This document provides instruction and exercises on using the past simple tense in English. It includes:
1. A table to conjugate regular and irregular verbs into their past simple forms.
2. Example sentences in the past simple tense in affirmative, negative and interrogative forms.
3. Exercises filling in missing past simple verbs, writing sentences in the negative form, and forming questions about example statements.
4. A section on irregular past simple verbs with examples to complete.
5. A story written in the past simple tense for students to practice.
6. Additional exercises forming questions about example statements using wh- words.
The document describes a typical school day for a student, including waking up, getting ready, going to school, having lessons, doing homework, playing sports or games, and going to bed. It lists common daily activities like showering, getting dressed, eating meals, brushing teeth, riding bikes, surfing the internet, and playing or watching entertainment.
The document discusses modal verbs and their usage in the present simple tense in English. It provides examples of modal verbs like may, can, must in affirmative, negative and interrogative forms. Examples include common phrases using these modal verbs like "May I borrow your pencil?", "You mustn't arrive late to classes" and "It may rain in the afternoon".
This document provides information about using "be going to" and the present continuous to talk about the future in English. It discusses:
1) The structures for positive, negative, and question forms with "be going to".
2) The uses of "be going to" to talk about intentions/plans and make predictions, especially when evidence suggests something is about to happen.
3) The present continuous can also refer to future plans, especially more definite ones, and is not used to make predictions.
4) Various time expressions that can be used with future tense, such as "tomorrow", "next week", and "in 5 minutes". Examples are provided to illustrate the different structures and uses
There is there are-a-an-some-any-how much-manyCynthia García
There are three main rooms described in the document:
1. The bedroom contains a bed, table, carpet, and door. There is one bedroom.
2. The living room has a TV, two sofas, one window, one table, and curtains.
3. The kitchen includes a refrigerator, stove, microwave, and two chairs. There is one kitchen.
This document provides information about using the past simple and past continuous tenses in English. It lists the affirmative, negative, and interrogative forms for regular and irregular verbs in the past simple (used for completed actions) and past continuous (used for ongoing actions). Examples of when to use each tense are given, such as using the past simple to describe a series of actions or the past continuous to talk about two simultaneous past actions. Signal words that indicate the past tenses are also outlined.
The Past perfect and Past Perfect continuousSafaâ Khoungui
The document provides instruction on using the past perfect and past perfect continuous tenses in English. It defines the past perfect as an action that occurred before another past action, and the past perfect continuous as a continuing past action that ended at a certain point in the past. Examples and exercises are included to illustrate forming sentences in these tenses and when to use each one. Key points covered include using adverbs like "already" or "for" with the past perfect, and how the past perfect continuous focuses on duration while the past perfect is a single action.
The document describes a typical school day for a student, including waking up, getting ready, going to school, having lessons, doing homework, playing sports or games, and going to bed. It lists common daily activities like showering, getting dressed, eating meals, brushing teeth, riding bikes, surfing the internet, and playing or watching entertainment.
The document discusses modal verbs and their usage in the present simple tense in English. It provides examples of modal verbs like may, can, must in affirmative, negative and interrogative forms. Examples include common phrases using these modal verbs like "May I borrow your pencil?", "You mustn't arrive late to classes" and "It may rain in the afternoon".
This document provides information about using "be going to" and the present continuous to talk about the future in English. It discusses:
1) The structures for positive, negative, and question forms with "be going to".
2) The uses of "be going to" to talk about intentions/plans and make predictions, especially when evidence suggests something is about to happen.
3) The present continuous can also refer to future plans, especially more definite ones, and is not used to make predictions.
4) Various time expressions that can be used with future tense, such as "tomorrow", "next week", and "in 5 minutes". Examples are provided to illustrate the different structures and uses
There is there are-a-an-some-any-how much-manyCynthia García
There are three main rooms described in the document:
1. The bedroom contains a bed, table, carpet, and door. There is one bedroom.
2. The living room has a TV, two sofas, one window, one table, and curtains.
3. The kitchen includes a refrigerator, stove, microwave, and two chairs. There is one kitchen.
This document provides information about using the past simple and past continuous tenses in English. It lists the affirmative, negative, and interrogative forms for regular and irregular verbs in the past simple (used for completed actions) and past continuous (used for ongoing actions). Examples of when to use each tense are given, such as using the past simple to describe a series of actions or the past continuous to talk about two simultaneous past actions. Signal words that indicate the past tenses are also outlined.
The Past perfect and Past Perfect continuousSafaâ Khoungui
The document provides instruction on using the past perfect and past perfect continuous tenses in English. It defines the past perfect as an action that occurred before another past action, and the past perfect continuous as a continuing past action that ended at a certain point in the past. Examples and exercises are included to illustrate forming sentences in these tenses and when to use each one. Key points covered include using adverbs like "already" or "for" with the past perfect, and how the past perfect continuous focuses on duration while the past perfect is a single action.
Este documento explica el uso del presente simple en inglés. Se utiliza el presente simple para hablar de cosas que suceden habitualmente o generalidades, como "el sol sale por el este". También se usa con adverbios de tiempo como "siempre" o "nunca" y para eventos programados en el futuro próximo. Además, el presente simple se emplea para instrucciones en forma de imperativo.
This document provides instruction on using the past simple tense in English. It discusses regular and irregular verbs in the past tense. Examples are given of asking questions and making negatives using auxiliary verbs like "did" and "was/were". Common questions are modeled like "What did you do yesterday?" Practice questions are also provided for students to form their own questions in the past simple tense.
Chart of irregular verbs: Infinitive, past tense, past participle + Spanish.
Cuadro de los verbos irregulares: Infinitivo, pasado simple, pasado participio + significado en español.
This document discusses the causative passive construction "have something done" which is used when paying someone else to perform a service or task for you. Some examples provided include "to have a car repaired", "to have your hair cut", "to have a tooth filled", and "to have your eyes tested". It notes that this construction involves using the verb "have" followed by the object and past participle of the main verb.
The document contains a 50 question test on relative clauses with multiple choice answers. The questions test knowledge of using relative pronouns like who, whom, whose, which, that correctly in sentences. Some example questions are about Shakespeare's birthplace, a field tents were put in, a meal cooked versus one eaten at a restaurant, and David Bowie's music career. The correct answers are provided in a key at the end.
The document outlines rules for spelling verbs in the third person singular form in English. It states that generally, verbs take -s in the third person singular form. Verbs ending in -y take -ies if the -y is preceded by a consonant and -s if preceded by a vowel. Verbs ending in -s, -sh, -ch, -z, -dz, -tch, or -ss take -es in the third person singular form. The verbs "go" and "do" also take -es in the third person singular form.
The document provides rules for forming the -ing form of verbs in English. It lists preference verbs that take the -ing form, such as like, love, enjoy, prefer, hate, can't stand, don't mind, and don't like. It then outlines spelling rules for adding -ing to different types of verbs, such as dropping the e before adding -ing for verbs ending in e, and doubling the final consonant for verbs ending in a vowel-consonant-vowel pattern. Example sentences using different preference verbs and -ing verb forms are also included.
Make is used for constructing, building, or creating something, as in making a recipe, cup of coffee, plan, or phone call. Do is used for actions, activities, or tasks like doing exercise, a crossword puzzle, homework, laundry, or one's hair. Both make and do translate to "hacer" in Spanish and are similar in meaning, but make refers more to creating something while do refers more to performing an action.
This document discusses the conjugation of the verb "to have" in Spanish. It lists the affirmative and negative conjugations for "I have", "you have", "she has", etc. It also provides examples of using "have/has" with subjects like "she has a cat". The document emphasizes that "has" is only used in the affirmative form and "do/does" is used in questions and negatives.
This document discusses the use of the words "may" and "might" to indicate possibilities. It notes that may and might have the same meaning and are used to suggest something is possible but uncertain. Examples are provided showing their use in affirmative and negative forms. A distinction is made between the negative forms "may not" and "might not" which suggest something is still possible versus "couldn't" which indicates something is not possible.
El documento proporciona información sobre los pronombres personales, objetos, posesivos y adjetivos posesivos en inglés. Explica que los pronombres sustituyen a nombres y realizan funciones como sujeto u objeto, mientras que los adjetivos posesivos califican nombres. También cubre las diferencias entre los pronombres y adjetivos posesivos y cuando usar "its" versus "it's".
This document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after verbs like "be" and usually come before other verbs. It also notes that usually and sometimes can come at the beginning or end of sentences. The document includes practice exercises asking learners to use adverbs of frequency to describe their study habits and for asking questions about frequency using "how often".
The document discusses the "unreal past" and constructions using "wish". It explains that the unreal past describes hypothetical situations in the past that were not actual. It provides examples of forming unreal past sentences and compares different uses of "wish", noting that "I wish my neighbors would shut up" expresses a desire but expectation that the situation will not change, unlike "I hope" which implies a possibility. The document cautions not to confuse conditional sentences involving "if" with the conditional tense formed using modal verbs like "would".
The document provides guidance on using "have" or "get" to describe services, examples of requests using these verbs, suggestions for making suggestions using gerunds, infinitives, modals, or negative questions, examples of matching problems to suggestions, and practice identifying the best suggestion for given scenarios.
The document provides information on forming the third person singular form of verbs in English. It lists common verb endings and how to add "-s" or "-es" to conjugate verbs into the third person singular form. It then provides examples of verbs conjugated in the third person and exercises for the reader to practice conjugating verbs and forming sentences using the third person.
This document provides examples of using frequency adverbs such as always, usually, normally, often, sometimes, occasionally, seldom, rarely, and never. It gives sentences demonstrating where the adverbs are placed in relation to verbs. It also defines each adverb by the percentage of frequency it conveys, such as always meaning 100% and seldom meaning 10%. The purpose is to illustrate the use of these adverbs which modify verbs by expressing how often an action occurs.
This document discusses the different uses of the -ing form, to infinitive, and bare infinitive in English. It explains that the -ing form can be used after certain verbs, in prepositional phrases, and as the subject of a sentence. The to infinitive is used after verbs, expressions with adjectives, and indirect objects. The bare infinitive follows verbs of perception, modal verbs, and verbs like make and let. It also notes that begin, intend, and start can take either the -ing form or to infinitive with no change in meaning, but remember and stop have different meanings depending on which form is used.
This document appears to be an English worksheet for 7th grade students. It contains exercises on completing dialogues, writing questions and answers, filling in verbs, labeling furniture and rooms in a home, and identifying prepositions of place. The worksheet covers topics such as greetings, possessions, descriptions of people, rooms in a home, colors and furniture. It provides practice with grammatical structures like questions, verbs "to be", and prepositions.
Facebook genera ingresos principalmente a través de publicidad dirigida en su plataforma. Los anunciantes pagan por impresiones o clics en sus anuncios a través de subastas, sin un costo fijo. Otras fuentes de ingresos incluyen acuerdos con empresas como Microsoft y una moneda virtual que permite compras dentro de la plataforma. Facebook busca diversificar sus fuentes de ingresos para asegurar su sustentabilidad a largo plazo.
Este documento explica el uso del presente simple en inglés. Se utiliza el presente simple para hablar de cosas que suceden habitualmente o generalidades, como "el sol sale por el este". También se usa con adverbios de tiempo como "siempre" o "nunca" y para eventos programados en el futuro próximo. Además, el presente simple se emplea para instrucciones en forma de imperativo.
This document provides instruction on using the past simple tense in English. It discusses regular and irregular verbs in the past tense. Examples are given of asking questions and making negatives using auxiliary verbs like "did" and "was/were". Common questions are modeled like "What did you do yesterday?" Practice questions are also provided for students to form their own questions in the past simple tense.
Chart of irregular verbs: Infinitive, past tense, past participle + Spanish.
Cuadro de los verbos irregulares: Infinitivo, pasado simple, pasado participio + significado en español.
This document discusses the causative passive construction "have something done" which is used when paying someone else to perform a service or task for you. Some examples provided include "to have a car repaired", "to have your hair cut", "to have a tooth filled", and "to have your eyes tested". It notes that this construction involves using the verb "have" followed by the object and past participle of the main verb.
The document contains a 50 question test on relative clauses with multiple choice answers. The questions test knowledge of using relative pronouns like who, whom, whose, which, that correctly in sentences. Some example questions are about Shakespeare's birthplace, a field tents were put in, a meal cooked versus one eaten at a restaurant, and David Bowie's music career. The correct answers are provided in a key at the end.
The document outlines rules for spelling verbs in the third person singular form in English. It states that generally, verbs take -s in the third person singular form. Verbs ending in -y take -ies if the -y is preceded by a consonant and -s if preceded by a vowel. Verbs ending in -s, -sh, -ch, -z, -dz, -tch, or -ss take -es in the third person singular form. The verbs "go" and "do" also take -es in the third person singular form.
The document provides rules for forming the -ing form of verbs in English. It lists preference verbs that take the -ing form, such as like, love, enjoy, prefer, hate, can't stand, don't mind, and don't like. It then outlines spelling rules for adding -ing to different types of verbs, such as dropping the e before adding -ing for verbs ending in e, and doubling the final consonant for verbs ending in a vowel-consonant-vowel pattern. Example sentences using different preference verbs and -ing verb forms are also included.
Make is used for constructing, building, or creating something, as in making a recipe, cup of coffee, plan, or phone call. Do is used for actions, activities, or tasks like doing exercise, a crossword puzzle, homework, laundry, or one's hair. Both make and do translate to "hacer" in Spanish and are similar in meaning, but make refers more to creating something while do refers more to performing an action.
This document discusses the conjugation of the verb "to have" in Spanish. It lists the affirmative and negative conjugations for "I have", "you have", "she has", etc. It also provides examples of using "have/has" with subjects like "she has a cat". The document emphasizes that "has" is only used in the affirmative form and "do/does" is used in questions and negatives.
This document discusses the use of the words "may" and "might" to indicate possibilities. It notes that may and might have the same meaning and are used to suggest something is possible but uncertain. Examples are provided showing their use in affirmative and negative forms. A distinction is made between the negative forms "may not" and "might not" which suggest something is still possible versus "couldn't" which indicates something is not possible.
El documento proporciona información sobre los pronombres personales, objetos, posesivos y adjetivos posesivos en inglés. Explica que los pronombres sustituyen a nombres y realizan funciones como sujeto u objeto, mientras que los adjetivos posesivos califican nombres. También cubre las diferencias entre los pronombres y adjetivos posesivos y cuando usar "its" versus "it's".
This document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after verbs like "be" and usually come before other verbs. It also notes that usually and sometimes can come at the beginning or end of sentences. The document includes practice exercises asking learners to use adverbs of frequency to describe their study habits and for asking questions about frequency using "how often".
The document discusses the "unreal past" and constructions using "wish". It explains that the unreal past describes hypothetical situations in the past that were not actual. It provides examples of forming unreal past sentences and compares different uses of "wish", noting that "I wish my neighbors would shut up" expresses a desire but expectation that the situation will not change, unlike "I hope" which implies a possibility. The document cautions not to confuse conditional sentences involving "if" with the conditional tense formed using modal verbs like "would".
The document provides guidance on using "have" or "get" to describe services, examples of requests using these verbs, suggestions for making suggestions using gerunds, infinitives, modals, or negative questions, examples of matching problems to suggestions, and practice identifying the best suggestion for given scenarios.
The document provides information on forming the third person singular form of verbs in English. It lists common verb endings and how to add "-s" or "-es" to conjugate verbs into the third person singular form. It then provides examples of verbs conjugated in the third person and exercises for the reader to practice conjugating verbs and forming sentences using the third person.
This document provides examples of using frequency adverbs such as always, usually, normally, often, sometimes, occasionally, seldom, rarely, and never. It gives sentences demonstrating where the adverbs are placed in relation to verbs. It also defines each adverb by the percentage of frequency it conveys, such as always meaning 100% and seldom meaning 10%. The purpose is to illustrate the use of these adverbs which modify verbs by expressing how often an action occurs.
This document discusses the different uses of the -ing form, to infinitive, and bare infinitive in English. It explains that the -ing form can be used after certain verbs, in prepositional phrases, and as the subject of a sentence. The to infinitive is used after verbs, expressions with adjectives, and indirect objects. The bare infinitive follows verbs of perception, modal verbs, and verbs like make and let. It also notes that begin, intend, and start can take either the -ing form or to infinitive with no change in meaning, but remember and stop have different meanings depending on which form is used.
This document appears to be an English worksheet for 7th grade students. It contains exercises on completing dialogues, writing questions and answers, filling in verbs, labeling furniture and rooms in a home, and identifying prepositions of place. The worksheet covers topics such as greetings, possessions, descriptions of people, rooms in a home, colors and furniture. It provides practice with grammatical structures like questions, verbs "to be", and prepositions.
Facebook genera ingresos principalmente a través de publicidad dirigida en su plataforma. Los anunciantes pagan por impresiones o clics en sus anuncios a través de subastas, sin un costo fijo. Otras fuentes de ingresos incluyen acuerdos con empresas como Microsoft y una moneda virtual que permite compras dentro de la plataforma. Facebook busca diversificar sus fuentes de ingresos para asegurar su sustentabilidad a largo plazo.
El documento presenta la empresa Symantedctecni, la cual se dedica al mantenimiento y reparación de computadores. Su misión es ayudar a los usuarios a gestionar su información indicándoles el tipo de mantenimiento que necesita su computador. Su visión es brindar comodidad y confianza a los clientes sobre el estado de sus equipos. El objetivo general es realizar capacitaciones a usuarios y asegurar la mejora continua de los equipos de los clientes.
The document provides instructions and examples for using the past simple tense in English. It includes a table to conjugate regular and irregular verbs into their past simple forms. It then provides example sentences in the affirmative, negative, and interrogative forms. There are exercises to fill in blanks with the appropriate past tense verbs and to form wh- questions about details in sentences provided. The purpose is to practice accurately using the past simple tense through conjugating verbs and forming different types of sentences.
The document provides instructions and examples for using the past simple tense in English. It includes a table to conjugate regular and irregular verbs into their past simple forms. It then provides example sentences in the affirmative, negative, and interrogative forms. There are exercises to fill in blanks with the appropriate past tense verbs and to form wh- questions about details in sentences provided. The purpose is to practice accurately using the past simple tense through conjugating verbs and forming different types of sentences.
The document provides instructions and examples for using the past simple tense in English. It includes a table to conjugate regular and irregular verbs into their past simple forms. It then provides example sentences in the affirmative, negative, and interrogative forms. There are exercises to fill in blanks with the appropriate past tense verbs and to form wh- questions about details in sentences provided. The purpose is to practice accurately using the past simple tense form of verbs in the affirmative, negative, and interrogative sentences.
The document provides instructions for conjugating regular and irregular verbs into the past simple tense in English. It includes tables and examples of common English verbs in the past simple form. Learners are asked to fill in verb conjugations, write sentences using target verbs, form negative and interrogative sentences, and answer questions to practice using past simple verbs. The goal is to help students learn and practice properly conjugating different types of verbs into the past tense in English.
The document provides instruction on using past simple tense verbs in English. It includes a table to conjugate regular and irregular verbs into their past simple forms. It then provides example sentences in the affirmative, negative, and interrogative forms and exercises for students to practice forming sentences in the past simple tense. The document covers topics like activities in the past, questions about the past, and using "wh-" questions to elicit more information about underlined parts of sentences.
The document provides examples of conditional sentences and prompts for practicing them. It includes examples of first conditional sentences with "if" clauses in the present tense followed by future outcomes. Students are given partial sentences to complete using the correct verb tenses. Additional prompts practice agreeing and responding politely, completing sentences with phrasal verbs, and auto mechanics vocabulary.
The document provides examples of conditional sentences and prompts for practicing them. It includes examples of first conditional sentences with "if" clauses in the present tense followed by future outcomes. Students are given sentences to fill in verbs in the correct tense. There are also examples of agreeing with statements using "so" or "nor" and responding to news using suitable responses. The document concludes with exercises using phrasal verbs and completing sentences with provided words like "jack", "pit", "less", "team", "fire", and "end".
This document contains an English language exercise that asks the reader to complete sentences with conjunctions like "and", "but", "or", and "so". It also contains exercises asking the reader to put verbs in the present simple or continuous tenses, combine sentences using relative pronouns, and complete sentences using modal verbs. The document provides high-level English grammar and vocabulary practice for learners through different types of filling in the blank and sentence construction exercises.
Ben Simpson is staying home from school because he is sick with a cold. His mother suspects he got sick after playing football in the rain the previous afternoon without proper protection or warming up afterwards. She apologizes that Ben got sick, explaining that their car broke down so she was late picking him up from football practice. By the time she arrived, Ben was wet. Then that evening, they had no hot water so Ben washed his hair in cold water, likely exacerbating his illness. His mother is taking him to the doctor that afternoon and hopes he can return to school the next day.
The document provides information about various topics including clothing items like pajamas, necklaces, and sneakers; natural features like glaciers and fossils; weathering processes like wind erosion; travel items like suitcases; descriptive words like stripped and spotted; geographic locations like the Fayoum depression in Egypt; traditional garments like galabeyas; parts of clothing like pockets and belts; occupations like teachers; body parts like sleeves and crowns; events like weddings; landforms created by weathering like rock sculptures; costumes; traditional Bedouin clothing; foods like junk food and maple syrup; grammar concepts like past tenses of regular and irregular verbs; and sample sentences rearranged in different orders.
The document is a worksheet about using the past tense form of the verb "to be" in English. It contains multiple exercises involving filling in blanks, correcting statements, answering questions, and forming questions using was/were. The exercises cover when to use was and were, forming questions and negative sentences, and practicing the past tense of to be in various conversational contexts.
This document provides a sample test for a Vietnamese language exam for 7th grade students. It includes multiple choice questions testing pronunciation, grammar, vocabulary and reading comprehension. It also provides guidance on scoring the exam questions.
This document provides sample test questions for a Vietnamese language midterm exam for 7th grade English students. It includes multiple choice questions testing vocabulary, grammar, reading comprehension and rearranging words/phrases into sentences. It also provides the answers and grading guidelines.
This document provides sample test questions for a Vietnamese language midterm exam for 7th grade English students. It includes multiple choice questions testing vocabulary, grammar, reading comprehension and rearranging words/phrases into sentences. It also provides the answers and grading guidelines.
1. The document provides examples of sentences using the present simple and present continuous tenses in English. It gives sentences to complete and verbs to put into the correct tense.
2. It discusses when to use the present simple versus present continuous through examples like "My sister does not play tennis every day" versus "What are you eating?".
3. The document aims to help learners practice and understand the difference between the present simple and present continuous tenses in English through a variety of exercise questions.
This document contains a 15-minute test with questions on pronunciation, grammar, verb forms, and making questions from responses. The test has four sections - pronunciation with word matching, choosing the best answer to complete sentences, providing the correct verb forms, and making questions to match responses. It evaluates students on English skills including pronunciation, grammar, verbs and forming questions.
The document provides an exercise on using the simple past tense (was/were) in English. It contains multiple choice and fill-in-the-blank questions testing use of was and were in sentences describing events in the past. Topics include weather, locations, emotions, and an interview about someone's experience during World War 1. The answers key is provided to check understanding.
The document provides information about English tenses including examples of how to form and use different tenses such as simple present, present progressive, simple past, past progressive, present perfect, and future tenses. It discusses the functions of each tense, provides examples of verbs in their present, past and past participle forms, and includes exercises for learners to practice forming and using tenses correctly.
This document provides examples of using the past simple form of the verb "to be", which is either "was" or "were" depending on the subject. It contains three sections: 1) Fill in blanks with "was" or "were", 2) Choose the correct option of "was" or "were", and 3) Rewrite sentences changing verbs to the past simple form. The document focuses on conjugating the verb "to be" into its simple past tense.
1) The document provides instructions for completing various grammar exercises in past simple tense including circling past simple verbs, filling in blanks with given past simple verbs, changing sentences to past simple, changing sentences to negative and interrogative forms, rewriting ideas as sentences, and completing a story with past simple verbs.
2) It asks the reader to perform tasks like asking and answering questions in the past simple tense and ordering words into sentences.
3) The exercises are meant to practice and reinforce the reader's understanding of past simple tense grammar.
This document contains an English grammar exercise with 6 sections testing different grammar topics:
1) Fill in gaps with modal verbs
2) Fill in gaps with verbs in past simple or past continuous
3) Fill in gaps with verbs in past perfect
4) Complete sentences with conditionals
5) Change sentences to passive voice
6) Change direct to reported speech
This document contains an English grammar exercise with 6 sections testing different grammar topics:
1) Fill in gaps with modal verbs
2) Fill in gaps with verbs in past simple or past continuous
3) Fill in gaps with verbs in past perfect
4) Complete sentences with conditionals
5) Change sentences to passive voice
6) Change direct to reported speech
This document contains a quiz about using the simple past and present perfect tenses correctly. It provides examples of signal words that indicate which tense to use and sentences where the verb tense must be identified. The document then gives positive, negative, and interrogative sentences where the user must choose whether the simple past or present perfect form of the verb is correct. The answers are provided at the end.
La empresa Symantedctecni ofrece servicios de mantenimiento y reparación de computadores. Su objetivo es mejorar el rendimiento de los equipos de sus clientes a través de actualizaciones de software, capacitaciones a usuarios y un proceso de mejora continua. La empresa busca ser reconocida por brindar un servicio de calidad que deje satisfechos a los clientes.
El documento plantea cómo los desechos sólidos pueden usarse para crear obras de arte, con el objetivo de concientizar a la sociedad sobre los daños del consumo excesivo y la contaminación. Los artistas reciclan materiales descartados para darles nueva vida a través de proyectos artísticos. El documento justifica este enfoque señalando que el reciclaje beneficia el medio ambiente y sustenta economías locales. Finalmente, menciona que en años recientes el arte con basura se ha vuelto más común como una forma lúdic
El documento presenta la empresa Symantedctecni, que se dedica al mantenimiento y reparación de computadores. Proporciona sus datos de contacto como dirección del blog, Facebook, email y teléfono. Su objetivo general es realizar capacitaciones a usuarios y dar mantenimiento adecuado a los equipos de sus clientes, asegurando la mejora continua. Sus objetivos específicos incluyen dar soporte a sistemas operativos, actualizar programas, capacitar usuarios y dar pautas para mejorar el rendimiento y prevenir problemas de los equipos
Este documento presenta varios ejercicios para mejorar la coherencia y cohesión de textos. Incluye breves párrafos con falta de conexión lógica entre sus oraciones y pide reescribirlos para darles significado. También presenta ejemplos más extensos con problemas de progresión temática y transición entre ideas, sugiriendo reorganizar la información para mejorar la fluidez de la lectura. El objetivo es practicar la mejora de la coherencia y cohesión en textos a través de ejercicios de reescritura
El documento describe la vida de la abuela del autor. Nació en 1915 en un pequeño pueblo en Argentina. Aunque sus padres eran italianos, ella no hablaba italiano. Sus padres murieron cuando tenía 15 años y tuvo que trabajar para mantener a sus tres hermanos. Se casó a los 17 años y tuvo dos hijos. Comenzó a hacer conservas en su casa para venderlas y ganar más dinero que en la fábrica, y años más tarde su pequeño negocio se convirtió en la fábrica más grande de la región.
El documento habla sobre el proyecto de vida. Explica que un proyecto de vida es un plan que una persona crea para alcanzar metas a largo plazo. Da detalles sobre las fortalezas y debilidades de una persona y argumenta que elaborar un proyecto de vida desde edad temprana ayuda a guiar decisiones hacia un futuro planeado.
Este documento trata sobre la transversalidad de la asignatura de Lengua Castellana y Literatura. Explica que debido a la naturaleza social de esta materia y su efecto en todos los procesos intelectuales, debe abordarse de manera transversal y no de forma aislada. También destaca la importancia del lenguaje, la comunicación y el desarrollo de competencias lingüísticas y comunicativas en todos los campos de estudio. Finalmente, comenta que en la Institución Educativa se están llevando a cabo charlas con profes
Este documento presenta la información general de un programa de formación técnica en sistemas ofrecido por el SENA en Colombia. El programa dura 12 meses y busca formar personal calificado en el mantenimiento de equipos de cómputo y redes. El documento describe la justificación, requisitos, competencias, estrategia metodológica y evaluación del programa.
Este documento presenta un proyecto formativo para administrar el soporte técnico de equipos de computo y redes mediante herramientas tecnológicas. El proyecto busca solucionar la falta de recursos compartidos en Mipymes y centros educativos. Sus objetivos son seleccionar herramientas, diagnosticar la infraestructura tecnológica, y prestar soporte técnico. El proyecto beneficiará a aprendices del SENA, escuelas y Mipymes mediante la minimización de problemas tecnológicos y
Este documento presenta un proyecto formativo para administrar el soporte técnico de equipos de computo y redes de datos mediante la integración de herramientas tecnológicas. El proyecto busca resolver la necesidad que tienen las Mipymes y centros educativos de compartir recursos administrativos y de gestión para ser más efectivos. El proyecto consiste en realizar inventario de la infraestructura tecnológica, diagnosticar equipos, instalar software, y prestar soporte técnico de manera remota usando herramientas de comunic
Este documento contiene una lista de 22 estudiantes de 11° grado que incluye su nombre completo, correo electrónico y blog personal. La lista proporciona información de contacto básica de cada estudiante como su nombre, dirección de correo electrónico y enlace a su blog donde comparten contenidos sobre temas académicos y de interés.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
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
9
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.
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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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 ...
2. Past Simple (regular verbs)
Write the Past Simple form of the verbs below in the correct column.
repeat worry finish start phone call miss enjoy visit marry listen cry
play hate wash climb live arrive talk look stay ask clean
travel open like walk carry stop mix plan decide tidy
- d - ed
cons + y
- ied
double cons
+ - ed
Write sentences in Past Simple:
1- Affirmative
2- Negative
3- Interrogative (Yes / No)
A) My sister / tidy / her room / yesterday morning.
1-
2-
3-
B) We / live / in New York / in 1997.
1-
2-
3-
C) Tom / travel / to Dublin / last night.
1-
2-
3-
D) I / clean / my teeth / twice / yesterday.
1-
2-
3-
E) John / stay / at Mary’s house / last summer.
1-
2-
3-
F) You / start / school / ten years ago.
1-
2-
3-
G) The film / end / very late / last weekend.
1-
2-
3-
H) Sue and Pat / talk / on the phone / yesterday.
1-
2-
3-
3. Write the verbs in brackets in Past Simple.
- My sister .............................. (tidy) her
bedroom yesterday morning.
- We ................................ (phone) our
cousins last week.
- The girls ............................... (play) on the
computer last night.
- I ....................................... (travel) to Paris
three months ago.
- John ................................. (stay) at his
granny’s house last summer.
- The film ........................... (end) very late
yesterday.
- My family .......................... (live) in New York
in 1995.
- You .............................. (clean) your teeth
three times yesterday.
Complete the sentences with the verbs below in Past Simple.
1- Lucy ................................. her birthday presents.
2- Last weekend I ............................. in the mountains for 2 hours.
3- We .............................. the party very much.
4- Ken ............................... to his favourite CD yesterday.
5- My sister .................................. Maths for an exam.
6- They .................................. to the USA in 2003.
7- Dad ................................ his car last weekend.
8- The film ............................... at 11:30.
Write the sentences in negative.
1- Lucy ...................................................... her birthday presents.
2- .........................................................................................................................................................
3- .........................................................................................................................................................
4- .........................................................................................................................................................
5- .........................................................................................................................................................
6- .........................................................................................................................................................
7- .........................................................................................................................................................
8- .........................................................................................................................................................
4. What did you do yesterday? Put a ( ) or a ( ).
Write questions about the previous activities and answer them.
1- Did you ............................................................. yesterday? ......................................................
2- ................................................................................................? ......................................................
3- ................................................................................................? .......................................................
4- ................................................................................................? .......................................................
5- ................................................................................................? .......................................................
6- ................................................................................................? .......................................................
7- ................................................................................................? .......................................................
8- ................................................................................................? .......................................................
Ask your classmate the questions and compare the answers.
Use and or but to join the actions.
1- Yesterday I ................................................................................................................................
2- .........................................................................................................................................................
3- .........................................................................................................................................................
4- .........................................................................................................................................................
5- .........................................................................................................................................................
6- .........................................................................................................................................................
7- .........................................................................................................................................................
8- .........................................................................................................................................................
5. Past Simple (irregular verbs)
Complete the table.
Then complete the sentences with the Past Simple of the verbs in brackets.
- She ...................... (go) to school on foot yesterday.
- Paul ..................... (eat) 2 sandwiches and an apple.
- I ...................... (get) up very early last night.
- They ....................... (find) 50 euros in the street.
- My dad ................... (give) me a CD for my birthday.
- Ana ..................... (have) a bath last Sunday.
- We ...................... (swim) in the Mediterranean sea.
- Joe ..................... (write) a letter to Mary 2 days ago.
Complete the sentences. Use the negative form of the underlined verbs.
Yesterday ...
- I drank coffee but I ................................. tea.
- She found her purse but she .................................. her keys.
- The children broke the window but they .................................... the door.
- He had a shower but he .................................. breakfast.
- My father made a cake but he ................................. any pastries.
- We spoke English and French but we ................................... German.
6. Match the pictures with the actions and write the Past Simple of the verbs.
Write questions about Alex and answer them.
7. Mary likes and the children love .
So Mary and Mum ................................ (sunbathe) and the children ........................... (play) with
the ball and .......................... (make) sandcastles. Dad ........................... (swim) in the sea and
........................ (read) the under the umbrella. We usually ...................... (have) lunch in
a near the beach. In the afternoon they ................................ (visit) very interesting
places. One day They ......................... (go) out in a . It .................... (be) amazing!
They .......................... (like) the best. They ...................... (see) different ,
some and even a .............................. (jump) in front of the boat. They also
......................... (watch) some people feed the fish. Mary ...................... (take) a lot of .
The family ........................... (enjoy) a lot.
The last day it ........................ (rain). The whole family ....................... (go) to a shopping centre.
They ............................... (buy) some souvenirs. In the afternoon they ............................. (return)
home. Mary and her family ..................... (have) a great time there !!!!
8. WRITE sentences in PAST SIMPLE:
1- Affirmative
2- Negative
3- Interrogative (Yes / No)
A) He / phone / a friend / an hour ago.
1-
2-
3-
B) My father / buy / a jeep / last week.
1-
2-
3-
C) The girls / wear / skirts / to the party
1-
2-
3-
D) I / wash / my hair / last night
1-
2-
3-
E) Jane / send / four e-mails / to Lisa
1-
2-
3-
F) The old lady / carry / heavy bags /
yesterday morning
1-
2-
3-
G) The film / end / very late / last weekend
1-
2-
3-
H) They / go / to bed / at midnight
1-
2-
3-
I) The children / play / tennis and basketball /
at the sports centre.
1-
2-
3-
J) You / do / your homework / last weekend.
1-
2-
3-
K) My friend / study / German / last year.
1-
2-
3-
L) I / get up / at seven / last Sunday morning
1-
2-
3-
M) We / visit / our friends / yesterday evening
1-
2-
3-
N) She / have lunch / in an Italian restaurant
1-
2-
3-
O) They / watch / TV / in the living room
1-
2-
3-
P) He / drink / orange juice / for breakfast
1-
2-
3-
9. Write Wh- questions for the underlined words in the
previous sentences.
Use these wh- words:
WHERE WHAT TIME WHEN WHAT HOW MANY WHO
A) - ............................................................................................................................................
B) - ............................................................................................................................................
C) - ............................................................................................................................................
D) - ............................................................................................................................................
E) - ............................................................................................................................................
F) - ............................................................................................................................................
G) - ............................................................................................................................................
H) - ............................................................................................................................................
I) - ............................................................................................................................................
J) - ............................................................................................................................................
K) - ............................................................................................................................................
L) - ............................................................................................................................................
M) - ............................................................................................................................................
N) - ............................................................................................................................................
O) - ............................................................................................................................................
P) - ............................................................................................................................................