This document is a lesson on using the simple past tense ("was/were") in English. It provides examples of sentences using "was/were" to talk about things that happened in the past, including questions using "was/were". It also provides examples of time expressions that can be used with the simple past tense, such as years, days, and ages. The document is intended to review using "was/were" to talk about actions and states that occurred at a specified time in the past.
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The College General Quiz (Finals) at the NSIT Quiz Fest 2015, conducted by the NSIT Quiz Club from 20th-22nd March. See the videos and audios for the questions here- http://goo.gl/Cv1yzP
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Home assignment II on Spectroscopy 2024 Answers.pdf
LESSON 1
1. UNIVERSIDAD NACIONAL DE CHIMBORAZO
Facultad De Ingeniería
Ingeniería Civil
UNIT # 2 (5)
LESSON A “CHILDHOOD”
GRAMMAR
“BE BORN; SIMPLE PAST (REVIEW); TIME EXPRESSIONS”
Where were you born?
I wasborn in Sao Paulo.
I wasn’t born in seattle.
Where were your parents born?
They were bornin Hong Kong.
They weren’t born in U.S
Did you live there for a long time?
Yes. (I did). I lived there for six years.
No, (I didn’t). I didn’t live there long.
Did she move here last year?
Yes, (she did). She moved in may.
No,(she didn’t). She moved in 2002.
How long did you live in Sao Paulo?
We lived there until I was six. From 1986 to 1992.
We didn’t leave until 1992. Then we came to the U.S.
When did they come here?
They came here about three year ago.
They came when ling was sixteen.
Saying year:
1906= “Nineteen oh-six”
1988= “Nineteen eighty-eight”.
2. UNIVERSIDAD NACIONAL DE CHIMBORAZO
Facultad De Ingeniería
Ingeniería Civil
2007= “Two thousand (and) seven”
2015= “Twenty fifteen”.
Examples:
1. I was eating when he arrived. (Yo estaba comiendo cuando él
llegó).
2. . He was training so hard for the competition. (Él estaba
entrenando muy
duro para la competencia).
3. She was happy to see you.
(Ella estaba feliz de verte).
4. It was weird.
(Esofueraro).
5. They were mean.
(Elloserangroseros)
6. Wewerehungry.
(Nosotros teníamos hambre).
7. You were much younger.
8. I wasangry.
(Yo estaba molesta).
9. . You were about to sleep.
10.
(Tú eras mucho másjoven)
He was acting like crazy.
(Estabas a punto de dormir).
(Él estaba actuando como
loco).
11.
Questions and Answers
Was Diana sad about the break up?
¿Diana estaba triste por la separación?
3. UNIVERSIDAD NACIONAL DE CHIMBORAZO
Facultad De Ingeniería
Ingeniería Civil
Wasn’t Nick in New York when her nephew was born?
¿Nick no estaba en New York cuando nació su sobrino?
Was Sarah dancing when you got to the party?
¿Sarah estaba bailando cuando llegaste a la fiesta?
Was it as difficult as Pedro said?
¿Era tan difícil como decía Pedro?
What was she doing when you first saw her?
¿Qué estaba haciendo ella cuando la viste por primera vez?
Was she going to accept the offer?
¿Ella iba a aceptar la oferta?
What was Mike going to say when you interrupted him?
¿Qué estaba por decir Mike cuando lo interrumpiste?
Were you a student at Cambridge University?
¿Eras estudiante en la Universidad de Cambridge?
Weren’t you at home when the fire started?
¿No estabas en tu casa cuando comenzó el incendio?
Weren’t we there when the bar opened for the last time?
¿No estábamos allí cuando el bar abrió por última vez?
Were Scott and his cousin the ones who robbed the bank?
¿Eran Scott y su primo los que robaron el banco?
Weren’t they going to go by bus?
¿No iban a ir en micro?
Were your friends going to invite Jenny to the prom?
¿Tus amigos iban a invitar a Jenny a la fiesta de graduación?
When were you going to tell George the truth?
¿Cuándo le iban a decir la verdad a George?