This game is perfect for all levels ESL students. It includes the practice of question forms, auxiliaries, tenses, etc. Excelent to play with your students!
This document provides background information on William Shakespeare's play "Julius Caesar", including key characters like Brutus, Cassius, and Julius Caesar. It summarizes that the play takes place in Rome in 55 BC and depicts the conspiracy to assassinate the dictator Julius Caesar, and Brutus' internal struggle over whether to join the conspiracy. It explores the historical context and Shakespeare's style of writing to understand events in Roman history and the logic behind Caesar's death.
Myths and folktales are stories that are passed down orally through generations in cultures to explain phenomena and teach lessons. Myths use gods and goddesses to explain the origins of the world and natural events, while folktales like legends, fairy tales, and fables are secular stories told for entertainment that may also teach cultural values. Both contain common archetypes across cultures and give people a sense of identity and purpose.
The document provides information on past participles in English. It lists 5 ways that past participles can be formed: 1) having the same spelling as the past tense, 2) having a different spelling than the past tense, 3) ending in -n, 4) ending in -en, and 5) ending in -ed. It then provides a table with 91 common English verbs and their simple, past tense, and past participle forms.
This document contains responses from several students about their interests and goals for their Year 8 English class. Many students expressed enjoying reading and would like opportunities to read independently, analyze books, and discuss novels studied in class. Some common goals were to improve writing skills like spelling, punctuation, and poetry. Students also mentioned enjoying creative writing and would like to write stories, narratives, and poems. Presenting was an activity some enjoyed while others hoped to do less of.
The setting provides context for the story by describing the time of day, weather, and location. It brings the story to life by engaging the reader's senses through descriptive details about what can be seen, heard, tasted, smelled, and touched. The setting also helps establish the atmosphere by using adjectives that can make an ordinary place seem scary, fun, or silly. For example, describing a dark and cold kitchen creates a scary atmosphere rather than an ordinary one.
This document discusses the differences between myths and legends. Myths are traditional stories that people believed to be true at the time, usually involving non-human characters like gods or demons. Myths aim to explain natural phenomena or cultural practices. Legends are set in the more recent past and involve human characters. While possibly based on real events, legends become exaggerated over time and are used to scare, teach, or entertain. Both myths and legends are passed down orally from generation to generation. The document provides examples of myths like Pandora's Box and legends like Johnny Appleseed to illustrate the definitions.
The document discusses characterization in literature. It defines characterization as conveying information about characters' traits. There are two types: direct characterization states a character's personality through adjectives, while indirect characterization reveals traits through a character's thoughts, words, actions, and how others respond to them, using verbs. Examples are provided of both direct and indirect characterization, showing and telling a character's traits.
The document discusses how writers carefully craft setting to provide background context and affect the story. Setting includes specifics of location, time period, weather, and customs. Details of setting can reveal characteristics of characters and create mood or tone, influencing how readers feel about the story and characters. The passage example creates a mysterious and peaceful tone through descriptions of the setting.
This document provides background information on William Shakespeare's play "Julius Caesar", including key characters like Brutus, Cassius, and Julius Caesar. It summarizes that the play takes place in Rome in 55 BC and depicts the conspiracy to assassinate the dictator Julius Caesar, and Brutus' internal struggle over whether to join the conspiracy. It explores the historical context and Shakespeare's style of writing to understand events in Roman history and the logic behind Caesar's death.
Myths and folktales are stories that are passed down orally through generations in cultures to explain phenomena and teach lessons. Myths use gods and goddesses to explain the origins of the world and natural events, while folktales like legends, fairy tales, and fables are secular stories told for entertainment that may also teach cultural values. Both contain common archetypes across cultures and give people a sense of identity and purpose.
The document provides information on past participles in English. It lists 5 ways that past participles can be formed: 1) having the same spelling as the past tense, 2) having a different spelling than the past tense, 3) ending in -n, 4) ending in -en, and 5) ending in -ed. It then provides a table with 91 common English verbs and their simple, past tense, and past participle forms.
This document contains responses from several students about their interests and goals for their Year 8 English class. Many students expressed enjoying reading and would like opportunities to read independently, analyze books, and discuss novels studied in class. Some common goals were to improve writing skills like spelling, punctuation, and poetry. Students also mentioned enjoying creative writing and would like to write stories, narratives, and poems. Presenting was an activity some enjoyed while others hoped to do less of.
The setting provides context for the story by describing the time of day, weather, and location. It brings the story to life by engaging the reader's senses through descriptive details about what can be seen, heard, tasted, smelled, and touched. The setting also helps establish the atmosphere by using adjectives that can make an ordinary place seem scary, fun, or silly. For example, describing a dark and cold kitchen creates a scary atmosphere rather than an ordinary one.
This document discusses the differences between myths and legends. Myths are traditional stories that people believed to be true at the time, usually involving non-human characters like gods or demons. Myths aim to explain natural phenomena or cultural practices. Legends are set in the more recent past and involve human characters. While possibly based on real events, legends become exaggerated over time and are used to scare, teach, or entertain. Both myths and legends are passed down orally from generation to generation. The document provides examples of myths like Pandora's Box and legends like Johnny Appleseed to illustrate the definitions.
The document discusses characterization in literature. It defines characterization as conveying information about characters' traits. There are two types: direct characterization states a character's personality through adjectives, while indirect characterization reveals traits through a character's thoughts, words, actions, and how others respond to them, using verbs. Examples are provided of both direct and indirect characterization, showing and telling a character's traits.
The document discusses how writers carefully craft setting to provide background context and affect the story. Setting includes specifics of location, time period, weather, and customs. Details of setting can reveal characteristics of characters and create mood or tone, influencing how readers feel about the story and characters. The passage example creates a mysterious and peaceful tone through descriptions of the setting.
This document contains notes from a lesson about Jesse Owens' experience at the 1936 Berlin Olympics. Some key points:
- Owens nearly failed to qualify for the long jump event due to nerves, but was encouraged by German long jumper Luz Long.
- The two athletes bonded over their shared love of track and field, forming an unlikely friendship despite the racist ideology promoted by Nazi Germany at the time.
- Owens went on to win gold in the long jump, helping shatter Hitler's claims of Aryan supremacy and proving a black man's abilities on the world stage. He credited his friendship with Long as the greatest prize of the Olympics.
This document defines and provides examples of anecdotes. It states that an anecdote is a brief narrative or short account of an amusing or interesting incident, usually intended to illustrate a point. Anecdotes are based on real people and events from history or everyday life. They differ from jokes in that their purpose is not solely to evoke laughter, but can also impart deeper truths. The word anecdote comes from ancient Greek biographers who wrote unpublished short stories about the private lives of public figures to illustrate their points. Authors may include anecdotes told by characters in literature to inform other characters, entertain readers, or illustrate themes.
The document discusses the two main points of view an author can use to tell a story: first-person and third-person. In first-person, the story is told from the perspective of a character using pronouns like "I" and "me". The reader only experiences the story through this character's knowledge and feelings. In third-person, an outside narrator tells the story using pronouns like "he" and "she"; the narrator is not a character in the story. The author asks what type of stories the reader prefers.
The document discusses various elements of poetry such as stanzas, lines, rhythm, rhyme, imagery and different forms of poetry including free verse, haikus, and limericks. It provides examples of different rhyme schemes and describes how various literary devices such as metaphor, simile and personification are used in poems to appeal to different senses and create vivid pictures and emotions for the reader.
The narrator recounts how he came to kill an old man who he lived with. He insists that he is not mad, but killed the man due to an intense dislike of the man's eye. Over the course of a week, the narrator secretly entered the man's room at night and observed him sleeping, waiting for an opportunity to kill him without being detected. On the eighth night, the old man awoke and detected the narrator's presence at the door, filling him with terror. The narrator took pleasure in the man's fear and terror in the moments before killing him.
The document provides a lesson on determining the central idea of a text. It explains that the central idea is what the text is mostly about. To identify the central idea, one should ask who or what the text is about, and what the author says about that topic. The central idea should contain the topic and the author's main point about that topic, while summarizing what the text is mostly discussing.
The document summarizes several Arthurian legends including King Arthur, Camelot, the Holy Grail, Excalibur, Merlin, and Lancelot. It discusses key elements of the legends such as King Arthur drawing the sword from the stone to become king, the Knights of the Round Table serving King Arthur at Camelot, Merlin advising King Arthur, and Lancelot's love for Guinevere. The document also briefly mentions other legends such as Bigfoot, Johnny Appleseed, and Davy Crockett.
The document discusses the differences between tone and mood in literature. It defines tone as the author's attitude conveyed through word choice and descriptions, while mood is the feeling readers get from elements like setting and atmosphere. Several examples are provided to illustrate how tone is conveyed differently than mood. Students are asked to identify the tone or mood in short passages and explain how they determined it based on the guidelines.
Folktales are simple stories that are passed down orally through generations. They typically include supernatural elements, represent human qualities through characters, and teach moral lessons. There are several types of folktales, including trickster tales about clever characters who cause problems, fables that assign human traits to animals to impart short moral lessons indirectly, and fairytales with good and evil characters, magic, and predictable story structures. Some well-known examples are The Tortoise and the Hare, The Three Little Pigs, Cinderella, and Jack and the Beanstalk.
The document provides background information about author Lois Lowry and an introduction to her novel The Giver. Lowry was inspired to write the novel based on her relationship with her father who had lost his long-term memory. The Giver is set in a seemingly utopian society that has eliminated pain and conflict by getting rid of emotions, memories, and individuality. However, the society has really become dystopian. Themes that are explored in the novel include memory, pain versus pleasure, and what it means to be an individual.
The document provides a series of prompts asking the reader to talk for a minute about various topics including favorite sports, activities from the previous weekend, plans for the upcoming weekend, favorite movie, job, family, music preferences, favorite food, best friend, favorite day of the week, last vacation, disliked activities, plans for next summer, yesterday, hobbies, hometown, elementary school attended, home, favorite and least favorite animals, and daily schedule.
In this chapter, Danny meets his father's friend, Dr. Spencer. Danny learns that his father has fallen into a pit and is injured. Dr. Spencer treats Danny's father and ensures he will recover. Meanwhile, the local landowner Mr. Hazell is holding a shooting party and has banned Danny and his father from the event.
The story is narrated by an unnamed man who insists he is not mad, but admits to killing an old man who lived with him. He was disturbed by the old man's pale blue eye. Every night for a week, he visited the old man's room until one night he killed him, then dismembered and hid the body under the floorboards. When police came to investigate screams from a neighbor, the narrator convinced them nothing was wrong. However, hearing thumping from the floor, he confessed out of panic that they would discover his crime.
The document provides guidance for writing a scary story and commentary. It recommends including an orientation, complication, and resolution in 800 words using suspenseful descriptions and dialogue. The commentary should explain how the writer engaged readers, techniques used, challenges faced, and reflections on the success of the story.
This document provides information about fables by defining what a fable is, listing common elements of fables such as animals as main characters and lessons, and providing examples of famous fables from Aesop. It explains that fables are short stories that teach a moral lesson and often feature anthropomorphized animals. Some classic fables summarized include The Grasshopper and the Ants, The Tortoise and the Hare, and The Lion and the Mouse.
This document defines allusions and provides examples of common allusions from literature, art, mythology, the Bible, Shakespeare, and pop culture. An allusion is a brief reference to a person, place, thing or idea that is widely known. The purpose is to help readers understand new ideas by connecting them to familiar references. Allusions work best when the reader is already familiar with the source material. The document discusses how allusions from the Bible, Shakespeare, and Greek mythology are very common due to their influence. It provides examples of allusions from films, TV shows, and advertising to illustrate how allusions add deeper meaning.
This document provides an introduction and overview of poetry. It defines poetry as using language to express imaginative and emotional qualities. It discusses key elements of poetry like form, imagery, and figurative language. It also covers different types of poetry such as free verse, haiku, narrative poems, and sonnets. Additionally, it explains poetic devices like rhyme, rhythm, alliteration, repetition, and figurative language including similes, personification, and onomatopoeia. The document is intended to teach about poetry and provide foundational information on its definition, purpose, elements, types, and literary techniques.
This document discusses key themes in Shirley Jackson's short story "The Lottery": sacrifice, scapegoating, and maintaining the status quo. It provides definitions of these terms and examines how they are portrayed in the story. Specifically, it notes that the story shows how societies sometimes wrongly blame individuals as scapegoats for problems, and how people have difficulty changing traditions, even if they are outdated or morally wrong, preferring instead to maintain the status quo. The document also gives historical examples of scapegoating and maintaining traditions to preserve the existing social order.
The document provides examples of using negative forms of the verbs "to be" in English, including "am not", "isn't", and "aren't". It tests the reader's ability to choose the correct negative form for different subjects, such as "I", "she", plural nouns, and more. The summary focuses on the purpose and structure of the document.
This document appears to contain a list of short phrases and words including pronouns like "I'm", verbs like "am", "is", "are", and phrases related to games such as "quit game", "try again", and "he's it". The document switches between present and past verb tenses.
This document contains notes from a lesson about Jesse Owens' experience at the 1936 Berlin Olympics. Some key points:
- Owens nearly failed to qualify for the long jump event due to nerves, but was encouraged by German long jumper Luz Long.
- The two athletes bonded over their shared love of track and field, forming an unlikely friendship despite the racist ideology promoted by Nazi Germany at the time.
- Owens went on to win gold in the long jump, helping shatter Hitler's claims of Aryan supremacy and proving a black man's abilities on the world stage. He credited his friendship with Long as the greatest prize of the Olympics.
This document defines and provides examples of anecdotes. It states that an anecdote is a brief narrative or short account of an amusing or interesting incident, usually intended to illustrate a point. Anecdotes are based on real people and events from history or everyday life. They differ from jokes in that their purpose is not solely to evoke laughter, but can also impart deeper truths. The word anecdote comes from ancient Greek biographers who wrote unpublished short stories about the private lives of public figures to illustrate their points. Authors may include anecdotes told by characters in literature to inform other characters, entertain readers, or illustrate themes.
The document discusses the two main points of view an author can use to tell a story: first-person and third-person. In first-person, the story is told from the perspective of a character using pronouns like "I" and "me". The reader only experiences the story through this character's knowledge and feelings. In third-person, an outside narrator tells the story using pronouns like "he" and "she"; the narrator is not a character in the story. The author asks what type of stories the reader prefers.
The document discusses various elements of poetry such as stanzas, lines, rhythm, rhyme, imagery and different forms of poetry including free verse, haikus, and limericks. It provides examples of different rhyme schemes and describes how various literary devices such as metaphor, simile and personification are used in poems to appeal to different senses and create vivid pictures and emotions for the reader.
The narrator recounts how he came to kill an old man who he lived with. He insists that he is not mad, but killed the man due to an intense dislike of the man's eye. Over the course of a week, the narrator secretly entered the man's room at night and observed him sleeping, waiting for an opportunity to kill him without being detected. On the eighth night, the old man awoke and detected the narrator's presence at the door, filling him with terror. The narrator took pleasure in the man's fear and terror in the moments before killing him.
The document provides a lesson on determining the central idea of a text. It explains that the central idea is what the text is mostly about. To identify the central idea, one should ask who or what the text is about, and what the author says about that topic. The central idea should contain the topic and the author's main point about that topic, while summarizing what the text is mostly discussing.
The document summarizes several Arthurian legends including King Arthur, Camelot, the Holy Grail, Excalibur, Merlin, and Lancelot. It discusses key elements of the legends such as King Arthur drawing the sword from the stone to become king, the Knights of the Round Table serving King Arthur at Camelot, Merlin advising King Arthur, and Lancelot's love for Guinevere. The document also briefly mentions other legends such as Bigfoot, Johnny Appleseed, and Davy Crockett.
The document discusses the differences between tone and mood in literature. It defines tone as the author's attitude conveyed through word choice and descriptions, while mood is the feeling readers get from elements like setting and atmosphere. Several examples are provided to illustrate how tone is conveyed differently than mood. Students are asked to identify the tone or mood in short passages and explain how they determined it based on the guidelines.
Folktales are simple stories that are passed down orally through generations. They typically include supernatural elements, represent human qualities through characters, and teach moral lessons. There are several types of folktales, including trickster tales about clever characters who cause problems, fables that assign human traits to animals to impart short moral lessons indirectly, and fairytales with good and evil characters, magic, and predictable story structures. Some well-known examples are The Tortoise and the Hare, The Three Little Pigs, Cinderella, and Jack and the Beanstalk.
The document provides background information about author Lois Lowry and an introduction to her novel The Giver. Lowry was inspired to write the novel based on her relationship with her father who had lost his long-term memory. The Giver is set in a seemingly utopian society that has eliminated pain and conflict by getting rid of emotions, memories, and individuality. However, the society has really become dystopian. Themes that are explored in the novel include memory, pain versus pleasure, and what it means to be an individual.
The document provides a series of prompts asking the reader to talk for a minute about various topics including favorite sports, activities from the previous weekend, plans for the upcoming weekend, favorite movie, job, family, music preferences, favorite food, best friend, favorite day of the week, last vacation, disliked activities, plans for next summer, yesterday, hobbies, hometown, elementary school attended, home, favorite and least favorite animals, and daily schedule.
In this chapter, Danny meets his father's friend, Dr. Spencer. Danny learns that his father has fallen into a pit and is injured. Dr. Spencer treats Danny's father and ensures he will recover. Meanwhile, the local landowner Mr. Hazell is holding a shooting party and has banned Danny and his father from the event.
The story is narrated by an unnamed man who insists he is not mad, but admits to killing an old man who lived with him. He was disturbed by the old man's pale blue eye. Every night for a week, he visited the old man's room until one night he killed him, then dismembered and hid the body under the floorboards. When police came to investigate screams from a neighbor, the narrator convinced them nothing was wrong. However, hearing thumping from the floor, he confessed out of panic that they would discover his crime.
The document provides guidance for writing a scary story and commentary. It recommends including an orientation, complication, and resolution in 800 words using suspenseful descriptions and dialogue. The commentary should explain how the writer engaged readers, techniques used, challenges faced, and reflections on the success of the story.
This document provides information about fables by defining what a fable is, listing common elements of fables such as animals as main characters and lessons, and providing examples of famous fables from Aesop. It explains that fables are short stories that teach a moral lesson and often feature anthropomorphized animals. Some classic fables summarized include The Grasshopper and the Ants, The Tortoise and the Hare, and The Lion and the Mouse.
This document defines allusions and provides examples of common allusions from literature, art, mythology, the Bible, Shakespeare, and pop culture. An allusion is a brief reference to a person, place, thing or idea that is widely known. The purpose is to help readers understand new ideas by connecting them to familiar references. Allusions work best when the reader is already familiar with the source material. The document discusses how allusions from the Bible, Shakespeare, and Greek mythology are very common due to their influence. It provides examples of allusions from films, TV shows, and advertising to illustrate how allusions add deeper meaning.
This document provides an introduction and overview of poetry. It defines poetry as using language to express imaginative and emotional qualities. It discusses key elements of poetry like form, imagery, and figurative language. It also covers different types of poetry such as free verse, haiku, narrative poems, and sonnets. Additionally, it explains poetic devices like rhyme, rhythm, alliteration, repetition, and figurative language including similes, personification, and onomatopoeia. The document is intended to teach about poetry and provide foundational information on its definition, purpose, elements, types, and literary techniques.
This document discusses key themes in Shirley Jackson's short story "The Lottery": sacrifice, scapegoating, and maintaining the status quo. It provides definitions of these terms and examines how they are portrayed in the story. Specifically, it notes that the story shows how societies sometimes wrongly blame individuals as scapegoats for problems, and how people have difficulty changing traditions, even if they are outdated or morally wrong, preferring instead to maintain the status quo. The document also gives historical examples of scapegoating and maintaining traditions to preserve the existing social order.
The document provides examples of using negative forms of the verbs "to be" in English, including "am not", "isn't", and "aren't". It tests the reader's ability to choose the correct negative form for different subjects, such as "I", "she", plural nouns, and more. The summary focuses on the purpose and structure of the document.
This document appears to contain a list of short phrases and words including pronouns like "I'm", verbs like "am", "is", "are", and phrases related to games such as "quit game", "try again", and "he's it". The document switches between present and past verb tenses.
The document discusses different types of verbs including action verbs, present tense verbs, past tense verbs, future tense verbs, and helping verbs. It provides examples of each type of verb and notes how their forms may change depending on tense. It also lists some online games and activities related to verbs.
The document provides examples of using the verb "to be" with different subjects and nationalities. It shows the correct conjugations of "am", "is", and "are" based on whether the subject is singular or plural. For each sentence, the subject is either a person or people and their nationality is provided to demonstrate how to correctly use the verb "to be" in simple present tense sentences.
The document discusses Krathwohl's Taxonomy of Affective Domain, which categorizes learning objectives into five main levels - Receiving, Responding, Valuing, Organization, and Characterization. It provides definitions and examples for each level. Instructional objectives are defined as specific, measurable, short-term and observable student behaviors that ensure learning is focused on reaching overall goals. The document also discusses key concepts in the affective domain, defining attitudes as mental predispositions to act in favor or disfavor of something based on cognitions, affect, behavioral intentions, and evaluations.
I developed this A-Z bingo first for friends who were learning English. Here are my favorite verbs that (to be honest) vary widely on the ease of translation into other languages. Comments are welcome and so are embeds, likes and shares.
This document discusses the three domains of learning: cognitive, affective, and psychomotor. It focuses on the affective domain, which involves educational objectives related to attitudes, values, beliefs and appreciation. Krathwohl's taxonomy of the affective domain outlines five levels - receiving, responding, valuing, organization, and characterization. Instructional objectives in the affective domain should be specific, measurable, and observable. Examples of appropriate verbs to use for each level of the affective domain are provided.
The document provides information about the present simple tense in English. It lists common uses of the present simple, including for things that exist or happen regularly, describing where someone is located, showing someone's identity or personal information, describing qualities, talking about weather, feelings, or age. It also lists the affirmative and negative forms of the present simple of the verbs "to be" and "to have" and provides examples of their use.
The document is an exercise teaching the verb "to be" and its conjugations of am, is, are. It provides example sentences using each conjugation to describe oneself, other people, animals, and things. The student is prompted to fill in the correct form of "to be" to complete each sentence, receiving feedback if their choice is correct.
I went on a vacation to Disney World and Universal Studios in Orlando, where I tried the popular drink Butterbeer and enjoyed it, then went shopping at the nearby Premium Outlets mall.
This document discusses women empowerment in the Indian context through a case study. It defines empowerment and discusses the status of women in pre-independence and current era in India. It highlights the educational and economic status of women based on census data and discusses several successful women who have proved themselves in different fields like business, social work, literature etc. It also discusses some organizations that have worked for women empowerment like SEWA, Mann Deshi bank etc. The document emphasizes that economic empowerment is possible through initiatives like these and quotes by leaders are provided on the importance of women empowerment.
This document discusses thiaminase, an enzyme that breaks down vitamin B1. It found thiaminase activity levels up to 157 units/gram in certain fish, with higher levels posing health risks to humans. Consuming more than 1 gram of fish with over 15 units/gram of thiaminase could lead to vitamin B1 deficiency symptoms within 24 hours if no other sources of B1 are consumed.
The document discusses the state of the US economy following the recession and outlines several challenges. It notes that unemployment remains high, especially long-term unemployment, and that jobs lost in manufacturing and construction will be difficult to replace. It also expresses concerns about large government deficits, dependence on foreign investment in US debt, potential inflation risks from monetary policy, uncertainty in Europe and China, and the possibility of rising long-term interest rates. The document argues that structural economic issues must be addressed through retraining workers and reducing deficits, and that both monetary and fiscal policy face challenges in the coming years.
The document contains questions to gather personal information about an individual, their best friend, family, daily activities, past and future holidays, food preferences, home, and ability to speak other languages. It asks for details about where they live, work, family members, daily routines, favorite foods, recent and upcoming travel plans, and living situation.
The document contains questions to gather personal information about an individual, their best friend, family, daily activities, past and future holidays, food preferences, home, and ability to speak other languages. It asks for details about where they live, work, family members, daily routines, favorite foods, recent and upcoming travel plans, and living situation.
This document contains sample questions for the Cambridge YL Speaking Exam for Flyers level students. The questions are grouped into 6 topics: 1) Your Town, 2) Your House, 3) Family and Friends, 4) Shopping, 5) Food and Drink, and 6) Music. The questions ask for basic information about where the student lives, their daily routines, hobbies, and preferences to gauge their ability to communicate in English.
This document provides information for an English class including class times, textbook, classroom rules and expectations, grading policies, contact information for the teacher, and an icebreaker activity. It outlines class times, rules against cheating and phones, bathroom policies. It also details attendance, participation and assignment percentages for the final grade. The teacher's contact details and background are provided along with conversation starters, topics and an activity to practice introductions.
This document provides lessons and guidance on writing for the Cambridge First Certificate exam. It includes vocabulary revisions, common collocations and expressions, time expressions, examples of errors in informal letters, suggestions for improvement, phrases to use in essays, vocabulary words that take gerunds or infinitives, how to express opinions in essays, and basic rules for essay structure. Key points covered are vocabulary, grammar, expressions, common errors to avoid, and tips for successful essay writing.
This document discusses polite questions and requests. It begins by reviewing different types of questions such as open, closed, direct, and indirect questions. It then discusses what makes a direct question polite by adding phrases like "excuse me" or changing "can" to "could." Indirect questions are made polite through introductory phrases. The document contrasts questions and requests, noting that requests usually involve an action while questions elicit information. It reviews direct, conventionally indirect, and non-conventionally indirect request strategies and factors like social status that influence request wording.
The document contains sample questions and prompts for speaking practice tests. It includes questions about personal information like name and family, as well as questions about activities, locations, times, and prices related to clubs, museums, school trips, presents, and pictures. The prompts are changed to full questions in some examples.
1. The document provides questions to ask someone about their hobbies and free time activities, including sample responses about common hobbies like watching movies, reading, cooking, sports, travel, music, and more.
2. It also gives tips for adding details to hobby descriptions, such as how often one engages in the hobby, where it is done, when they started it and why, whether they do it alone or with others, and their opinion on the hobby.
3. An example is given of someone who enjoys watching Korean dramas, and provides details like watching 1-2 times per week with friends or alone, having done so for 5 years after being introduced by a roommate, and finding
This document provides a lesson on the six WH questions - who, what, where, when, why and how. It lists the objectives of understanding and using these question types and gives examples of each. The six WH questions are the key to gathering information. Examples are provided for each question type to illustrate how to use them appropriately. Students will practice asking and answering WH questions to learn how to obtain information.
This document provides a list of common classroom language and expressions used by teachers in English lessons. It includes phrases for greeting and checking in with students, taking attendance, giving instructions, checking comprehension, grouping students, asking and answering questions, providing feedback and praise, wrapping up lessons, and dismissing classes. The teacher is encouraged to frequently use these expressions to effectively manage their English classroom.
The document discusses the differences between normal and better English phrases. Normal English uses phrases commonly used by non-native speakers, while better English uses alternative phrases employed by native speakers to enhance language skills. Examples of normal and better English phrases are provided across several categories such as greetings, apologies, requests, and descriptions of emotions. The document encourages using both normal and better English phrases in daily conversation to improve one's language abilities.
This document contains a series of questions asking for personal information such as the respondent's name, age, family, school, hobbies, likes and dislikes, career and travel preferences. It inquires about topics like the respondent's parents' jobs, favorite food, sport, subject in school, month, drink, movies, and place in their country they find most beautiful. The questions are meant to learn more about the respondent on a personal level.
This document contains sample dialogues and questions about habits, hobbies, daily activities, family, free time activities, and English study. It provides examples of how to talk about likes, dislikes, and frequency of activities using phrases like "I like/love/hate + verb-ing" and "I often/sometimes + verb." Sample questions ask about free time activities, family relationships, and English language learning habits.
This document discusses different types of questions: what, where, when, why, who, how, and manner. It provides examples of questions for each type and a practice section with blanks to fill in with questioning words. The practice section is completed with the appropriate question words to match the prompts.
The document provides a list of potential questions that may be asked in Part 1 of the FCE Speaking Test. Part 1 involves answering basic personal information questions from the examiner. The questions cover topics like hobbies, work/education, likes/dislikes, family/friends, holidays, sports, and future plans. Sample questions are provided under each topic to help examinees prepare for the types of introductory questions that may be asked.
The document provides a lesson on the six WH questions - who, what, where, when, why and how. It explains that these questions are used to gather information and cannot be answered with just yes or no. Each WH question is defined and examples are given for the type of information sought with each question. The lesson encourages practicing asking and answering WH questions and provides a short example exchange to demonstrate.
The document discusses a person's daily routine by describing their typical morning, afternoon, and evening schedules. The morning routine includes waking up, eating breakfast, brushing teeth, and going to school. The afternoon routine consists of eating lunch, attending classes, taking a nap, and going home. The evening routine involves eating dinner, watching TV, doing homework, and taking a shower.
This document contains a long list of random questions that could be asked in conversation to learn more about a person's opinions, experiences, and values on various topics like work, relationships, happiness, behavior, influence, worship, and life in general. Some of the questions include: if you were offered a good paying job elsewhere, would you take it?; if you found a suitcase with $1 million, what would you do?; what makes you happy?; were you a well-behaved child?; how can friends influence your behavior?; what do you think life is all about?
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Guess the verb. Game
1. •When /Where /Why do you blip?
•Can you blip someone / something / somewhere?
•Do you often blip?
•Did you blip yesterday?
•Are you blipping now?
•Are you going to blip this weekend?
•Do you like blipping?
•Do you blip with your hands?
•If I saw you blipping, would you be embarrassed?
GUESSTHEVERB!
2. 1.When do you BLEEP?
2.Where do you BLEEP?
3. How do you BLEEP?
4. Did you BLEEP with somebody in the last 24 Hours?
5. Can you BLEEP someone?
6. Do you often BLEEP?
7. Did you BLEEP yesterday?
8. Are you BLEEPING now?
9. Are you going to BLEEP this weekend?
10. Have you BLEEPED since you arrived in class?
11. Do you like BLEEPING?
12. If I saw you BLEEPING would I be embarrassed?
13. Have you ever seen me BLEEP?
14. Do you prefer to BLEEP on your own or in mixed company?
15. Is BLEEPING something a lot of people do?
16. If I BLEEP can I be heard?
17. How many times a day do you BLEEP?
18. Do you BLEEP when you are socialising?
19. Are you good at BLEEPING?
20. Can you teach me or anyone else how to BLEEP?
GUESSTHEVERB!