The document provides vocabulary words related to drawing, foreign languages, and restaurant terms. It defines the words "draw", "foreign", "finally", "try", "understand", "order", "let's", "Frenchman", "United States of America", "American", "mushroom", and "waiter". It provides the pronunciation, part of speech, definition, and examples for each word.
The document contains definitions and examples for several English words:
- Above is defined as an adverb or preposition meaning higher than, more than, or at a level greater than. Examples include "The kettle was above the fire."
- At all is defined as an adverb meaning in any way or of any type. Examples include "I don’t like him at all" and "He’s had no food at all."
- Last is defined as final or at last meaning finally. An example is "He tried hard and at last he could solve the problem."
The document provides part of speech, definitions, transliterations and examples for each word defined. It appears to
This document provides examples and explanations for using different tenses in English, including the present simple, present continuous, present perfect simple, present perfect continuous, and stative verbs. It gives situations when each tense would be used, such as to describe current habits (present simple) or actions continuing up to the present (present perfect continuous). It also notes some differences between American and British English usage of these tenses.
This document discusses the definite and indefinite articles in English - "a", "an", and "the". It provides rules for using each article and examples. The main points are:
- "A" and "an" are used with singular countable nouns to indicate something new or unspecified. "An" is used before words beginning with a vowel sound.
- "The" is used to refer to something specific or something already mentioned. It indicates the listener knows what is being referred to.
- There are no articles used with plural or uncountable nouns.
- Exercises are provided to practice using the correct article in sentences.
This document contains definitions and examples for several English words related to plants, nature, and family relationships. It defines words like "plant", "pretty", "world", "Germany", "little", "alone", "love", "when", "kindergarten", "pay", "grow", "become", and "die". It provides simple sentences to illustrate how each word is used including talking about plants, flowers, children, families, countries, and aging.
The document discusses the present perfect tense (pretérito perfecto) in Spanish. It explains how to form the present perfect indicative and present perfect subjunctive tenses using helping verbs and past participles. Examples are provided for regular and irregular verbs. Readers are given exercises to practice forming the present perfect tense of different verbs.
This document provides an overview of basic German phrases, vocabulary, pronunciation, and grammar, including:
- Common greetings, farewells, and phrases for asking questions
- Pronunciation of vowels, diphthongs, and consonants that differ from English
- Gender of nouns and cases (nominative, accusative, dative, genitive) nouns take
- Definite and indefinite articles as well as demonstrative adjectives
This document discusses different types of adverbs and provides examples. It explains that many adverbs are formed by adding -ly to adjectives, though some words ending in -ly are not adverbs. It defines different types of adverbs including manner, place, time, frequency, purpose/reason, quantity/degree, and affirmation/negation. Examples are provided for each type of adverb like "happily" for manner and "tomorrow" for time. The document concludes by providing a practice exercise with blank spaces to insert different adverbs.
This document discusses different types of adverbs and provides examples. It explains that many adverbs are formed by adding -ly to adjectives, though some words ending in -ly are not adverbs. It defines different types of adverbs including manner, place, time, frequency, purpose/reason, quantity/degree, and affirmation/negation. Examples are provided for each type of adverb like "happily" for manner and "tomorrow" for time. The document concludes by providing a practice exercise with blank spaces to insert different adverbs.
The document contains definitions and examples for several English words:
- Above is defined as an adverb or preposition meaning higher than, more than, or at a level greater than. Examples include "The kettle was above the fire."
- At all is defined as an adverb meaning in any way or of any type. Examples include "I don’t like him at all" and "He’s had no food at all."
- Last is defined as final or at last meaning finally. An example is "He tried hard and at last he could solve the problem."
The document provides part of speech, definitions, transliterations and examples for each word defined. It appears to
This document provides examples and explanations for using different tenses in English, including the present simple, present continuous, present perfect simple, present perfect continuous, and stative verbs. It gives situations when each tense would be used, such as to describe current habits (present simple) or actions continuing up to the present (present perfect continuous). It also notes some differences between American and British English usage of these tenses.
This document discusses the definite and indefinite articles in English - "a", "an", and "the". It provides rules for using each article and examples. The main points are:
- "A" and "an" are used with singular countable nouns to indicate something new or unspecified. "An" is used before words beginning with a vowel sound.
- "The" is used to refer to something specific or something already mentioned. It indicates the listener knows what is being referred to.
- There are no articles used with plural or uncountable nouns.
- Exercises are provided to practice using the correct article in sentences.
This document contains definitions and examples for several English words related to plants, nature, and family relationships. It defines words like "plant", "pretty", "world", "Germany", "little", "alone", "love", "when", "kindergarten", "pay", "grow", "become", and "die". It provides simple sentences to illustrate how each word is used including talking about plants, flowers, children, families, countries, and aging.
The document discusses the present perfect tense (pretérito perfecto) in Spanish. It explains how to form the present perfect indicative and present perfect subjunctive tenses using helping verbs and past participles. Examples are provided for regular and irregular verbs. Readers are given exercises to practice forming the present perfect tense of different verbs.
This document provides an overview of basic German phrases, vocabulary, pronunciation, and grammar, including:
- Common greetings, farewells, and phrases for asking questions
- Pronunciation of vowels, diphthongs, and consonants that differ from English
- Gender of nouns and cases (nominative, accusative, dative, genitive) nouns take
- Definite and indefinite articles as well as demonstrative adjectives
This document discusses different types of adverbs and provides examples. It explains that many adverbs are formed by adding -ly to adjectives, though some words ending in -ly are not adverbs. It defines different types of adverbs including manner, place, time, frequency, purpose/reason, quantity/degree, and affirmation/negation. Examples are provided for each type of adverb like "happily" for manner and "tomorrow" for time. The document concludes by providing a practice exercise with blank spaces to insert different adverbs.
This document discusses different types of adverbs and provides examples. It explains that many adverbs are formed by adding -ly to adjectives, though some words ending in -ly are not adverbs. It defines different types of adverbs including manner, place, time, frequency, purpose/reason, quantity/degree, and affirmation/negation. Examples are provided for each type of adverb like "happily" for manner and "tomorrow" for time. The document concludes by providing a practice exercise with blank spaces to insert different adverbs.
This document discusses adverbs and their different types. It begins by defining an adverb as a word that describes manner, place, time, frequency, purpose, quantity or degree, or affirmation/negation. It then provides examples of different types of adverbs including: manner adverbs that describe how something is done; place adverbs that describe where something is done; time adverbs that describe when something is done; frequency adverbs that describe how often something is done; and reason adverbs that describe purpose or reason. The document also notes that many adverbs are formed by adding "-ly" to adjectives and provides several examples. It concludes by giving examples of adverbs from each category.
This document provides a table of contents for a Spanish grammar book. It outlines topics that will be covered in the book such as: el pretérito (preterite tense), el imperfecto, ser vs estar, verbs like gustar, the future tense, por vs para, the conditional, and more. It also provides examples of conjugations and uses for several Spanish verb tenses and constructions.
The document discusses the past tense in English grammar. It provides examples of how the past tense is used to show completed actions at a certain time in the past, habitual or repeated actions in the past, and asking questions about past actions. It also discusses the different forms of verbs used in the past tense, including "was/were", "had", and "did". Lists of regular and irregular verbs are provided showing their present and past tense forms. Sample exercises are given demonstrating how to use the past tense correctly in sentences.
This document discusses adverbs and their different types. It begins by defining what an adverb is, noting that adverbs describe manner, place, time, frequency, purpose/reason, quantity/degree, or affirmation/negation. It then provides examples of different types of adverbs like manner, place, time, frequency. It also explains that many adverbs are formed by adding "-ly" to adjectives. The document concludes by providing exercises for learners to identify the type of adverb in sentences.
This document discusses adverbs, which describe verbs, adjectives, and other adverbs. It defines adverbs as words that typically describe manner, place, time, frequency, purpose, quantity or degree. It provides examples of different types of adverbs and exercises identifying adverbs in sentences. The document aims to teach readers the fundamentals of adverbs as a part of speech.
This document provides vocabulary definitions and grammar explanations related to school and education. It defines terms like "attend", "determine", "decide", "depress", and "prepare". It also explains the uses of indefinite ("a", "an") and definite ("the") articles in the English language. The document is intended to help students learn new vocabulary and understand grammar rules.
This document discusses different types of adverbs and provides examples. It explains that many adverbs are formed by adding -ly to adjectives, though some words ending in -ly are not adverbs. It defines different types of adverbs including manner, place, time, frequency, purpose/reason, quantity/degree, and affirmation/negation. Examples are provided for each type of adverb like "happily" for manner and "tomorrow" for time. The document concludes by providing a practice exercise with blank spaces to insert different adverbs.
This document contains a collection of English proverbs and their meanings summarized in 3 sentences or less:
1) The proverbs address various topics from human behavior and relationships to work, time, money, advice, and more.
2) Many of the proverbs discuss themes like the importance of hard work, dealing with problems promptly, judging people based on their character rather than appearance, and avoiding excess or risking too much.
3) In total there are over 50 common English sayings explained concisely.
This document discusses adverbs, including their formation, use, and different types. It explains that many adverbs are formed by adding "-ly" to adjectives. Adverbs can modify verbs, adjectives, and other adverbs. The main types of adverbs are: manner, place, time, frequency, and degree. The document provides examples of each type and discusses their typical positions in sentences. Comparative and superlative forms of adverbs are also addressed.
لغة انجليزية 2 اعدادي لغات الوحدة الاولى to the max 2 مستر علاء رجبمحمد الجمل
Heba never comes home late. (doesn't)
French is spoken well by him.
Where do you come from? (do)
Ahmed always watches television.
People speak Arabic in many countries. (is spoken)
قواعد اللغة الانجليزية للمرحلة الثانوية م.خالد الشافعىأمنية وجدى
The document discusses the different types of conditional sentences in English (zero, first, second, third conditional). It provides examples for each conditional and explains their uses for expressing facts, possibilities, improbabilities, advice, regrets, etc. It also notes some alternative conjunctions and expressions that can be used instead of "if" in certain conditional sentences, such as "provided/providing", "as long as", and "in case".
The document discusses the use of the present continuous tense to talk about future plans. It explains that the present continuous can be used to refer to actions happening now or planned for the future, with the difference being the time expression used. Examples are provided showing questions using the present continuous to ask about future plans and responses using it to express planned future actions, even without an explicit time expression due to context.
The document contains an English lesson where students are asked to highlight the correct words in sentences. It provides example sentences with options to choose from, such as "I'm/Am I twenty-five." and "You're/Are you American?". Additional social media links are provided at the end related to an English teaching account.
This is a thorough e-book covering all Spanish Future Tenses, including how to use them and example sentences. It covers common misconceptions and hacks for learning Spanish fast.
PET Grammar Unit 14: use to & would, too & enough, order of adjectivesMatfermar marin
The document discusses the use of "used to" and "would" to talk about past habits in English. It explains that "used to" is used for habitual actions in the past, while "would" is used for repetitive actions in the past, but only with action verbs. The document provides examples of sentences using these terms correctly. It also contains exercises for learners to practice using "used to" and "would" to talk about past habits. Additionally, it discusses the terms "too" and "enough" and their uses, as well as the order of adjectives in English.
The document discusses reported speech, or indirect speech. It provides rules for transforming direct quotes into indirect quotes, including changing pronouns, verbs, expressions of time and place, and questions. Examples are given to demonstrate how to report statements, questions, and imperative sentences indirectly. Reporting verbs that can be used when introducing reported speech are also discussed.
This document defines the word "speech" and provides several meanings:
1. The ability to talk or the activity of talking
2. The way of talking
3. The language used when talking
4. A formal talk given to a large group of people on a special occasion
It also gives examples of using "speech" and provides translations in another language.
The document defines several words related to speech, communication, and emotions. It defines speech as the ability to talk, the language used in talking, and formal talks given to large groups. It also defines public as all the people in a place or country. Other words defined include overcome, meaning to defeat or control something; nervous, meaning worried or frightened; and anxiety, meaning an uncomfortable feeling of worry. Examples are provided for several of the definitions.
The document defines several words related to children and gardening. It defines plant as a noun referring to trees, flowers, and other vegetation. It defines pretty as an adjective meaning beautiful. It also defines other words like little, alone, love, when, kindergarten, pay, grow, and become older. It provides examples of how each word is used in sentences.
This document provides instruction on pronouncing suffixes like -s and -ed in English. It begins by listing words with these suffixes and their pronunciations. It then discusses how sounds can vary based on place and manner of articulation and voicing. Charts are provided showing voiced and voiceless consonants. Learners are asked to classify words based on their ending sounds and identify uses of suffixes. Common pronunciation errors are highlighted and corrected. The document also covers using the passive voice and participles as adjectives. Learners are given exercises to practice classifying words and correcting errors involving suffixes, passive voice, and other grammar points.
This document provides an overview of Spanish grammar topics including:
- Ser vs estar verbs and how they are used
- Gustar and other similar verbs like doler and molestar
- Preterite verb endings and uses
- Reflexive, stem changing, irregular and modal verbs
- Commands, future tense, saber vs conocer, and past participles as adjectives.
This document discusses adverbs and their different types. It begins by defining an adverb as a word that describes manner, place, time, frequency, purpose, quantity or degree, or affirmation/negation. It then provides examples of different types of adverbs including: manner adverbs that describe how something is done; place adverbs that describe where something is done; time adverbs that describe when something is done; frequency adverbs that describe how often something is done; and reason adverbs that describe purpose or reason. The document also notes that many adverbs are formed by adding "-ly" to adjectives and provides several examples. It concludes by giving examples of adverbs from each category.
This document provides a table of contents for a Spanish grammar book. It outlines topics that will be covered in the book such as: el pretérito (preterite tense), el imperfecto, ser vs estar, verbs like gustar, the future tense, por vs para, the conditional, and more. It also provides examples of conjugations and uses for several Spanish verb tenses and constructions.
The document discusses the past tense in English grammar. It provides examples of how the past tense is used to show completed actions at a certain time in the past, habitual or repeated actions in the past, and asking questions about past actions. It also discusses the different forms of verbs used in the past tense, including "was/were", "had", and "did". Lists of regular and irregular verbs are provided showing their present and past tense forms. Sample exercises are given demonstrating how to use the past tense correctly in sentences.
This document discusses adverbs and their different types. It begins by defining what an adverb is, noting that adverbs describe manner, place, time, frequency, purpose/reason, quantity/degree, or affirmation/negation. It then provides examples of different types of adverbs like manner, place, time, frequency. It also explains that many adverbs are formed by adding "-ly" to adjectives. The document concludes by providing exercises for learners to identify the type of adverb in sentences.
This document discusses adverbs, which describe verbs, adjectives, and other adverbs. It defines adverbs as words that typically describe manner, place, time, frequency, purpose, quantity or degree. It provides examples of different types of adverbs and exercises identifying adverbs in sentences. The document aims to teach readers the fundamentals of adverbs as a part of speech.
This document provides vocabulary definitions and grammar explanations related to school and education. It defines terms like "attend", "determine", "decide", "depress", and "prepare". It also explains the uses of indefinite ("a", "an") and definite ("the") articles in the English language. The document is intended to help students learn new vocabulary and understand grammar rules.
This document discusses different types of adverbs and provides examples. It explains that many adverbs are formed by adding -ly to adjectives, though some words ending in -ly are not adverbs. It defines different types of adverbs including manner, place, time, frequency, purpose/reason, quantity/degree, and affirmation/negation. Examples are provided for each type of adverb like "happily" for manner and "tomorrow" for time. The document concludes by providing a practice exercise with blank spaces to insert different adverbs.
This document contains a collection of English proverbs and their meanings summarized in 3 sentences or less:
1) The proverbs address various topics from human behavior and relationships to work, time, money, advice, and more.
2) Many of the proverbs discuss themes like the importance of hard work, dealing with problems promptly, judging people based on their character rather than appearance, and avoiding excess or risking too much.
3) In total there are over 50 common English sayings explained concisely.
This document discusses adverbs, including their formation, use, and different types. It explains that many adverbs are formed by adding "-ly" to adjectives. Adverbs can modify verbs, adjectives, and other adverbs. The main types of adverbs are: manner, place, time, frequency, and degree. The document provides examples of each type and discusses their typical positions in sentences. Comparative and superlative forms of adverbs are also addressed.
لغة انجليزية 2 اعدادي لغات الوحدة الاولى to the max 2 مستر علاء رجبمحمد الجمل
Heba never comes home late. (doesn't)
French is spoken well by him.
Where do you come from? (do)
Ahmed always watches television.
People speak Arabic in many countries. (is spoken)
قواعد اللغة الانجليزية للمرحلة الثانوية م.خالد الشافعىأمنية وجدى
The document discusses the different types of conditional sentences in English (zero, first, second, third conditional). It provides examples for each conditional and explains their uses for expressing facts, possibilities, improbabilities, advice, regrets, etc. It also notes some alternative conjunctions and expressions that can be used instead of "if" in certain conditional sentences, such as "provided/providing", "as long as", and "in case".
The document discusses the use of the present continuous tense to talk about future plans. It explains that the present continuous can be used to refer to actions happening now or planned for the future, with the difference being the time expression used. Examples are provided showing questions using the present continuous to ask about future plans and responses using it to express planned future actions, even without an explicit time expression due to context.
The document contains an English lesson where students are asked to highlight the correct words in sentences. It provides example sentences with options to choose from, such as "I'm/Am I twenty-five." and "You're/Are you American?". Additional social media links are provided at the end related to an English teaching account.
This is a thorough e-book covering all Spanish Future Tenses, including how to use them and example sentences. It covers common misconceptions and hacks for learning Spanish fast.
PET Grammar Unit 14: use to & would, too & enough, order of adjectivesMatfermar marin
The document discusses the use of "used to" and "would" to talk about past habits in English. It explains that "used to" is used for habitual actions in the past, while "would" is used for repetitive actions in the past, but only with action verbs. The document provides examples of sentences using these terms correctly. It also contains exercises for learners to practice using "used to" and "would" to talk about past habits. Additionally, it discusses the terms "too" and "enough" and their uses, as well as the order of adjectives in English.
The document discusses reported speech, or indirect speech. It provides rules for transforming direct quotes into indirect quotes, including changing pronouns, verbs, expressions of time and place, and questions. Examples are given to demonstrate how to report statements, questions, and imperative sentences indirectly. Reporting verbs that can be used when introducing reported speech are also discussed.
This document defines the word "speech" and provides several meanings:
1. The ability to talk or the activity of talking
2. The way of talking
3. The language used when talking
4. A formal talk given to a large group of people on a special occasion
It also gives examples of using "speech" and provides translations in another language.
The document defines several words related to speech, communication, and emotions. It defines speech as the ability to talk, the language used in talking, and formal talks given to large groups. It also defines public as all the people in a place or country. Other words defined include overcome, meaning to defeat or control something; nervous, meaning worried or frightened; and anxiety, meaning an uncomfortable feeling of worry. Examples are provided for several of the definitions.
The document defines several words related to children and gardening. It defines plant as a noun referring to trees, flowers, and other vegetation. It defines pretty as an adjective meaning beautiful. It also defines other words like little, alone, love, when, kindergarten, pay, grow, and become older. It provides examples of how each word is used in sentences.
This document provides instruction on pronouncing suffixes like -s and -ed in English. It begins by listing words with these suffixes and their pronunciations. It then discusses how sounds can vary based on place and manner of articulation and voicing. Charts are provided showing voiced and voiceless consonants. Learners are asked to classify words based on their ending sounds and identify uses of suffixes. Common pronunciation errors are highlighted and corrected. The document also covers using the passive voice and participles as adjectives. Learners are given exercises to practice classifying words and correcting errors involving suffixes, passive voice, and other grammar points.
This document provides an overview of Spanish grammar topics including:
- Ser vs estar verbs and how they are used
- Gustar and other similar verbs like doler and molestar
- Preterite verb endings and uses
- Reflexive, stem changing, irregular and modal verbs
- Commands, future tense, saber vs conocer, and past participles as adjectives.
The document contains definitions and examples for several English words related to children and plants. It defines words like "plant", "pretty", "world", "little", "alone", "love", "when", "kindergarten", "pay", "grow", and "grow up". It provides the part of speech and definitions in both English and another language for each word. Examples are included to illustrate the meaning and proper usage of the words.
This document provides information about an English class at the School of Agriculture of Nor-Oriente EANOR. It lists the name of the class, the month, the instructor's name, and the student's name and group. It appears to be documenting details of an English course for a single student.
This document provides information about an English class held at the School of Agriculture of Nor-Oriente EANOR. It lists the name of the engineering instructor, Oscar Garcia, and the group of students, including student Jussely Lisbeth Rodriguez Avila. The document provides details about the fourth month practice English class.
English quantifiers will help us to indicate the number of objects, names, or things, so always use them to express the idea of quantity or number. Many of these quantifiers are used only for plural nouns and in other cases by singular, as such show a short summary on how and when to use these quantifiers.
English quantifiers will help us to indicate the number of objects, names, or things, so always use them to express the idea of quantity or number. Many of these quantifiers are used only for plural nouns and in other cases by singular, as such show a short summary on how and when to use these quantifiers
English quantifiers help us to indicate the number of objects, names, or things, so always use them to express the idea of quantity or number. Many of these quantifiers are used only for plural nouns and in other cases by singular, as such show a short summary on how and when to use these quantifiers.
The document provides information on several English grammar topics:
1. It discusses the present perfect tense and how it is formed using the auxiliary verb "have" and the past participle.
2. It explains the future tense and how it is conjugated for regular verbs.
3. It describes the passive voice and how the subject receives the action while the agent performing the action is optional.
4. It provides examples of quantifiers like "many", "much", "some", and how they are used with countable and uncountable nouns.
The document provides a list of common mistakes made by Spanish speakers learning English. It covers mistakes with phrases like "depend on", verb conjugations like "to be" and regular past tense verbs, and differences between words like "say" and "tell", "do" and "make", and possessive pronouns like "his" and "her". For each topic, it gives examples of correct and incorrect usage in English and their Spanish translations to help learners understand and avoid these common errors.
This document provides information and examples about the use of pronouns in English. It discusses generic pronouns like you, one, we and they which can be used to refer to people in general. It also covers reflexive and reciprocal pronouns like myself, yourself, each other and one another. Finally, it examines the uses of the pronouns it and there, noting that it is used with be to talk about time, temperature, distance or as a preparatory subject, while there indicates existence or presence. The document aims to clarify the appropriate uses of different pronouns through examples.
The document discusses various aspects of connected speech in English phonology, including:
- Weak forms of words being pronounced more quickly and at lower volume than stressed syllables.
- Assimilation processes where sounds modify each other when they meet, such as /t/ becoming /k/ before velars.
- Elision of sounds in consonant clusters and unstressed syllables.
- Linking and intrusion of sounds between words, such as intrusive /r/ between vowels for some accents.
Tiffany VanDonk's Interactive Power Point PresentationTiffany_VanDonk
The document provides instructions on conjugating verbs in Spanish present tense. It discusses conjugating -AR, -ER, -IR verbs as well as the verbs Ser, Estar, and Ir. Examples of conjugated verbs are provided for each verb type. Uses of Ser, Estar and Ir are explained. Links to additional online resources and the author's biography are also included.
Estrategia Didáctica Ingles II Socializando mayka11
This document provides a grammar summary and exercises on various English grammar topics for a level II socializing class. It covers units on profiles, choices, preferences and promises, explorers and inventors, sensory perception, and forward thinking. For each unit, it defines and provides examples of key grammar structures such as verbs of ability, adverbs, prepositions, comparatives, demonstratives, verb tenses including simple past and future, and clauses. Exercises are included for students to practice each grammar point.
Gramática Ingles II Socializando Colegio de Bachilleres Plantel 16 mayka11
This document provides a grammar summary and exercises on various English grammar topics for a level II socializing class. It covers can/can't, adverbs of manner, adverbs of degree, prepositions of place, comparative adjectives, demonstratives, plural nouns, requests and offers, obligation and necessity, countable and uncountable nouns, let's, simple past tense for regular and irregular verbs, questions in the past tense, when clauses, object pronouns, future tense with going to, and present progressive for future meaning. Exercises are provided throughout to practice each grammar concept.
The document presents a presentation designed to teach learners 50 common Spanish verbs. It explains that along with verbs, it will also cover other related words like adjectives and nouns. Learning these verbs and patterns will help with exams but understanding how to use intuition from known words is also important. It includes a section on cognate verbs at the end.
This document contains notes from an English class on grammar topics such as the present perfect tense, future tense of "have to", passive voice, past perfect tense, quantifiers, modals like "might" and "must", reported speech, and the use of "must", "must not", and "need not". Examples are provided for each grammar concept along with links to additional online resources for reference. The notes cover a range of fundamental English grammar points for language learners.
The document discusses structures used to talk about possibilities or probabilities regarding actions that may have occurred in the past. It states that the structure "May/might + have + past participle" is used to indicate something was possible or probable, but the speaker is not certain. Several examples are given using this structure to speculate about possible past actions when the facts are unclear.
This document contains vocabulary words and their definitions from an English lesson. It includes words such as:
- According to - a preposition meaning as stated by
- Banana - a long, curved fruit with yellow skin and soft flesh
- Cage - a structure with bars or wires for keeping pets or housing animals
The document defines and provides examples of the word "allow". It states that allow is a verb that means to let someone do something or let something happen; permit. It provides three examples of allow in sentences: "You’re not allowed to talk during the exam", "Are you allowed in the building on weekends?", and "They said they wouldn’t allow their lives to be influenced by television." It also provides the Persian translation of allow, which is "اجازه دادن".
The document contains definitions and examples for several English words:
- Global means relating to the whole world. It defines global as an adjective and provides an example using it.
- Warm means to rise to a higher temperature or cause something else to rise in temperature. It gives examples of warming hands and water.
- Concern can be a noun meaning a worried feeling or state of anxiety, and a verb meaning to trouble someone with anxiety. It gives examples of both the noun and verb uses.
This document defines and provides examples of the word "fit" and related terms. "Fit" is defined as healthy and in good physical condition, especially as a result of exercise. Examples show "fit" describing a person who looks healthy. The related noun "fitness" refers to physical health and ability. Maintaining fitness involves regular exercise and activities to stay strong and healthy.
1. The document defines the terms "mission", "missionary", and "Christian".
2. A mission is sending someone to do a particular job, while a missionary is a person sent to teach religion, often in a foreign country.
3. A Christian is a person who follows or belongs to the Christian religion.
The document defines several terms related to information technology and communication. It defines service as work or help provided, especially for the public or an organization. It defines communication as the process of sending messages or information between people or places, or the messages themselves. E-mail is defined as a message sent between people using computers, while mail refers to letters and packages delivered to homes or businesses. Video conferencing allows participants in different locations to take part in a conference using electronic sound and video.
The document defines key terms related to space exploration including: space, the area beyond Earth's atmosphere; planets like Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune that orbit the sun; the solar system of the sun and orbiting planets; asteroids, large rocky objects that orbit the sun; and exploration of space through activities like space travel, space shuttles that carry people to space, and space stations where people can live and work in space.
This document provides definitions and information about key terms related to earthquakes and the structure of the Earth. It defines an earthquake as a sudden, violent movement of the Earth's surface. It also discusses the different layers that make up the Earth's structure - the crust, mantle, and core. The crust is the outermost solid layer, under which lies the mantle that surrounds the liquid outer core and solid inner core at the center.
The document defines and provides examples of the word "labor". It states that labor is noun referring to practical work, especially work involving physical effort. Examples provided show labor referring to work done by workers or the work involved in manufacturing or repairing items. The document also gives definitions for related words like laborer, laborious, and discusses labor as both a count and uncount noun.
The document provides definitions and examples for the words "as", "weight", "shape", "exercise", "get into", and "fit". It defines "as" as a conjunction meaning "in the same way" or "because". It defines "weight" as a noun referring to the heaviness or amount of weight something has. "Shape" is defined as the condition or state of health of a thing or person. "Exercise" is defined as a physical activity done to stay healthy. "Get into" is a phrase meaning to become deeply involved in something. "Fit" is an adjective meaning healthy or strong as a result of exercise.
The document discusses relative clauses, which provide additional information about a noun or pronoun. It defines the different types of relative pronouns including who, whom, whose, that, which, where, and when. Examples are provided to illustrate how to use relative pronouns correctly within relative clauses. The summary also discusses how to transform sentences containing relative clauses by replacing the relative pronouns with the object or subject of the clause.
The document discusses the use of the verb "have to" which indicates strong obligation or necessity imposed by circumstances. It states that "have to" is used in the present tense to talk about present obligations, while "had to" is used for past obligations. The forms "do", "does", and "did" are used to make questions and negatives of sentences containing "have to", "has to", and "had to" respectively.
The document contains vocabulary words and their definitions from an English language textbook. It includes words like "according to", which is a preposition meaning "as stated by", "banana" which is a curved yellow fruit, and "bill" which refers to a piece of paper money or note. It also defines verbs like "decide" which means to choose between possibilities, and "mistake" which can be a noun meaning something wrong or incorrect, or a verb meaning to incorrectly recognize something.
The document provides examples and explanations of different types of relative clauses. It defines the different relative pronouns that can be used in relative clauses like who, whom, whose, which, that, when, and where. It also gives examples of how to rewrite sentences using relative pronouns and relative clauses.
The document provides examples and explanations of different types of relative clauses. It defines the different relative pronouns that can be used in relative clauses like who, whom, whose, which, that, when, and where. It also gives examples of how to rewrite sentences using relative pronouns and relative clauses.
The document defines and provides examples for several words:
- Foot is defined as the part of the body at the leg on which a person or animal stands, and as a unit of measurement equal to 12 inches.
- Airport is defined as a place where airplanes regularly take off and land, with buildings for passengers and flight management.
- Along means in the same direction as or beside something.
- Altogether means completely or in total.
Enchancing adoption of Open Source Libraries. A case study on Albumentations.AIVladimir Iglovikov, Ph.D.
Presented by Vladimir Iglovikov:
- https://www.linkedin.com/in/iglovikov/
- https://x.com/viglovikov
- https://www.instagram.com/ternaus/
This presentation delves into the journey of Albumentations.ai, a highly successful open-source library for data augmentation.
Created out of a necessity for superior performance in Kaggle competitions, Albumentations has grown to become a widely used tool among data scientists and machine learning practitioners.
This case study covers various aspects, including:
People: The contributors and community that have supported Albumentations.
Metrics: The success indicators such as downloads, daily active users, GitHub stars, and financial contributions.
Challenges: The hurdles in monetizing open-source projects and measuring user engagement.
Development Practices: Best practices for creating, maintaining, and scaling open-source libraries, including code hygiene, CI/CD, and fast iteration.
Community Building: Strategies for making adoption easy, iterating quickly, and fostering a vibrant, engaged community.
Marketing: Both online and offline marketing tactics, focusing on real, impactful interactions and collaborations.
Mental Health: Maintaining balance and not feeling pressured by user demands.
Key insights include the importance of automation, making the adoption process seamless, and leveraging offline interactions for marketing. The presentation also emphasizes the need for continuous small improvements and building a friendly, inclusive community that contributes to the project's growth.
Vladimir Iglovikov brings his extensive experience as a Kaggle Grandmaster, ex-Staff ML Engineer at Lyft, sharing valuable lessons and practical advice for anyone looking to enhance the adoption of their open-source projects.
Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
Twitter: https://x.com/albumentations
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?Speck&Tech
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
UiPath Test Automation using UiPath Test Suite series, part 5DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!SOFTTECHHUB
As the digital landscape continually evolves, operating systems play a critical role in shaping user experiences and productivity. The launch of Nitrux Linux 3.5.0 marks a significant milestone, offering a robust alternative to traditional systems such as Windows 11. This article delves into the essence of Nitrux Linux 3.5.0, exploring its unique features, advantages, and how it stands as a compelling choice for both casual users and tech enthusiasts.
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Communications Mining Series - Zero to Hero - Session 1DianaGray10
This session provides introduction to UiPath Communication Mining, importance and platform overview. You will acquire a good understand of the phases in Communication Mining as we go over the platform with you. Topics covered:
• Communication Mining Overview
• Why is it important?
• How can it help today’s business and the benefits
• Phases in Communication Mining
• Demo on Platform overview
• Q/A
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
A tale of scale & speed: How the US Navy is enabling software delivery from l...sonjaschweigert1
Rapid and secure feature delivery is a goal across every application team and every branch of the DoD. The Navy’s DevSecOps platform, Party Barge, has achieved:
- Reduction in onboarding time from 5 weeks to 1 day
- Improved developer experience and productivity through actionable findings and reduction of false positives
- Maintenance of superior security standards and inherent policy enforcement with Authorization to Operate (ATO)
Development teams can ship efficiently and ensure applications are cyber ready for Navy Authorizing Officials (AOs). In this webinar, Sigma Defense and Anchore will give attendees a look behind the scenes and demo secure pipeline automation and security artifacts that speed up application ATO and time to production.
We will cover:
- How to remove silos in DevSecOps
- How to build efficient development pipeline roles and component templates
- How to deliver security artifacts that matter for ATO’s (SBOMs, vulnerability reports, and policy evidence)
- How to streamline operations with automated policy checks on container images
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
9. draw /drɔ:/
verb I/T
drew , drawn
to make a picture of something
or someone with a pencil, pen,
etc.
10. draw /drɔ:/
verb I/T
drew , drawn
to make a picture of something
or someone with a
pencil, pen, etc.
The child drew a picture of a dog.
11. draw /drɔ:/
verb I/T
drew , drawn
to make a picture of something
or someone with a pencil, pen,
etc.
The child drew a picture of a dog.
She is drawing a cat.
12. draw /drɔ:/
verb I/T
drew , drawn
to make a picture of something
or someone with a pencil, pen,
etc.
The child drew a picture of a dog.
She is drawing a cat.
Can you draw a picture of a tree?
13. draw /drɔ:/
verb I/T
drew , drawn
to make a picture of something
or someone with a
pencil, pen, etc.
The child drew a picture of a dog.
She is drawing a cat.
Can you draw a picture of a tree?
14. drawing /drɔ:·ɪŋ/
noun C/U
making pictures with a pencil,
pen, etc., or a picture made in
this way
a beautiful drawing of flowers
Her drawing is not good. She
wants to draw another one.
He looked at his drawing.
22. foreign /fɑr·ən/
adjective
a country that you are not in
a foreign country
a foreign language
He visits many foreign countries.
He can speak two foreign languages.
23. foreign /fɑr·ən/
adjective
a country that you are not in
a foreign country
a foreign language
He visits many foreign countries.
He can speak two foreign languages.
32. finally /faɪn·ə l·i/
adverb
at the end,
Finally, I just said, "I don’t want."
We finally got home at midnight.
We talked about or programs for
hours. Finally we changed it.
33. finally /faɪn·ə l·i/
adverb
at the end,
Finally, I just said, "I don’t want."
We finally got home at midnight.
We talked about or programs for
hours. Finally we changed it.
42. try /trɑɪ/
verb I/T
Try to open this door for me.
You’ll have to try harder.
I’m trying my best.
If you can’t ride a bicycle, try again.
43. try /trɑɪ/
verb I/T
Try to open this door for me.
You’ll have to try harder.
I’m trying my best.
If you can’t ride a bicycle, try again.
If you try hard, you’ll finally do it.
44. try /trɑɪ/
verb I/T
Try to open this door for me.
You’ll have to try harder.
I’m trying my best.
If you can’t ride a bicycle, try again.
If you try hard, you’ll finally do it.
Try + ed = tried (
)
45. try /trɑɪ/
verb I/T
Try to open this door for me.
You’ll have to try harder.
I’m trying my best.
If you can’t ride a bicycle, try again.
If you try hard, you’ll finally do it.
Try + ed = tried (
)
53. Understand /ˈ
ʌn·dərˈstænd
/
verb past
understood
to know the meaning of something,
I don’t understand what he means.
Is there anyone here who
understands English?
54. Understand /ˈ
ʌn·dərˈstænd
/
verb past
understood
to know the meaning of something,
I don’t understand what he means.
Is there anyone here who
understands English?
It was so noisy I couldn’t
understand a word he was saying.
55. Understand /ˈ
ʌn·dərˈstænd
/
verb past
understood
to know the meaning of something,
I don’t understand what he means.
Is there anyone here who understands
English?
It was so noisy I couldn’t understand a
word he was saying.
Is it easy to understand this lesson?
56. Understand /ˈ
ʌn·dərˈstænd
/
verb past
understood
to know the meaning of something,
I don’t understand what he means.
Is there anyone here who understands
English?
It was so noisy I couldn’t understand a
word he was saying.
Is it easy to understand this lesson?
65. Order /ɔ:rd·ər/
verb I/T
to ask for something to be made
Are you ready to order, or do you need a
little more time?
I ordered some pasta and some salad.
66. Order /ɔ:rd·ər/
verb I/T
to ask for something to be made
Are you ready to order, or do you need a
little more time?
I ordered some pasta and some salad.
He went to a restaurant and ordered a
sandwich.
67. Order /ɔ:rd·ər/
verb I/T
to ask for something to be made
Are you ready to order, or do you need a
little more time?
I ordered some pasta and some salad.
He went to a restaurant and ordered a
sandwich.
noun C
68. Order /ɔ:rd·ər/
verb I/T
to ask for something to be made
Are you ready to order, or do you need a
little more time?
I ordered some pasta and some salad.
He went to a restaurant and ordered a
sandwich.
noun C
Can I take your order now or would you like
to have a drink first?
69. Order /ɔ:rd·ər/
verb I/T
to ask for something to be made
Are you ready to order, or do you need a
little more time?
I ordered some pasta and some salad.
He went to a restaurant and ordered a
sandwich.
noun C
Can I take your order now or would you like
to have a drink first?
83. frenchman
A man who is from France.
Plural: Frenchmen
Frenchmen speak French.
84. frenchman
A man who is from France.
Plural: Frenchmen
Frenchmen speak French.
This is the story of a Frenchman who
was travelling in the United States of
America.
85. frenchman
A man who is from France.
Plural: Frenchmen
Frenchmen speak French.
This is the story of a Frenchman who
was travelling in the United States of
America.
89. United State of America
People in the United States of America
speak English.
90. United State of America
People in the United States of America
speak English.
This is the story of a Frenchman who
was travelling in the United States of
America.
91. United State of America
People in the United States of America
speak English.
This is the story of a Frenchman who
was travelling in the United States of
America.
92. United State of America
People in the United States of America
speak English.
This is the story of a Frenchman who
was travelling in the United States of
America.
American
a person who is from the USA.
93. United State of America
People in the United States of America
speak English.
This is the story of a Frenchman who
was travelling in the United States of
America.
American
a person who is from the USA.
Another story is about two Americans
travelling in Spain.
94. United State of America
People in the United States of America
speak English.
This is the story of a Frenchman who
was travelling in the United States of
America.
American
a person who is from the USA.
Another story is about two Americans
travelling in Spain.
107. Mushroom /mʌʃ·ru:m/
noun C
mushroom soup
a pizza with mushrooms
He wanted to order some mushrooms.
He carefully drew a picture of a
mushroom.
108. Mushroom /mʌʃ·ru:m/
noun C
mushroom soup
a pizza with mushrooms
He wanted to order some mushrooms.
He carefully drew a picture of a
mushroom.
118. waiter /weɪt̬·ər/
noun C
a person whose job is to take food to
people in a restaurant
A waiter came to the table to take our order.
119. waiter /weɪt̬·ər/
noun C
a person whose job is to take food to
people in a restaurant
A waiter came to the table to take our order.
The waiter looked at his drawing and went
away.
120. waiter /weɪt̬·ər/
noun C
a person whose job is to take food to
people in a restaurant
A waiter came to the table to take our order.
The waiter looked at his drawing and went
away.
121. waiter /weɪt̬·ər/
noun C
a person whose job is to take food to
people in a restaurant
A waiter came to the table to take our order.
The waiter looked at his drawing and went
away.
waitress /weɪ·trəs/
122. waiter /weɪt̬·ər/
noun C
a person whose job is to take food to
people in a restaurant
A waiter came to the table to take our order.
The waiter looked at his drawing and went
away.
waitress /weɪ·trəs/
128. Away /əweɪ/
adjective, adverb
in a different place,
Barbara is away on vacation until the end of
the week.
The Jeffersons went away for the weekend,
but they’ll be back on Monday.
129. Away /əweɪ/
adjective, adverb
in a different place,
Barbara is away on vacation until the end of
the week.
The Jeffersons went away for the
weekend, but they’ll be back on Monday.
The waiter looked at his drawing and went
away.
130. Away /əweɪ/
adjective, adverb
in a different place,
Barbara is away on vacation until the end of
the week.
The Jeffersons went away for the weekend,
but they’ll be back on Monday.
The waiter looked at his drawing and went
away.
Finally he left and was away for an hour.
131. Away /əweɪ/
adjective, adverb
in a different place,
Barbara is away on vacation until the end of
the week.
The Jeffersons went away for the weekend,
but they’ll be back on Monday.
The waiter looked at his drawing and went
away.
Finally he left and was away for an hour.
138. Spain /speın/
Spain is a country in the south of
Europe.
Mr Nekounam was playing football in
Spain.
139. Spain /speın/
Spain is a country in the south of
Europe.
Mr Nekounam was playing football in
Spain.
140. Spain /speın/
Spain is a country in the south of
Europe.
Mr Nekounam was playing football in
Spain.
Spanish
141. Spain /speın/
Spain is a country in the south of
Europe.
Mr Nekounam was playing football in
Spain.
Spanish
142. Spain /speın/
Spain is a country in the south of
Europe.
Mr Nekounam was playing football in
Spain.
Spanish
The two American could not speak
Spanish.
148. While /hwɑɪl, wɑɪl/
conjunction
during the time that, or at the same time as
I read it while you were drying your hair.
"I’m going to the post office." "While you’re
there can you get me some stamps?"
149. While /hwɑɪl, wɑɪl/
conjunction
during the time that, or at the same time as
I read it while you were drying your hair.
"I’m going to the post office." "While you’re
there can you get me some stamps?"
While the were sitting in a restaurant in a
small village , the wanted to order their
food.
150. While /hwɑɪl, wɑɪl/
conjunction
during the time that, or at the same time as
I read it while you were drying your hair.
"I’m going to the post office." "While you’re
there can you get me some stamps?"
While the were sitting in a restaurant in a
small village , the wanted to order their
food.
157. Able /eɪ·bəl/
Adjective
Be able to = can +
I didn’t have any job and wasn’t able to get
any money.
I might not be able to go to the meeting.
158. Able /eɪ·bəl/
Adjective
Be able to = can +
I didn’t have any job and wasn’t able to get
any money.
I might not be able to go to the meeting.
I‘m not able to understand him.
159. Able /eɪ·bəl/
Adjective
Be able to = can +
I didn’t have any job and wasn’t able to get
any money.
I might not be able to go to the meeting.
I‘m not able to understand him.
The waiter was not able to understand.
160. Able /eɪ·bəl/
Adjective
Be able to = can +
I didn’t have any job and wasn’t able to get
any money.
I might not be able to go to the meeting.
I‘m not able to understand him.
The waiter was not able to understand.
was not able = could not
165. Show /ʃəʊ/
verb T
showed , shown
You should show that book to your friend.
166. Show /ʃəʊ/
verb T
showed , shown
You should show that book to your friend.
These trees show the effects of acid rain.
167. Show /ʃəʊ/
verb T
showed , shown
You should show that book to your friend.
These trees show the effects of acid rain.
He’s starting to show his age.
168. Show /ʃəʊ/
verb T
showed , shown
You should show that book to your friend.
These trees show the effects of acid rain.
He’s starting to show his age.
He tried to show that from a cow one gets
milk.
169. Show /ʃəʊ/
verb T
showed , shown
You should show that book to your friend.
These trees show the effects of acid rain.
He’s starting to show his age.
He tried to show that from a cow one gets
milk.
182. Ticket /tɪk·ət/
noun C
a train/movie ticket
an airline ticket
Have you bought your ticket yet?
183. Ticket /tɪk·ət/
noun C
a train/movie ticket
an airline ticket
Have you bought your ticket yet?
When he returned he had two tickets for a
bullfight.
184. Ticket /tɪk·ət/
noun C
a train/movie ticket
an airline ticket
Have you bought your ticket yet?
When he returned he had two tickets for a
bullfight.
If want to go to Shiraz you must buy a
ticket.
185. Ticket /tɪk·ət/
noun C
a train/movie ticket
an airline ticket
Have you bought your ticket yet?
When he returned he had two tickets for a
bullfight.
If want to go to Shiraz you must buy a
ticket.