This is a presentation meant to introduce "I wish/If only" structures as well as to give some practice to upper-intermediate students (B2 from ECLF). It could also serve to wrap up and check comprehension.
The document discusses quantifiers such as "much", "many", "a lot of", "few", and "a few". It explains that "many" is used with plural countable nouns, "much" is used with non-countable singular nouns, and "a lot of" can be used for both plural and non-countable nouns. Additionally, "few" indicates a negative or insufficient amount while "a few" indicates a positive but limited amount. Examples are provided to illustrate the proper usage of these quantifiers in different contexts.
Linking words are important to connect sentences smoothly and allow readers to easily transition between ideas. They help convey thoughts effectively and engage readers. Appropriate use of linking words enables ideas to flow naturally and for readers to follow the writing easily. Different types of linking words like independent markers, coordinating conjunctions, and subordinating conjunctions are used to join independent clauses and dependent clauses in compound, complex, and compound-complex sentences. The document provides examples of how each type can be used.
We use mixed conditionals to show how a past condition or possibility affects, or would affect, the present, or vice versa. To form mixed conditional, we are going to mix 2nd and 3rd conditionals. One part of the sentence is about the past the other is about the present.
This document discusses ways to express likes, dislikes, and indifference in English. It provides examples of how to say you like or love something using verbs and prepositions. Phrases are given for expressing dislike, such as "I don't like it when..." and "It bothers me when...". The document also lists common hobbies and encourages the reader to share their feelings and favorite activities.
The document defines 13 different types of people based on their characteristics and behaviors. It describes people who are hesitant, reliable, generous, greedy, sensitive, relaxed, tidy, misbehaving, helpful, lazy, clumsy, and clever with words. The definitions provide insight into positive and negative personality traits.
This document defines and provides examples of participle clauses. Participle clauses use the present or past participle form of a verb to add information about an action or state. They can replace time clauses, clauses of reason/result, or be used with conjunctions and prepositions. The subject of the participle must be the same as the subject of the main clause verb. Past participles can replace passive voice constructions or conditional if-clauses. Negating a participle adds "not" before the participle.
The document provides examples of using the verb "to be" in English in the affirmative, negative, and interrogative forms. It lists subjects and their corresponding states of being or descriptions, such as "I am a doctor", "You are not a good friend", and "Is she my mother?". The document is teaching how to conjugate and use the verb "to be" in basic sentences.
The document provides information on when to use infinitives and gerunds in English. It explains that infinitives are used to express purpose or intent, and are commonly used after certain verbs and adjectives. Gerunds are used as subjects or objects, after prepositions, and after verbs expressing likes/dislikes. Some verbs like remember, forget, regret can take either an infinitive or gerund depending on whether they refer to past or future actions. The document concludes with examples practicing the use of infinitives versus gerunds.
The document discusses quantifiers such as "much", "many", "a lot of", "few", and "a few". It explains that "many" is used with plural countable nouns, "much" is used with non-countable singular nouns, and "a lot of" can be used for both plural and non-countable nouns. Additionally, "few" indicates a negative or insufficient amount while "a few" indicates a positive but limited amount. Examples are provided to illustrate the proper usage of these quantifiers in different contexts.
Linking words are important to connect sentences smoothly and allow readers to easily transition between ideas. They help convey thoughts effectively and engage readers. Appropriate use of linking words enables ideas to flow naturally and for readers to follow the writing easily. Different types of linking words like independent markers, coordinating conjunctions, and subordinating conjunctions are used to join independent clauses and dependent clauses in compound, complex, and compound-complex sentences. The document provides examples of how each type can be used.
We use mixed conditionals to show how a past condition or possibility affects, or would affect, the present, or vice versa. To form mixed conditional, we are going to mix 2nd and 3rd conditionals. One part of the sentence is about the past the other is about the present.
This document discusses ways to express likes, dislikes, and indifference in English. It provides examples of how to say you like or love something using verbs and prepositions. Phrases are given for expressing dislike, such as "I don't like it when..." and "It bothers me when...". The document also lists common hobbies and encourages the reader to share their feelings and favorite activities.
The document defines 13 different types of people based on their characteristics and behaviors. It describes people who are hesitant, reliable, generous, greedy, sensitive, relaxed, tidy, misbehaving, helpful, lazy, clumsy, and clever with words. The definitions provide insight into positive and negative personality traits.
This document defines and provides examples of participle clauses. Participle clauses use the present or past participle form of a verb to add information about an action or state. They can replace time clauses, clauses of reason/result, or be used with conjunctions and prepositions. The subject of the participle must be the same as the subject of the main clause verb. Past participles can replace passive voice constructions or conditional if-clauses. Negating a participle adds "not" before the participle.
The document provides examples of using the verb "to be" in English in the affirmative, negative, and interrogative forms. It lists subjects and their corresponding states of being or descriptions, such as "I am a doctor", "You are not a good friend", and "Is she my mother?". The document is teaching how to conjugate and use the verb "to be" in basic sentences.
The document provides information on when to use infinitives and gerunds in English. It explains that infinitives are used to express purpose or intent, and are commonly used after certain verbs and adjectives. Gerunds are used as subjects or objects, after prepositions, and after verbs expressing likes/dislikes. Some verbs like remember, forget, regret can take either an infinitive or gerund depending on whether they refer to past or future actions. The document concludes with examples practicing the use of infinitives versus gerunds.
The document lists extreme adjectives to describe states or attributes in an exaggerated manner, including exhausted, tiny, furious, fantastic, astounding, boiling, filthy, spotless, freezing, gigantic, starving, and hideous. These adjectives are grouped by antonyms and themes such as size, cleanliness, emotions, age, and physical states.
Expressing wishes and regrets and preference in EnglishMari Jimenez
This document discusses different ways to express wishes and regrets in English using modal verbs and verb tenses. It outlines four main structures:
1) "Wish + past simple" to express a present wish about a situation, such as "I wish I knew the answer."
2) "Wish + person/thing + would" to talk about things we want to happen or stop, like annoying habits.
3) "Wish + past perfect" to express regret about the past, like "I wish you had told me the truth."
4) "Should/shouldn't have + past participle" to also express regret about the past, for example "I should have recharged my phone
The document provides exercises to practice using expressions like "would rather", "had better", and "it's (high/about) time". The exercises include situations and examples of how to use the expressions to show preferences, give advice, or indicate that it is time to do something. Students are asked to look at situations and write sentences using the target expressions to complete the exercises.
This document discusses -ing and -ed adjectives in English. -Ing adjectives describe a person or thing and the effect they produce on people, while -ed adjectives describe people's feelings. Common verbs that can be made into -ing and -ed adjectives are provided, along with examples of their use. A quiz with matching -ing and -ed adjectives to sentences is also included. The document encourages further practice forming and using these types of adjectives.
This document discusses different types of conditional sentences in English:
1) Type 0 or real conditional - used for present real facts/situations and takes the form of if/when + present, present (e.g. "If it is hot, we wear light clothes").
2) Type 1 or future conditional - used for future real/factual situations and takes the form of if/unless + present, future (e.g. "If it doesn't rain, we will go to the mountains").
3) Type 2 or unreal conditional - used for present or future unreal/imaginary situations and takes the form of if + past, would/could + infinitive (e.
This document contains a teacher's resource for a PowerPoint presentation on possessive nouns, possessive pronouns, and questions with "whose". It includes examples and exercises on forming possessive nouns with singular and plural nouns, irregular plural possessives, and using possessive adjectives and pronouns. The content covers key rules and concepts to help teach English grammar on possession.
This document provides a guide to the -ing form in English. It discusses 8 different uses of the -ing form: 1) as a noun, 2) after certain verbs like "admit" and "avoid", 3) to express preferences with verbs like "love" and "like", 4) after expressions involving time and effort such as "busy" and "waste", 5) after prepositions, 6) after the preposition "to" with verbs and expressions, 7) to describe incomplete actions with verbs such as "see" and "hear", and 8) differences between incomplete and complete actions with those perception verbs.
This document discusses the second conditional, which is used to talk about unreal or hypothetical situations. It provides examples of sentences using the second conditional structure of "if + past simple, would + verb". Some key points made are:
- The second conditional uses past tense verbs to talk about unlikely or imaginary situations.
- Examples given include "If I were rich, I would travel around the world" and "I would buy a new house if I won the lottery."
- It explains that the if-clause can come first or second in a sentence without changing the meaning.
The document discusses the uses of some, any, much, and many in sentences. Some is used in positive sentences with countable or uncountable nouns when the amount is indefinite. Any is used in negative sentences or questions with countable or uncountable nouns. Much and many are used in negative sentences or questions to refer to uncountable or countable nouns respectively when the amount is indefinite. Examples are provided to illustrate the uses of each word.
This document discusses the modal verbs "may have", "might have", "could have", and "must have" which are used to express possibilities in the past. "May have", "might have", and "could have" suggest less certainty about past events or actions, while "must have" implies a stronger probability. Examples are provided to illustrate how these modal verbs can be used to speculate about possible reasons or explanations for past situations where the true reason is unknown. The document also notes some pronunciation patterns for these modal verbs and provides exercises for the reader to practice using them.
This document provides examples of phrasal verbs used in different contexts. It presents sentences with blanks where the phrasal verb is omitted, and provides the correct phrasal verb option to choose from. The document is split into three parts, with each part containing multiple sentences exploring the use of different phrasal verbs like "count on", "look into", "turn down", and "try out".
This document discusses different ways to use the modal verb "can" in English. It explains that "can" is used to express ability, such as "My brother can play the piano." It also describes using "can" and "can't" to ask for and give permission, like "Can I go to the toilet, please?" And "can" is used to ask someone to do something, as in "Can you close the door, please?" The document provides examples for each use of "can" in short sentences.
The document discusses the four types of conditional sentences in English: zero, first, second, and third conditional. It provides examples and explanations of the tense patterns used in the if-clause and main clause for each type, and how they are used to talk about different hypothetical or possible situations in the present, future or past. Mixed conditionals are also introduced, which refer to the present results of a past action.
The document discusses if/unless sentences using real life situations. It provides examples of if/unless sentences and has the reader identify the verb tenses used. It then has the reader complete if/unless sentences with their own ideas and uses correct verb forms. Finally, it has the reader complete sentences using unless to mean the same as sentences using if.
The document discusses the use of "so" and "neither" when agreeing or disagreeing with statements about oneself and others. When agreeing with affirmative statements, "so" is used, such as "John likes tennis, so do I." When agreeing with negative statements, "neither" is used, such as "John doesn't like football, neither do I." The document provides examples of using "so" and "neither" in different grammatical contexts and concludes with a quiz to test comprehension.
This document discusses grammar rules for using "has to" and "have to" to express necessity. It provides examples of using these terms with third person singular subjects like "she" and plural/first person subjects like "you." It also covers using "doesn't have to" and "don't have to" to express lack of necessity. The document then defines different types of jobs like part-time, full-time, and Saturday jobs. It prompts the reader to identify their dream job and why they aspire to it.
The document contains examples of directives given through speech and writing using the words "told", "ordered", "advised", and "said". Various subjects told or advised others to open doors, books, not eat in class, not drive fast, take breaks, clean out cowsheds, steer clear, do homework, and clean rooms. The examples illustrate using directives to instruct or request others to perform or not perform certain actions.
This document provides information about using the words "hope" and "wish" in English. It explains that "hope" is used to express desires or possibilities about the future, so it takes the present tense with a future meaning (e.g. "I hope it rains tomorrow"). "Wish" is used to express desires that are contrary to reality, so it takes the past tense to refer to present or future situations (e.g. "I wish I was rich") or the past perfect to express regret about past events (e.g. "I wish I had studied more"). The document provides examples and exercises to practice using these words in different tenses.
This document discusses the use of the expressions "wish" and "if only" to express wishes or desires. It provides examples of different structures used with "wish" and "if only" to convey different meanings: wishing to change the present, expressing regret about the past, making polite requests, and showing desire for ability. The structures are wish/if only + past simple/continuous, wish/if only + past perfect, wish/if only + would, and wish/if only + could. The document concludes by providing an exercise to write a 250-word composition using these different wish structures.
The document lists extreme adjectives to describe states or attributes in an exaggerated manner, including exhausted, tiny, furious, fantastic, astounding, boiling, filthy, spotless, freezing, gigantic, starving, and hideous. These adjectives are grouped by antonyms and themes such as size, cleanliness, emotions, age, and physical states.
Expressing wishes and regrets and preference in EnglishMari Jimenez
This document discusses different ways to express wishes and regrets in English using modal verbs and verb tenses. It outlines four main structures:
1) "Wish + past simple" to express a present wish about a situation, such as "I wish I knew the answer."
2) "Wish + person/thing + would" to talk about things we want to happen or stop, like annoying habits.
3) "Wish + past perfect" to express regret about the past, like "I wish you had told me the truth."
4) "Should/shouldn't have + past participle" to also express regret about the past, for example "I should have recharged my phone
The document provides exercises to practice using expressions like "would rather", "had better", and "it's (high/about) time". The exercises include situations and examples of how to use the expressions to show preferences, give advice, or indicate that it is time to do something. Students are asked to look at situations and write sentences using the target expressions to complete the exercises.
This document discusses -ing and -ed adjectives in English. -Ing adjectives describe a person or thing and the effect they produce on people, while -ed adjectives describe people's feelings. Common verbs that can be made into -ing and -ed adjectives are provided, along with examples of their use. A quiz with matching -ing and -ed adjectives to sentences is also included. The document encourages further practice forming and using these types of adjectives.
This document discusses different types of conditional sentences in English:
1) Type 0 or real conditional - used for present real facts/situations and takes the form of if/when + present, present (e.g. "If it is hot, we wear light clothes").
2) Type 1 or future conditional - used for future real/factual situations and takes the form of if/unless + present, future (e.g. "If it doesn't rain, we will go to the mountains").
3) Type 2 or unreal conditional - used for present or future unreal/imaginary situations and takes the form of if + past, would/could + infinitive (e.
This document contains a teacher's resource for a PowerPoint presentation on possessive nouns, possessive pronouns, and questions with "whose". It includes examples and exercises on forming possessive nouns with singular and plural nouns, irregular plural possessives, and using possessive adjectives and pronouns. The content covers key rules and concepts to help teach English grammar on possession.
This document provides a guide to the -ing form in English. It discusses 8 different uses of the -ing form: 1) as a noun, 2) after certain verbs like "admit" and "avoid", 3) to express preferences with verbs like "love" and "like", 4) after expressions involving time and effort such as "busy" and "waste", 5) after prepositions, 6) after the preposition "to" with verbs and expressions, 7) to describe incomplete actions with verbs such as "see" and "hear", and 8) differences between incomplete and complete actions with those perception verbs.
This document discusses the second conditional, which is used to talk about unreal or hypothetical situations. It provides examples of sentences using the second conditional structure of "if + past simple, would + verb". Some key points made are:
- The second conditional uses past tense verbs to talk about unlikely or imaginary situations.
- Examples given include "If I were rich, I would travel around the world" and "I would buy a new house if I won the lottery."
- It explains that the if-clause can come first or second in a sentence without changing the meaning.
The document discusses the uses of some, any, much, and many in sentences. Some is used in positive sentences with countable or uncountable nouns when the amount is indefinite. Any is used in negative sentences or questions with countable or uncountable nouns. Much and many are used in negative sentences or questions to refer to uncountable or countable nouns respectively when the amount is indefinite. Examples are provided to illustrate the uses of each word.
This document discusses the modal verbs "may have", "might have", "could have", and "must have" which are used to express possibilities in the past. "May have", "might have", and "could have" suggest less certainty about past events or actions, while "must have" implies a stronger probability. Examples are provided to illustrate how these modal verbs can be used to speculate about possible reasons or explanations for past situations where the true reason is unknown. The document also notes some pronunciation patterns for these modal verbs and provides exercises for the reader to practice using them.
This document provides examples of phrasal verbs used in different contexts. It presents sentences with blanks where the phrasal verb is omitted, and provides the correct phrasal verb option to choose from. The document is split into three parts, with each part containing multiple sentences exploring the use of different phrasal verbs like "count on", "look into", "turn down", and "try out".
This document discusses different ways to use the modal verb "can" in English. It explains that "can" is used to express ability, such as "My brother can play the piano." It also describes using "can" and "can't" to ask for and give permission, like "Can I go to the toilet, please?" And "can" is used to ask someone to do something, as in "Can you close the door, please?" The document provides examples for each use of "can" in short sentences.
The document discusses the four types of conditional sentences in English: zero, first, second, and third conditional. It provides examples and explanations of the tense patterns used in the if-clause and main clause for each type, and how they are used to talk about different hypothetical or possible situations in the present, future or past. Mixed conditionals are also introduced, which refer to the present results of a past action.
The document discusses if/unless sentences using real life situations. It provides examples of if/unless sentences and has the reader identify the verb tenses used. It then has the reader complete if/unless sentences with their own ideas and uses correct verb forms. Finally, it has the reader complete sentences using unless to mean the same as sentences using if.
The document discusses the use of "so" and "neither" when agreeing or disagreeing with statements about oneself and others. When agreeing with affirmative statements, "so" is used, such as "John likes tennis, so do I." When agreeing with negative statements, "neither" is used, such as "John doesn't like football, neither do I." The document provides examples of using "so" and "neither" in different grammatical contexts and concludes with a quiz to test comprehension.
This document discusses grammar rules for using "has to" and "have to" to express necessity. It provides examples of using these terms with third person singular subjects like "she" and plural/first person subjects like "you." It also covers using "doesn't have to" and "don't have to" to express lack of necessity. The document then defines different types of jobs like part-time, full-time, and Saturday jobs. It prompts the reader to identify their dream job and why they aspire to it.
The document contains examples of directives given through speech and writing using the words "told", "ordered", "advised", and "said". Various subjects told or advised others to open doors, books, not eat in class, not drive fast, take breaks, clean out cowsheds, steer clear, do homework, and clean rooms. The examples illustrate using directives to instruct or request others to perform or not perform certain actions.
This document provides information about using the words "hope" and "wish" in English. It explains that "hope" is used to express desires or possibilities about the future, so it takes the present tense with a future meaning (e.g. "I hope it rains tomorrow"). "Wish" is used to express desires that are contrary to reality, so it takes the past tense to refer to present or future situations (e.g. "I wish I was rich") or the past perfect to express regret about past events (e.g. "I wish I had studied more"). The document provides examples and exercises to practice using these words in different tenses.
This document discusses the use of the expressions "wish" and "if only" to express wishes or desires. It provides examples of different structures used with "wish" and "if only" to convey different meanings: wishing to change the present, expressing regret about the past, making polite requests, and showing desire for ability. The structures are wish/if only + past simple/continuous, wish/if only + past perfect, wish/if only + would, and wish/if only + could. The document concludes by providing an exercise to write a 250-word composition using these different wish structures.
This document discusses different ways to express wishes in English using the verbs "wish" and "would". It explains:
- Using "wish" + past simple to express wishes about changing present situations (e.g. "I wish I didn't have to get up so early")
- Using "wish" + past perfect to express wishes about changing the past (e.g. "I wish I hadn't lost my pen")
- Using "wish" + "would" to express wanting someone else to do or not do something (e.g. "I wish you wouldn't be so rude")
- Several examples are provided to illustrate the different structures.
This document discusses three types of wish clauses:
1. Wishes about the present using "I wish/If only" + past simple tense. Examples given.
2. Wishes about the past using "I wish/If only" + past perfect tense. Examples given.
3. Wishes for requests/complaints using "I wish/If only" + subject + "would" + infinitive. Examples given.
The document then provides a dialogue example using wish clauses where a character expresses regret over mistakes made in a past relationship and wishes to change the present and future.
The document contains a list of wishes on various topics ranging from traveling the world, being rich, not needing to borrow a car, studying instead of watching TV, preventing child abuse, and having wishes about one's school and planet. Many of the wishes are about desires for freedom, comfort, and positive change.
This document provides examples of basic structures used in wish clauses in English. There are three main structures: using "wish" with the subject and a would clause for present wishes, the past simple for past wishes, and the past perfect for wishes about the past. The document also includes exercises for learners to practice using these wish clause structures in different sentence contexts.
This document discusses the definition, social function, generic structure, and language features of narrative text. Narrative text is defined as a story with problematic events and resolutions to solve problems, and its purpose is to amuse or entertain readers. The generic structure of narrative text includes an orientation that introduces characters, a complication that presents problems leading to a climax, and a resolution that solves the crisis in a happy or sad ending. Language features include using past tense, adverbs of time, connectives, and descriptive adjectives.
There are three forms of expressing wishes: the present wish, past wish, and using "if only".
The present wish expresses wanting a current situation to be different, like "I wish I knew how to dance". The past wish expresses regret over past events, using the past perfect tense, like "I wish he had finished his book". Using "if only" conveys a stronger feeling than "I wish" and follows the same grammatical structures.
The document discusses wishes and regrets. It begins by asking the reader to imagine having 3 wishes granted by a genie. It then poses questions about what one would wish for regarding wealth, health, and things they hope never change. It also asks what wishes one has for their country. The document continues by explaining the different ways "wish" is used in English to express present, continuous, and past regrets. It distinguishes between using "wish" to express wanting a change and using "hope" to express wanting something in the future without change. Finally, it notes that "wish" and "if only" can be used interchangeably to express regret.
We use the word "wish" with past tense verbs to express regret about present situations, such as "I wish I knew the answer" or "I wish I was taller." We use "wish" with the past perfect tense to talk about regrets in the past, like "I wish I had known you then." The phrase "if only" can be used in a more emphatic way to express regret, taking the same verb forms as when using "wish," such as "If only I had more money!" or "If only you were here!"
The document discusses wishes, regrets, signs, and cartoons. It references organisms that are not fit to be eaten and introduces a campaign in Utah called "I WISH THIS". It also mentions confusion in life and regret over introducing certain organisms into the environment. A question is asked about regretting getting tattooed and touching someone's frisbee without permission.
This document discusses different ways to express wishes in English. It outlines the structures used to talk about wishes for the present, future, and past. Some key structures covered include "I wish" + past simple, "if only" + past simple, "wish" + would, "I wish I could", and "I hope". Examples are provided for each structure. The document also discusses related concepts like preference, desire, and hope. It concludes by providing practice resources and encouraging the reader to visit the author's blog for more English learning materials.
The document discusses the use of the word "wish" to express different desires about the present, future, and past. It explains that "wish" plus the past simple is used to express wanting a present or future situation to be different. "Wish" plus the past continuous expresses wanting to be doing a different action presently or in the future. "Wish" plus the past perfect expresses regret about the past. "Wish" plus "would" expresses impatience, annoyance, or dissatisfaction with a present action. The document provides examples for each case and notes the differences between using "wish" versus "hope" to talk about the future.
This document provides information on conditionals and wishes in English grammar. It discusses the structure and use of 1st, 2nd, 3rd, and mixed conditionals. It also covers replacing "if" with words like "unless" and "even if". The document explains how to express wishes using "wish" and "if only" with different tenses depending on if the wish is about the present, past, or a desire for change. Examples are provided throughout to illustrate the uses and structures of conditionals and wishes in English.
1. So and such are used to intensify the meaning of adjectives and adverbs. So is used before adjectives and adverbs, while such is used before countable nouns or uncountable nouns/plurals.
2. So and such can also be used in constructions with "that" to express a consequence. For example, "the coffee is so hot that I can't drink it" or "it was such a beautiful day that we decided to go to the beach."
3. When combining sentences using so/such and that, so is used before adjectives/adverbs in the first clause and such is used before countable/uncountable nou
The document discusses the structure of wishes in English. It explains that wishes referring to the present use "I wish" followed by the simple past tense, whereas wishes referring to the past use "I wish" followed by the past perfect tense. Examples are provided to illustrate the different structures. The document also covers using wishes to complain about annoying habits, using "I wish" followed by the subject and "would/wouldn't" plus an infinitive. Further examples are given to practice forming wishes in different contexts.
The document discusses the four types of conditional sentences in English: zero-conditional, first-conditional, second-conditional, and third-conditional. It also covers how to form mixed conditionals using elements from different conditional types, and how to express wishes using "wish" or "if only" followed by various verb tenses.
The poet regrets neglecting her oral hygiene as a child and youth. She indulged in sweets like toffees, gobstoppers, and liquorice without caring for her teeth. While she brushed at night, it was a hurried, careless ritual rather than a genuine effort to maintain dental health. Now in adulthood, she faces dental problems like fillings and cavities as a consequence of past negligence. She ridiculed her mother's false teeth but now faces the same fate of needing dentures due to her own poor oral care when younger. The poem conveys the message that one must take care of their health while able as the effects of neglect cannot be undone.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
2. I wish/If only
There are three distinct types of I wish / if
only sentences (*If only can be more
emphatic than I wish):
1. Wish, wanting change for the present or future
with the simple past.
e.g. Homer wishes he had more money.
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Now , it’s your turn….
This is your car, so you think
I wish my car __________ faster. have
I wish ____ __________ a new car. be
I wish ____ __________ a Ferrari. drive
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Let’s check them, please.
This is your car, so you think
I wish my car _was/were___ faster. have
I wish _I__ _had/drove_ a new car. be
I wish _I__ _drove/had_ a Ferrari. drive
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2. Regret about the past with the past perfect.
e. g. I wish I had been to yesterday’s party. (Truth: I didn’t
go)
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Now, you, please:
I graduated from a university which was good, but …
I wish ___ ____________ at Harvard University. go
I wish ___ ____________ from Harvard. graduate
I wish ___ ____________ to Boston when I was 18. study
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Now, us, please:
I graduated from a university which was good, but …
I wish _I_ _had studied_ at Harvard University. go
I wish _I_ _had graduated__ from Harvard. graduate
I wish _I_ _had gone____ to Boston when I was 18. study
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3. Complaints (it annoys you) with would + verb.
e.g. I wish you would lock the door when you left home. (He
never does!)
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Guess whose turn it is!
My brother/sister/partner never helps with housework at
home.
I wish _____ ______________ more at home. help
I wish _____ ______________ the washing. not make
I wish _____ ______________ a mess in the kitchen. do
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And guess whose turn it is now!
My brother/sister/partner never helps with housework at
home.
I wish _he/she_ _would help_ more at home.
I wish _she/he_ _would do__ the washing.
I wish _they_ _wouldn’t make__ a mess in the kitchen.
11. In conclusion:
1. Expressing a wish about the present or future
The simple past here is an unreal past.
Form:
If only / I wish + simple past
e.g. If only I knew how to use a computer. (I don’t
know how to use a computer and I would like to learn
how to use it)
Use “was” or “were” for I, he, she, it:
e.g. I wish I were a millionaire! Or I wish I was a
millionaire! (Truth: I’m not.)
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12. 2. Expressing a regret: The action we are talking
about is PAST and we can’t change the past!!!
Form:
If only / I wish + past perfect
e.g. I wish/If only I had woken up early.
(I didn't wake up early and I missed my bus, so
my boss called me to his office. He said that
next time, he would fire me).
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13. 3. Complaining about another person’s
behaviour that you disapprove, expressing
annoyance with a present action. You want a
change.
Form:
If only / I wish + Subject (different from I)
+ would+verb
e.g.
-I wish you wouldn't arrive so late all the time.
(I'm annoyed because you always come late and
I want you to arrive on time)
-She wishes he would tell her “I love you” more
often. (She wants him to tell her “I love you”
more often which he doesn’t).
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14. More about wishes about the present (in case
you need or want to know, if not go to slide 16
and test yourself)
We use “wish” with past tense forms (simple and
continuous) to express regret about present
situations:
-I wish I was taller = (I’m not very tall: it’s
impossible to change that)
-I wish I was going with you = (but I'm not)
-I wish you were more help. = (you are not)
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15. … I wish I were can replace I wish I was.
To many people, I wish I were sounds more
correct: I wish I were taller.
Also, we can use wish with could to express a
wish for a present situation/ability/possibility
to be different:
I wish I could use a computer well.
I wish I could tell her about it.
(X I wish I would tell her about it) Why?
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16. Stirred, not shaken!
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1. I wish it _________________ (stop) raining. I want to play tennis.
2. I wish I __________________ (be) much smarter.
3. I wish we __________________ (have) a million euros in the bank.
4. I wish I __________________ (meet) you when I was a child.
5. I wish she ___________________ (not blow)her nose like that. It’s
disgusting.
6. I wish I __________________ (play) the piano.
7. I wish one of us __________________ (live) in Japan. It would be
cheaper to go there, but neither of us lives there .
8. You wish … What do you wish?
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Answers:
1. I wish it __would stop__ (stop) raining. I want to play tennis.
2. I wish I __was / were___ (be) much smarter.
3. I wish we _______had________ (have) a million euros in the bank.
4. I wish I _______had met____ (meet) you when I was a child.
5. I wish she _____wouldn’t blow___ (not blow)her nose like that. It’s
disgusting.
6. I wish I __could play / played____ (play) the piano.
7. I wish one of us _____lived______ (live) in Japan. It would be cheaper
to go there, but neither of us lives there.
8. You wish … What do you wish? Your own answer, of course!