosophy, service and devotion.
Bhavishyamay
The document discusses four different quotients - Material Quotient (MQ), Intelligence Quotient (IQ), Emotional Quotient (EQ), and Spiritual Quotient (SQ). It states that MQ is related to food and comfort, IQ is related to thinking, reasoning and intellect, EQ is related to emotions and self-awareness, and SQ is related to philosophy, service and devotion.
About Me
The document discusses education and the work of Dilip Umakant Vaidya. It states that education should help discover a child's natural interests and develop them. It also quotes thinkers about finding fulfillment through work that matches one's abilities. Vaidya aims to establish a school called Gurukul that discovers students' innate skills and develops them through their natural strengths with a focus on intelligence, emotional intelligence, and social skills until their goals are achieved.
About Gurukul ..
1) The document discusses the Gurukul education system which aims to discover a child's innate interests and abilities in order to guide them towards a fulfilling career path.
2) It does this through various methods like hobby and creative classes in different interest areas from a young age, aptitude tests, counseling, and providing opportunities to develop skills in their domain of interest.
3) The education system focuses on making learning enjoyable through a balance of academic, career-oriented, physical and extra-curricular activities so that students identify their passion and are well-prepared for their chosen career from a young age itself.
About Me
The document discusses education and the work of Dilip Umakant Vaidya. It states that education should help discover a child's natural interests and develop them. It also quotes thinkers about finding fulfillment through work that matches one's abilities. Vaidya aims to establish a school called Gurukul that discovers students' innate skills and develops them through their natural strengths with a focus on intelligence, emotional intelligence, and social skills until their goals are achieved.
New cv ok
The document discusses education and success. It summarizes that education should help discover a child's natural interests and develop their abilities along those channels. It also quotes that finding one's work and enhancing abilities in their field of interest leads to satisfaction. The document introduces Dilip Umakant Vaidya and his experience and contributions in the education field, including founding the Fear Free English Mission and School to Career.
About Me
The document discusses the importance of education in helping children discover their natural interests and abilities. It summarizes the views of thinkers like Carlyle who said "Blessed is he who has found his work" and Napoleon who said "Men take only their needs into consideration never their abilities." The secret to success and satisfaction is enhancing one's abilities in their areas of innate interest. The document then provides biographical information about Dilip Umakant Vaidya, founder of Gurukul School to Career, and his experiences and qualifications in the field of education.
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Fear free
- 2. Fear Free English Mission
- 7. come came come coming go went gone going eat ate eaten eating sit sat sat sitting write wrote written writing Verbs ik`xyaapado Action words Fear Free English N01 I We You He She It They Ram Seeta Tiger/fan v 1 v 2 v 3 v 4 Fear Free English Bayamau@ta [Mga`jaI
- 9. Let’s try Everyday What do you do everyday ? Everyday Use of ‘and, then, after, after + ing wake up brush take read tea bath break fast get ready go work come watch do lunch exercise I Fear Free English
- 10. Verbs Action = ? Come Come Come Come Come Come Come Come Go Play words Go Go Go Go Go Go Go in in the morning to learn back out with me with your uncle out away ahead back slow through after money Fear Free English
- 11. come I We You They Boys He She Ram go play write come s go es s/es Fear Free English
- 12. mahtvaacao Sabd am/is/are was/were shall be/will be have/has been had been Fear Free English Aaho haotaao, taa,taI,tao Asaola,Asaona (AiQakx kxaLapaasaUna) Aaho (AiQakx kxaLapaasaUna) haotaao
- 32. Dilip U.Vaidya