This document provides a lesson on the present simple and present continuous tenses in English. It compares how these two tenses are used and provides examples. Key points include:
- Present continuous is used for temporary actions happening now while present simple is used for permanent or repeated actions.
- Certain verbs like "think" have different uses depending on the tense.
- Exercises are provided to practice using these tenses correctly in sentences.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Home assignment II on Spectroscopy 2024 Answers.pdf
grammar
1. Lesson3: Present Simple & Present Continuous:
A. Compare:
Present Continuous:
We use the continuous for things happening
at or around the time of speaking.
The action isn’t complete.
The water is boiling. Can you turn it off?
Listen to those people. What language are
they speaking?
Let’s go out. It isn’t raining now.
‘I’m busy.’ ‘What are you doing now?’
I’m getting hungry. Let’s go and eat.
We use the continuous for temporary
situations:
I am leaving with some friends until I find a
place of my own.
A: You are working hard today.
B: Yes I have a lot to do.
Present Simple
We use the simple for things in general
or things that happen repeatedly.
Water boils at 100 degree Celsius.
Excuse me, do you speak English?
It doesn’t rain very much in summer.
What do you usually do at weekends?
I always get hungry in the afternoon.
We use the simple for permanent
situations:
o My parents live in Egypt. They have lived
there all their live.
o Noha isn’t lazy. She works hard most of
the time.
B. I always do and I’m always doing:
I always do (something) = I do it every time:
I always go to work by car. (not I’m always going)
2. ‘I’m always doing’ something has a different meaning. For example:
I’m always losing things = I lose things very often.
Perhaps too often, or more often than normal.
Two more examples:
You are always watching TV. You should do something active.
= (You watch television too much.)
Ali is never satisfied. He’s always complaining. = (He complains too much)
Exercises:
1) Are the underlined verbs right or wrong? Correct them in
necessary.
1. Water boils at 100 degrees Celsius.
………………………ok……………………………………………………………………………….
2. The water boils. Can you turn it off?
………………………is boiling……………………………..………………………………………..
3. Look! That man tries to open the door of your car.
…………………………………………………………………………………………………….……..
4. Can you hear those people? What do they talk about?
……………………………………………………………………………………………………….……
5. The moon goes round the earth in about 27 days.
………………………………………………………………………………………………………….…
6. I must go now. It gets late
…………………………………………..…………………………………………………………………
7. I usually go to work by car.
……………………………………………………………………………………………………………..
3. 8. ‘Hurry up. It is time to leave.’ Ok, I come.
……………………………………………………….……………………………………………………..
9. I hear you have got a new job. How do you get on?
……………………………………………………………………………………………………………….
10.Abdallah is never late. He’s always getting to work on time.
……………………………………………………………………………………………………………...
11. They don’t get on well. They’re always arguing.
……………………………………………………………………………………………………………...
2) Finish B’s sentences. Use always –ing.
1. A: I’ve lost my pen again.
B: Not again! ……………………….You are always losing your pen………………………………………………..
2. A: The car has broken down again.
B: That car is useless. It ………………………………….…………..…………………………….. .
3. A: Look! You’ve made the same mistake again.
B: Oh no, not again! I ……………………………..…………………………..…………………….. .
4. A: Oh, I’ve forgotten my glasses again.
B: Typical! ……………………………..………………………………………………………………….. .
3) Put the verb into the correct form, present continuous or
present simple:
1. Let’s go out. It …………………………..isn’t raining………………………………….. (not/rain) now.
2. Eman is very good at languages. She speaks (speak) four languages very well.
3. Hurry up! Everybody……………………………………………………..……. (wait) for you.
4. ‘…………………………….…….... (you/listen) to the radio?’ No, you can turn it off.
5. ‘……………………………………….(you/listen) to the radio?’ No, just occasionally.
6. The River Nile ……………………………….………….. (flow) into the Mediterranean.
7. The river ………………………….. (flow) very fast today – much faster than usual.
8. We usually …………………………….. (grow) vegetables in our garden, but this year we
…………………………………………………………………………….. (not/grow) any.
9. A: How is your English?
B: Not bad. I think it …………………………………………….………….. (improve) slowly.
4. 10.Fatma is in London at the moment. She …………………………….. (stay) at the Park
Hotel. She always…………………………….. (stay) there when she is in London.
11. Can you stop walking soon? I …………………………………….. (start) to feel tired.
12. A: Can you drive?
B: I …………………………….. (learn). My father …………………………….. (teach) me.
13. Normally I …………………………….. (finish) work at five, but this week I
……………………………..(work) until six to earn a little more money.
14. My parents …………………………….. (live) in Aswan. They were born there and have
never lived anywhere else. Where …………………………….. (your parents/live)?
15.Maha……………………………..(look) for a place to live. She …………………………….. (stay)
with her sister until she finds somewhere.
16. A: What …………………………….. (your brother/do)?
B: He is an architect, but he …………………………….. (not/work) at the moment.
17. (at a party) I …………………………….. (enjoy) parties, but I ……………………………..
(not/enjoy) this one very much.
Lesson4: Present Simple & Present Continuous 2:
A. We use continuous form for actions and happenings that have started but not
finished (they are eating / it is raining ….. etc). Some verbs (for example,
know&like) are not normally used in this way. We don’t say ‘I am knowing’ or
‘they are liking’; we say ‘I know’, ‘they like’.
The following verbs are not normally used in the present continuous:
like love hate want need prefer
know realize suppose mean understand believe remember
belong fit contain consist seem
I am hungry, I want something to eat. (not I am wanting)
Do you understand what I mean?
Sally doesn’t seem very happy at the moment.
5. B. Think
When think means ‘believe’ or ‘have an opinion’, we don’t use the continuous:
I think Sara is Canadian, but I’m not sure. (not I’m thinking)
What do you think about my plan? (= what is your opinion?)
When think means ‘consider’, the continuous is possible:
I’m thinking about what happened. I often think about it.
Basma is thinking of giving up her job. (= she is considering it)
C. He is selfish and He is being selfish
He’s being = He’s behaving / He’s acting. Compare:
I can’t understand why he’s being so selfish. He isn’t usually like that.
(being selfish = behaving selfishly at the moment)
He never thinks about other people. He is very selfish. (not He is being)
(= He is selfish generally, not only at the moment)
We use am/is/are being to say how somebody is behaving. It is not usually
possible in other sentences:
It’s hot today. (not it is being hot today)
Sarah is very tired. (not is being tired)
D. See hear smell taste
We normally use the present simple (not continuous) with these verbs:
Do you see that man over there? (not Are you seeing)
This room smells. Let’s open a window.
We often use can + see/hear/smell/taste:
I can hear a strange noise. Can you hear it?
E. Look feel
You can use the present simple or continuous to say how somebody looks or feels
now:
6. You look very well today. Or you’re looking very well today.
How do you feel now? OrHoware you feeling now?
but
I usually feel tired in the morning. (not I’m usually feeling)
Exercises:
1) Are the underlined verbs right or wrong? Correct them in
necessary.
1. Nora is thinking of giving up her job.
………………………ok……………………………………………………………………………….
2. Are you believing in God?
…………………………………………………………………………………………………………..
3. I’m feeling hungry. Is there anything to eat?
…………………………………………………………………………………………………………..
4. This sauce is great. It’s tasting really good.
…………………………………………………………………………………………………………..
5. I’m thinking this is your key. Am I right?
…………………………………………………………………………………………………………..
2) Use the words in brackets to make sentences.
7. 3) Put the verb in the correct form, present continuous or
present simple:
1. Are you hungry? ………………….Do you want…………… (you/want) something to eat?
2. Don’t put the dictionary away. I …………………………………………………….. (use) it.
3. Don’t put the dictionary away. I ………………………………………………….. (need) it.
4. Who is the man? What …………………………………………….…………….. (he /want)?
5. Who is the man? Why ………………………………….………………….. (he /look) at us?
6. Ibrahim says he’s 80 years old, but nobody ………………..……………….. (believe) him.
7. She told me her name, but I …………………………….. (not / remember) it now.
8. I …………………………….. (think) of selling my car. Would you be interested in buying
it?
9. I ……………………………………….…………....……….. (think) you should sell your car. You
……………………………..……………………….……………….. (not /use) it very often.
10. Air ………………………..…………………….. (consist) mainly of nitrogen and oxygen.
4) Complete the sentences using the most suitable form of be.
Sometimes you must use the simple ( am /is /are) and
sometimes the continuous is more suitable (am/is/are being):
1. I can’t understand why ………he’s being………..so selfish. He isn’t usually like that.
2. Sarah …………………………….….. very nice to me at the moment. I wonder why.
3. You’ll like Basma when you meet her. She ………………………………….. very nice.
4. You’re usually very patient, so why …………………………….. so unreasonable about
waiting ten more minutes?
5. Why isn’t Hanan at work today? ……………………………………………..…………….. ill?
8. A. compare the past continuous (I was doing) and the past simple (I did):
past continuous (in the middle of an
action)
+69
I was walking home when I mt Dalia.
(in the middle of an action)
Soha was watching TV when we
arrived.
past continuous (complete action)
I walked home after the party last
night. (all the way = completely)
Soha watched TV a lot when she was
ill last year.
B. We often use the past simple and the past continuous together to say that
something happened in the middle of something else:
Afafphoned while we were having dinner.
It was raining when I got up.
I saw you in the park yesterday. You were sitting on the grass and reading book.
I hurt my back while I was working in the garden.
But we use the past simple to say that one thing happened after another:
I was walking along the road when I saw Marwa. So I stopped, and we had a chat.
Compare
When Basant arrived, we were having a
dinner. (= we had already started
before she arrived.)
When Basant arrived, we had dinner. (=
Marwa arrived, and then we had
dinner)
C. Some verbs (for example, know and want ) are not normally used in the
continuous:
We were good friends. We knew each other well. (not were knowing)
I was enjoying the party, but Suzan wanted to go home. (not was wanting)
9. Exercises:
1. Write what were you doing at these times? Write sentences
as in the example. The past continuous isn’t always necessary
(see the second example).
1) ( at 8 o’clock yesterday evening) ……………….I was having a dinner………………………………….
2) (at 5 o’clock last Monday) ………………….I was on a bus on my way home…………………………..
3) (at 10.15 yesterday morning) ……………………………..…………………………………….
4) (at 4.30 this morning) ……………………………..………………………………………………..
5) (at 7.45 yesterday evening) ……………………………..………………………………………..
6) (half an hour ago) ……………………………..……………………………..……………………….
2. Use your own ideas to complete the sentences. Use past
continuous.
1) Maged phoned while ………………………..we were having dinner……………………………………………….
2) The doorbell rang while I ……………………………..……………………………………………..
3) We saw an accident while we ……………………………..………………………………………
4) Farida fell asleep while she ……………………………..…………………………………………..
5) The television was on, but nobody ……………………………..……………………………….
3. Put the verb n the correct form, past continuous or past
simple.
1) Eman …………………was waiting………………………… (wait) for me when I arrived (arrive).
2) What ……………….……………….. (you/ do) t this time yesterday? ‘ I was asleep.’
3) ‘…………………………………………..(you/ go) out last night?’ ‘No, I was too tired.’
4) How fast ………………………….. (you/ drive) when the accident …………………………..
(happen)?
10. 5) Asmaa………………………….. (take) a photograph of me while I …………………………..
(not/ look).
6) We were in very difficult position. We ………………………….. (not/know) what to do.
7) I haven’t seen Manal for ages. When I last ………………………….. (see) her, she
………………………….. (try) to find a job.
8) I ………………………….. (walk) along the street when suddenly I …………………………..
(hear) footsteps behind me. Somebody …………………………..(follow) me. I was
scared and I ………………………….. (start) to run.
9) When I was young, I ………………………….. (want) to be a pilot.
10) Last night I ………………………….. (drop) a plate when I ………………………….. (do)
the washing up. Fortunately it ………………………….. (not/ break).
4. Put the verb into the correct form, past continuous or past
simple.
1) I saw (see) Manal in town yesterday, but she …………………………..(not/ see) me. She
……………………………..(look) the other way.
2) I …………………………….. (meet) Nader and the Tamer at the airport a few weeks ago.
They …………………………….. (go) to Paris and I …………………………….. (go) to Rome. We
…………………………….. (have) a chat while we …………………………….. (wait) for our
flights.
11. 3) I …………………………….. (cycle) home yesterday when a man ……………………………..
(step) out into the road in front of me. I …………………………….. (go) quite fast, but
luckily I …………………………….. (manage) to stop in time and ……………………………..
(not/ hit) him.