It shows the imperative form in affirmative and negative sentences and explains the different uses. It has exercises to practice. It's made for beginner learners.
Basic Spanish | Lesson 7 | Which languages do you speak?CultureAlley
culturealley.com/spanish : Learn Spanish for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more! This lesson will help your overcome language difficulties in a new place. You will be able to ask and tell what languages one speaks and learn phrases like 'I speak Spanish', 'Do you speak English?', 'I don't speak Spanish', 'I speak a little English' and more.To study this at your own pace, take quizzes and explore more lessons go to www.culturealley.com. See you at the Alley!
A memorable story: Marco SCANS de habilidades siglo XXIBrenda Peña
Integración de las TIC, y análisis del marco de referencia SCANS para habilidades del siglo XXI en una unidad de aprendizaje en la enseñanza del inglés como lengua extranjera.
Diseño de una experiencia educativa en la enseñanza del inglés mediada por la...Brenda Peña
El documento describe el diseño de una experiencia educativa en la enseñanza del inglés como lengua extranjera mediada por herramientas TIC. Esta diseñada para estudiantes con un nivel de inglés B1, y en modalidad virtual de aprendizaje.
Explanation of the simple past of the verb to Be: affirmative, negative & interrogative forms (yes/no questions, and word questions). At the end, the slide presentation has some exercises and the answers.
Explain when to use there is & there are in affirmative, negative e interrogative sentences. In the end, you can practice some exercises and check the answers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. IMPERATIVE FORMS
We use the imperative forms to :
Give an order:
- Stand up.
Give instructions:
- Listen to me!
Give advice or warnings:
- Be careful !
- Don’t forget to take your passport with you.
Make an offer or an invitation:
- Have a piece of cake.
3. STRUCTURE
AFFIRMATIVE
Verb (base form) + complement
o Open your mouth and say
‘Ahhhh’
o Book a ticket to Lima.
NEGATIVE
Don’t + verb + complement.
o Don’t use your cell phones in
class.
o Don’t be late !
Imperative forms: Do not use “Subject Pronouns” (I, you, we, he,
etc.)
Let’s do to the exercises
4. EXERCISES
Complete the imperative sentences below using the
verbs in brackets:
1. _______ the instructions. ( to read)
2. __________ during the lesson. (not/ to talk)
3. _______ your teeth. (to brush)
4. _________ in this lake. (not/ to swim)
5. ________the animals in the zoo. (not/ to feed)
Check the answers
5. ANSWERS
Complete the imperative sentences below using the
verbs in brackets:
1. Read the instructions. ( to read)
2. Don’t talk during the lesson. (not/ to talk)
3. Brush your teeth. (to brush)
4. Don’t swim in this lake. (not/ to swim)
5. Don’t feed the animals in the zoo. (not/ to feed)