This document provides a summary of key grammar concepts in Spanish, including:
1) Nationalities, stem-changing verbs, para, indirect object pronouns, object pronoun placement, gustar, affirmative/negative words, superlatives, and reflexives.
2) Examples of stem-changing verbs like poder, pedir, pensar, and jugar.
3) The meaning and use of para in Spanish sentences.
4) Indirect object pronouns and their placement in sentences.
5) How the conjugation of gustar depends on the direct object, not the indirect object.
6) Affirmative and negative words in Spanish.
Imperativo in Spanish- higher level: Formal form and negative. AlbaCF
In this presentation you can recap the basic rules for the imperative but learn how to do the negative and the polite form (USTED and USTEDES) as well. Enjoy!
Imperativo in Spanish- higher level: Formal form and negative. AlbaCF
In this presentation you can recap the basic rules for the imperative but learn how to do the negative and the polite form (USTED and USTEDES) as well. Enjoy!
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!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
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
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
4. o-ue: poder e-i: pedir
Puedo Podem Pido Pedi-
mos
-os
Pides
Puedes
Puede Pueden Pide Piden
e-ie: pensar u-ue: jugar
Pienso Pensa- juego Jugam-
mos os
Piensas Juegas
Piensa Piensan juega Juegan
5. La significa de para en ingles es for.
Example: I am going to buy a gift for my
mother.
EN ESPANOL: Yo voy a comprar un regalo
para mi madre.
6. Tell to whom or for whom
ME NOS
To/for me To/for us
TE
To/for you
LE LES
To/for To/for them,
him, her, it, yo you all
u formal
7. In front of a conjugated verb
ex: Me acuesto a las diez y media.
Attached to a gerund
***third to last syllable gets an accent!
ex: Estoy acostándome.
Attached to an infinitive
ex: Voy a acostarme.
Attached to an affirmative command
ex: Acuéstate!
8. Gustar la idea
Me gusta la idea Nos gusta la idea
(the idea pleases me) (the idea pleases us)
Te gusta la idea
Means “to please” (the idea pleases you)
Le gusta la idea Les gusta la idea
(the idea pleases him, (the idea pleases
her, it, formal you) them, you all)
The conjugation of Gustar las ideas
gustar depends on
the direct object of
Me gustan las ideas Nos gustan las ideas
(the ideas please me) (the ideas please us)
the sentence, not the Te gustan las ideas
(the ideas please you)
indirect. Le gustan las ideas Les gustan las ideas
(the ideas please him, (the ideas please
her, it, you formal) them, you all)
9. Algo=something (?) Nada=nothing
Alguien=someone Nadie=no one
Algún/alguno(a)= Ningún/ninguno(a)
some =none, not any
Siempre=always Nunca=never
Tambien=also (2) Tampoco=neither/
either
10. To express extremes in most adjectives, drop
the final VOWEL and add the ending –isimo(a).
ex: El pollo es picantísimo!
(The chicken is extremely spicy!)
Sometimes, you need to change the ending:
• C qu rico riquísimo (very rich/sweet)
• G gu largo larguísimo (very large)
• Z c feliz felicísimo (very happy)
11. Reflexive verbs appear when the sub-
ject of a sentence is the same as the object.
LAVARSE (to wash oneself)
Me lavo Nos lavamos
(I wash myself) (we wash ourselves)
Te lavas
(you wash yourself)
Se lava Se lavan
(He/she/it/ (They/ you all wash
formal you wash themselves)
themselves)
12. Tell someone or something to do something
Conjugation: Put in third person
Caminar Camina!
IRREGULARS:
◦ Decir di
◦ Hacer haz
◦ Ir ve
◦ Poner pon
◦ Salir sal
◦ Ser sé
◦ Tener ten
◦ Venir ven
13. Tell someone or something not to do something
Conjugation: Put in yo form, change vowel, add “s”
***for –ar verbs, change it to –es.
*** -ir/-er verbs change to –as.
Hablar Hablo No hables!
Volver Vuelvo No vuelvas!
IRREGULARS: these verbs’ yo forms don’t end in -o
o Tener no tengas
o Venir no vengas
o Dar/ decir no des/ no digas
o Ir no voyas
o Ser no seas
o Hacer no hagas
o Estar no estés
o Saber no sepas
14. Primero First
Entonces then
Luego later
Por fin finally
Antes de before
Despues de after
Por el/la… during/in…
Los lunes, etc on mondays, etc
