The document provides an overview of English grammar tenses and structures including:
- The present simple is used to talk about facts, general truths, and regular actions. It forms the positive with subject + verb + s/es and questions with do/does + subject + verb.
- The present continuous is used to describe actions in progress now or around now. It forms the positive with subject + is/am/are + verb + ing and questions with is/am/are + subject + verb + ing.
- The past simple talks about finished past actions and uses the past tense form of verbs. Questions are formed with did + subject + verb.
- The present perfect talks about past actions
Spoken English Beginner Session 6 - Present Perfect Continuous vs Present Pe...Ash (Ashvini) Vyas
Learn when to use present perfect tense and when to use present perfect continuous tense for spoken and written English. Learn usage, syntax and examples of both English tenses.
Spoken English Beginner Session 6 - Present Perfect Continuous vs Present Pe...Ash (Ashvini) Vyas
Learn when to use present perfect tense and when to use present perfect continuous tense for spoken and written English. Learn usage, syntax and examples of both English tenses.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Present Simple
We use Present Simple
To talk about facts or things which are generally true.
To talk about regular action
To give instructions or directions
The simple present is not used to express actions happening now
Present Simple – Form
Positive:Add 's' or 'es' after the verb with he/she/it -- For exp: She understands English.
Negative: Use the auxiliary do/does+not+verb.--For exp: He does not want vanilla.
Questions:Use do and does,but don't change the form of the main verb. -- For exp: Does it have a subsidiary in Canada?
-With question words(who,what,where etc) use do and does after the question word. For exp:Why do we use question words?
To give a short answer to questions in the present simple use the subject +does/do or doesn't/don't ?
For exp:Does your company operate in Canada?--- Yes,it does/ No,it doesn't.
Exeptions:The verb be is irregular I am;You/She/They are; He/She/It is
In questions with be,do not use do and does. For exp: Is he very tired?
In negative sentences with be add not or n't. For exp: I'm not from Germany.
3. Present Continuous
We use Present Continuous:
To describe actions in progress at the moment of speaking.
To describe actions in progress around the present time,but not always at the moment of speaking.
To describe current trends.
Present Continuous – Form
Positive:Use am/is/are + ing form. For exp:She is crying.
Negative:Use am/is/are + not + ing form. For exp:He is not standing.
Questions: To make questions with present continuous,put am/is/are before the subject.- For exp:Are you still working for the same company?
To give a short answer to yes/no questions in the present continuous,use the:subject+am/is/are: For exp:Are you still working for the same company?
Yes,I am/No,I'm not.
4. Past Simple
We use to talk about past repeated actions.
To talk about long term situations in the past which are no longer true
We use the Past Simple to describe a finished action in the past.
Words and phrases we often use with the past simple are: Yesterday,last week,last year etc.
Past Simple - Form
Positive:Add 'ed' to the infinitive of regular verbs and 'd' to the infinitive of regular verbs ending in 'e‘.
For exp:
->Emma sailed to America in 1989.
->He lived in North America.
Change the 'y' and add 'ed' to regular verbs ending ing consonant + "y". For exp: She played the piano when she was child.
Double the final consonant of short regular verbs ending in vowel+consonant. For exp: We skipped the Channel yesterday.
Negative:Put didn't before the infinitive of both regular and irregular verbs. For exp: They didn't see the boss.
Questions:Put did before the subject and the infinitive of both regular and irregular verbs. For exp: What did you play yesterday evening?
To give a short answer to yes/no questions in the past simple,use the subject +did/didn't. For exp: Did John give you my passport?
5. Present Perfect
We use Present Perfect to talk about past actions where the time includes the present.
To describe progress in a list of things to do, we use already and (not)...yet?
To ask someone about general experiences in his/her life, we use ever.
Use the present perfect to talk about actions which started in the past and are continuing now.
For past actions where the time doesn't include the present, use the past simple.
Present Perfect – Form
Positive :have/has+ past participle form. For exp: I have visited Gratz.
Negative: have/has +not+ past participle. For exp:I have not cleaned my room yet.
Questions:Put have/has before the subject. For exp:Have you seen Lucy?
And to give a short answer to yes/no questions in the present perfect, use the subject + has /have or hasn't/ haven't.
For exp:Have you done your homework? --- Yes,I have/No,I haven't
Present Perfect with “for” and “since”
1.To talk about an action that started in the past and is continuing now. For exp:I have played for Manchester United for five years.
2.We use for with a period of time. For exp:I have worked here for five years.
3.We use since with a precise date or point in time For exp:She has lived here since 2000.
6. The passive
We use when the person who does the action is unknown.
When the person who does the action is unimportant .
When the person who does the action is too obvious to mention.
When we want to say who does something in a passive sentence,we use the preposition by.
Passive – Form
Verbs in sentences can either be active or passive.
The passive is formed with the verb+ past participle of the main verb.
Present simple(passive form) and Past simple:
For exp:The letters are delivered. --- The letters were delivered.
Questions
1.To make questions in the passive, put is/are/was/were + subject+ past participle.
For exp:Is the child treated well in his new home?
2.To give a short answer to questions in the passive, use the subject + is/are/was/were.
For exp: Was Olivia killed by Emma? Yes,he was/No he wasn't