1. The document covers English grammar rules for units 5.1 through 5.8, including the present simple, present continuous, tags, short answers, and the use of this/that/these/those and much/many vs little/few.
2. Key rules explained are forming the present simple and continuous tenses, when to use each, and the differences between them. Examples are provided to illustrate the rules.
3. Other topics covered include forming yes/no and short answer questions, the use of could/couldn't, and quantifiers like many/much vs little/few and a little/a few. Formations and example uses of each are given.
Use the Simple Present to express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually does not do.The Simple Present can also indicate the speaker believes that a fact was true before, is true now, and will be true in the future. It is not important if the speaker is correct about the fact. It is also used to make generalizations about people or things.
Examples:
Cats like milk.
Birds do not like milk.
Do pigs like milk?
California is in America.
California is not in the United Kingdom.
Windows are made of glass.
Windows are not made of wood.
New York is a small city. It is not important that this fact is untrue.
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.
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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.
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.
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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
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.
2. 5.1 Present Simple
Vorm:
– Hele werkwoord
– Hele werkwoord + S bij he/she/it
Wanneer gebruik je het? Signaalwoorden
– Altijd Always, every …
– Nooit Never
– Regelmatig Usually
3. I always go to school at 9 o’clock (go)
He always goes to school at 9 o‘clock (go)
Let op bij he/she/it soms -es:
– Go goes
– Do does
– Cry cries y ie
– Try tries
– Catch catches
– Miss misses
4. Vraagzinnen:
– do / does + hele werkwoord
Does he go to school every day?
Do you know what it feels like to be hurt?
Ontkennende zinnen:
– Don’t / doesn’t + hele werkwoord
He doesn’t go to school every day.
We don’t like to eat early.
5. Examples!
1.Andy … (not eat) candy every day.
2. … his Granny ... (have) a very big house?
3. I always ... (play) outside in summer.
3. … Linda and Tim ... (like) each other a
lot ?
4.I … (not go) swimming on Saturdays.
5. Jane ... (drink) hot chocolate every day.
6. 5.2 Present ContiNUous
Vorm:
– vorm van “to be” (am / is / are) + hele werkwoord +
-ING
Wanneer gebruik je het?
– Tegenwoordige tijd; iets is aan de gang of bezig.
Waaraan herken je het? (signaalwoorden)
– (right) now, at the moment, at present
I am jumping right now
7. Let op:
Als een werkwoord op een -e eindigt, dan
vervalt de -e als ING wordt toegevoegd.
Have --> having NOT haveing!!
Make --> making
Drive --> driving
8. 5.3 Present Simple <-> Present
Continuous
SIMPLE CONTINUOUS
Vorm: Vorm:
– hele werkwoord – “to be” + hele werkwoord
– hele werkwoord + S + ING
(he/she/it)
Wanneer gebruik je het?
Wanneer gebruik je het?
feit/gewoonte (altijd, nooit,
– nu bezig, aan de gang
regelmatig)
Signaalwoorden Signaalwoorden
always, usually, often, never, - (right) now, at the
every day/week etc. moment, at present, look,
listen
9. Examples!
Present Simple Present Continuous
I eat an apple every day I am eating an apple right
now
I always wear a golden I am wearing a golden
ring today
ring
I am reading now
I usually read at home
now
Feit/gewoonte
10. Examples!
1. As a general rule, if fewer people … the
traffic isn’t so bad, is it? (drive)
2. Listen! Britney Spears … her new song!
(sing)
3. Every morning I ... cereals for breakfast.
(have)
4. Look at the cat! She ... a mouse right now.
(chase)
5. Peter and Sam always ... the bus to
school. (take)
11. 5.4 Tags
Betekenis: toch/hè? Vind je ook niet?
Zin: Tag:
Bevestigend (+) Ontekennend (-)
He’s a handsome bloke isn’t he?
Ontkenned (-) Bevestigend (+)
We aren’t crazy are we?
Let op:
1. NOT in de tag of de zin
2. Werkwoord (vaak uit de zin)
3. Juiste onderwerp
13. Examples
1.These subjects aren’t too difficult, ... ?
2.Your sister isn't very bright, ... ?
3.We are late, ... ?
4.Mr Jones is smelly, …?
14. 5.5 Short Answers
Do you like chocolate? - Yes, I do
Can you find me a taxi? - Yes, I can
Is this true? - Yes, it is!
Are you mad? - No, I’m not.
Vorm:
– Herhaal het hulpwerkwoord uit de zin!
– Let op bij ‘you’!
15. Examples!
1. Do you want to see my I.D.? - Nee.
2. Is this a chocolate cookie? - Ja.
3. Can you ask the flight attendant for more?
- Ja.
4. Can you please open a window? - Ja.
5. Do you understand Maths? - Nee.
16. 5.6 Could / couldn’t
Gebruik:
– Beleefde vraag
– Voorstel
– Mogelijkheid
Vorm:
– Could + hele werkwoord
Could you tell me the nearest way to the post
office, please?
17. 5.7 this/that/these/those
This/these dichtbij
– This --> enkelvoud (dit/deze)
– These --> meervoud (deze)
That/those ver weg
– That --> enkelvoud (dat/die)
– Those --> meervoud (die)
18. Examples!
1. ... lady over there is my new geography teacher.
2. ... bananas here are all brown.
3. Do you see ... boys over there? They're my
brothers.
4. Here, take one of ... sweets. They taste very
good.
5. ... film here is not good. It's very boring.
6. Where's your map? ... people here are lost.
19. 5.8 many/much – little/few – a
little/a few
Much / Many
Betekenis: VEEL
Much: enkelvoud
much water
Many: Meervoud
many postcards
Many kisses, much love
20. Little / Few
Betekenis: Weinig
Little: enkelvoud
little time
Few: Meervoud
few people
Little money, few euros
A little / a few
Betekenis: een beetje, een paar
21. Examples!
1. … (much/many) fruit
2. … (much/many) vegetables
3. … (much/many) people
4. … (much/many) time
1. … (little/few) fruit
2. … (little/few) vegetables
3. … (little/few) people
4. … (little/few) time