A list of irregular verbs in English ordered by groups depending on the changes made in the past and participle forms. There's a blank version to be filled in by the students and another one already filled in.
This presentation presents the different categories of Irregular Verbs and its examples.
Source: Geddes & Grosset. (2004). Webster's Universal Spelling, Grammar & Usage.Manila: WS Pacific Publications, Inc.
My TEFL resources. See my resources webpage at http://www.globalcitizen.co.uk/inforesources/teflresources/resources.html
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
This presentation presents the different categories of Irregular Verbs and its examples.
Source: Geddes & Grosset. (2004). Webster's Universal Spelling, Grammar & Usage.Manila: WS Pacific Publications, Inc.
My TEFL resources. See my resources webpage at http://www.globalcitizen.co.uk/inforesources/teflresources/resources.html
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Thesis Statement for students diagnonsed withADHD.ppt
Irregular verbs grouped
1. IRREGULAR VERB GROUPS
Study the examples below, then write the past and past participle forms of the verbs in each
group.
A. SIMPLE PAST: The vowel changes to a
PAST PARTICIPLE: vowel changes to u
PRESENT PAST PARTICIPLE
BEGIN BEGAN BEGUN
Drink
Ring
Run
Sing
Sink
Stick
Swim
D. SIMPLE PAST: The vowel changes to o
PAST PARTICIPLE: vowel is o, ends in en
PRESENT PAST PARTICIPLE
BREAK BROKE BROKEN
Choose
Forget
Freeze
Speak
Steal
Wake up
B SIMPLE PAST: vowel reduction
PAST PARTICIPLE: vowel reduction
PRESENT PAST PARTICIPLE
FEED FED FED
Bleed
Lead
Light
Meet
Shoot
Sweep
E. SIMPLE PAST: The vowel changes to ew
PAST PARTICIPLE: ends in own
PRESENT PAST PARTICIPLE
BLOW BLEW BLOWN
Fly
Grow
Know
Throw
C SIMPLE PAST: no change
PAST PARTICIPLE: no change
PRESENT PAST PARTICIPLE
CUT CUT CUT
Bet
Cost
Hit
Hurt
Let
Put
Read
Set
Shut
Spread
F SIMPLE PAST: The vowel changes
PAST PARTICIPLE: ends in n / en
PRESENT PAST PARTICIPLE
FALL FELL FALLEN
Bite
Draw
Eat
Forgive
Give
Hide
See
Shake
Take
Tear
Wear
2. G. SIMPLE PAST: The vowel changes to a
PAST PARTICIPLE: no change
PRESENT PAST PARTICIPLE
BECOME BECAME BECOME
come
J. SIMPLE PAST: The vowel changes to o
PAST PARTICIPLE: vowel is i, ends in en
PRESENT PAST PARTICIPLE
DRIVE DROVE DRIVEN
Ride
Rise
Write
H SIMPLE PAST: ends in –t
PAST PARTICIPLE: ends in –t
PRESENT PAST PARTICIPLE
BUILD BUILT BUILT
Bend
Burn
Dream
Feel
Keep
Learn
Lend
Lose
Mean
Send
Sleep
Smell
Spell
Spend
I THE SAME PAST AND PARTICIPLE
PRESENT PAST PARTICIPLE
HAVE HAD HAD
Dig
Find
Get
Hang
Hold
Leave
Make
Sell
Shine
Sit
Stand
Tell
Understand
Win
K SIMPLE PAST: ends in -d
PAST PARTICIPLE: ends in -d
PRESENT PAST PARTICIPLE
HEAR HEARD HEARD
Pay
Say
Lay
L SIMPLE PAST: ends in –ought / -aught
PAST PARTICIPLE: ends in –ought /-aught
PRESENT PAST PARTICIPLE
BRING BROUGHT BROUGHT
Buy
Fight
Think
CATCH CAUGHT CAUGHT
Teach
M OTHER
PRESENT PAST PARTICIPLE
Be
Beat
Do
Go
Lie
Show
3. IRREGULAR VERB GROUPS
A. SIMPLE PAST: The vowel changes to a
PAST PARTICIPLE: vowel changes to u
PRESENT PAST PARTICIPLE
BEGIN BEGAN BEGUN
Drink Drank Drunk
Ring Rang Rung
Run Ran Run
Sing Sang Sung
Sink Sank Sunk
Stick Stack Stuck
Swim Swam Swum
D. SIMPLE PAST: The vowel changes to o
PAST PARTICIPLE: vowel is o, ends in en
PRESENT PAST PARTICIPLE
BREAK BROKE BROKEN
Choose Chose Chosen
Forget Forgot Forgotten
Freeze Froze Frozen
Speak Spoke Spoken
Steal Stole Stolen
Wake up Woke up Woken up
B SIMPLE PAST: vowel reduction
PAST PARTICIPLE: vowel reduction
PRESENT PAST PARTICIPLE
FEED FED FED
Bleed Bled Bled
Lead Led Led
Light Lit Lit
Meet Met Met
Shoot Shot Shot
Sweep Swept Swept
E. SIMPLE PAST: The vowel changes to ew
PAST PARTICIPLE: ends in own
PRESENT PAST PARTICIPLE
BLOW BLEW BLOWN
Fly Flew Flown
Grow Grew Grown
Know Knew Known
Throw Threw Thrown
C SIMPLE PAST: no change
PAST PARTICIPLE: no change
PRESENT PAST PARTICIPLE
CUT CUT CUT
Bet Bet Bet
Cost Cost Cost
Hit Hit Hit
Hurt Hurt Hurt
Let Let Let
Put Put Put
Read Read Read
Set Set Set
Shut Shut Shut
Spread Spread Spread
F SIMPLE PAST: The vowel changes
PAST PARTICIPLE: ends in n / en
PRESENT PAST PARTICIPLE
FALL FELL FALLEN
Bite Bit Bitten
Draw Drew Drawn
Eat Ate Eaten
Forgive Forgave Forgiven
Give Gave Given
Hide Hid Hidden
See Saw Seen
Shake Shook Shaken
Take Took Taken
Tear Tore Torn
Wear Wore Worn
4. G. SIMPLE PAST: The vowel changes to a
PAST PARTICIPLE: no change
PRESENT PAST PARTICIPLE
BECOME BECAME BECOME
come Came Come
J. SIMPLE PAST: The vowel changes to o
PAST PARTICIPLE: vowel is i, ends in en
PRESENT PAST PARTICIPLE
DRIVE DROVE DRIVEN
Ride Rode Ridden
Rise Rose Risen
Write Wrote Written
H SIMPLE PAST: ends in –t
PAST PARTICIPLE: ends in –t
PRESENT PAST PARTICIPLE
BUILD BUILT BUILT
Bend Bent Bent
Burn Burnt Burnt
Dream Dreamt Dreamt
Feel Felt Felt
Keep Kept Kept
Learn Learnt Learnt
Lend Lent Lent
Lose Lost Lost
Mean Meant Meant
Send Sent Sent
Sleep Slept Slept
Smell Smelt Smelt
Spell Spelt Spelt
Spend Spent Spent
I THE SAME PAST AND PARTICIPLE
PRESENT PAST PARTICIPLE
HAVE HAD HAD
Dig Dug Dug
Find Found Found
Get Got Got
Hang Hung Hung
Hold Held Held
Leave Left Left
Make Made Made
Sell Sold Sold
Shine Shone Shone
Sit Sat Sat
Stand Stood Stood
Tell Told Told
Understand Understood Understood
Win Won Won
K SIMPLE PAST: ends in -d
PAST PARTICIPLE: ends in -d
PRESENT PAST PARTICIPLE
HEAR HEARD HEARD
Pay Paid Paid
Say Said Said
Lay Laid Laid
L SIMPLE PAST: ends in –ought / -aught
PAST PARTICIPLE: ends in –ought /-aught
PRESENT PAST PARTICIPLE
BRING BROUGHT BROUGHT
Buy Bought Bought
Fight Fought Fought
Think Thought Thought
CATCH CAUGHT CAUGHT
Teach Taught Taught
M OTHER
PRESENT PAST PARTICIPLE
Be Was/were Been
Beat Beat Beaten
Do Did Done
Go Went Gone
Lie Lay Lain
Show Showed Shown