This document discusses 6A object pronouns and how they are used differently than subject pronouns. It provides examples of subject pronouns when the noun is the subject of the verb and object pronouns when the noun is the object of the verb or follows a preposition. The document lists the object pronouns me, you, him, her, it, us, them and provides examples of how to properly use object pronouns in sentences by placing them after verbs or prepositions rather than using subject pronouns in their place.
This document contains surveys from 5 individuals - Alex, Jake, Leanne, Dave, and Jack - in which they were asked about their favorite and least favorite film genres, and their favorite film. Their answers showed that horror was a popular favorite genre, while romance and children's films were cited as least favorites. Their favorite films included Insidious 2, Inception, Friday the 13th, Step Brothers, and Sinister.
The document is a questionnaire for a music magazine that asks respondents for their gender, the type of music they listen to, their age, whether they buy music magazines, how often they buy music magazines, and which specific magazines they buy. It collects demographic information and music preferences to help the magazine understand its audience.
The document discusses different types of film genres and their common elements, including romance, horror, comedy, sci-fi, action, thriller, chick flick, and adventure genres. It then provides an overview of different aspects of film promotion, including what a promotion package is, different types of film promotion such as posters and trailers, and using social networking and product sponsorship to promote films. The purpose is to educate about both common film genres and different promotional strategies used in the film industry.
Famous People focused on Object Pronoun MaterialSanjaya Koembara
This document provides materials and guidance for teaching English lessons on describing likes and dislikes. It includes questions about favorite celebrities and whether students like certain actors. Sample dialog is provided using object pronouns and expressions for asking about preferences. Students are instructed to interview a friend and practice conversing about different movie genres.
This document contains a 15 question multiple choice questionnaire about preferences related to thriller films. The questions ask about demographics like age and gender, as well as preferences around specific thriller film elements and genres, including whether props add suspense, if narrative or technical elements are more important, preferences for linear or non-linear storylines, favorite thriller subgenres, preferences for black and white or color openings, interest in surreal/fantasy genres, whether the respondent is a thriller fan, preferences for heroes or villains, preferences for action-packed violence or mystery/psychological thrillers, whether opening sequences affect interest, and preferences for contemporary or traditional themes. Respondents are asked to select only one answer per question.
The document provides prompts and questions for asking about people's appearances, personalities, and past experiences. The questions include asking someone to describe their own appearance and personality, asking about a celebrity's appearance and personality, and asking a friend questions about their past experiences doing various activities.
The film Freedom Writers tells the true story of a teacher who inspires her students after the LA riots. The teacher, played by Hilary Swank, works to break down boundaries between her diverse students and create a peaceful classroom environment. The film follows one class and shows how the students battle poverty, racism, segregation, death, and gangs in their daily lives. The character the reviewer liked most was the teacher, who saw her students' potential and bonded the different ethnic groups, unlike other teachers.
This document discusses 6A object pronouns and how they are used differently than subject pronouns. It provides examples of subject pronouns when the noun is the subject of the verb and object pronouns when the noun is the object of the verb or follows a preposition. The document lists the object pronouns me, you, him, her, it, us, them and provides examples of how to properly use object pronouns in sentences by placing them after verbs or prepositions rather than using subject pronouns in their place.
This document contains surveys from 5 individuals - Alex, Jake, Leanne, Dave, and Jack - in which they were asked about their favorite and least favorite film genres, and their favorite film. Their answers showed that horror was a popular favorite genre, while romance and children's films were cited as least favorites. Their favorite films included Insidious 2, Inception, Friday the 13th, Step Brothers, and Sinister.
The document is a questionnaire for a music magazine that asks respondents for their gender, the type of music they listen to, their age, whether they buy music magazines, how often they buy music magazines, and which specific magazines they buy. It collects demographic information and music preferences to help the magazine understand its audience.
The document discusses different types of film genres and their common elements, including romance, horror, comedy, sci-fi, action, thriller, chick flick, and adventure genres. It then provides an overview of different aspects of film promotion, including what a promotion package is, different types of film promotion such as posters and trailers, and using social networking and product sponsorship to promote films. The purpose is to educate about both common film genres and different promotional strategies used in the film industry.
Famous People focused on Object Pronoun MaterialSanjaya Koembara
This document provides materials and guidance for teaching English lessons on describing likes and dislikes. It includes questions about favorite celebrities and whether students like certain actors. Sample dialog is provided using object pronouns and expressions for asking about preferences. Students are instructed to interview a friend and practice conversing about different movie genres.
This document contains a 15 question multiple choice questionnaire about preferences related to thriller films. The questions ask about demographics like age and gender, as well as preferences around specific thriller film elements and genres, including whether props add suspense, if narrative or technical elements are more important, preferences for linear or non-linear storylines, favorite thriller subgenres, preferences for black and white or color openings, interest in surreal/fantasy genres, whether the respondent is a thriller fan, preferences for heroes or villains, preferences for action-packed violence or mystery/psychological thrillers, whether opening sequences affect interest, and preferences for contemporary or traditional themes. Respondents are asked to select only one answer per question.
The document provides prompts and questions for asking about people's appearances, personalities, and past experiences. The questions include asking someone to describe their own appearance and personality, asking about a celebrity's appearance and personality, and asking a friend questions about their past experiences doing various activities.
The film Freedom Writers tells the true story of a teacher who inspires her students after the LA riots. The teacher, played by Hilary Swank, works to break down boundaries between her diverse students and create a peaceful classroom environment. The film follows one class and shows how the students battle poverty, racism, segregation, death, and gangs in their daily lives. The character the reviewer liked most was the teacher, who saw her students' potential and bonded the different ethnic groups, unlike other teachers.
This document contains practical English phrases for use in a clothes shop as well as social English phrases. For use in a clothes shop, it provides phrases for apologizing, asking for help or the size of an item, asking where to try clothes on, and indicating the location of changing rooms. For social English, it gives phrases for commenting that something is cool, asking someone to come over now, saying not to be silly, expressing disbelief, asking what's wrong, and apologizing for being late while having to leave. It ends with the phrase "Wait a minute" and telling someone to have fun.
The document describes what various people are wearing. It provides details on the outfits of a man in a black suit and white shirt, a woman in a red jacket and black/white blouse, a woman named Cayetana in a flowery purple dress, actor Jude Law in a red/black jacket with black t-shirt and trousers, a woman named Patricia in a black leather dress, a woman named Sara in an orange/grey bikini, a man in animal print swimming trunks, and tells the reader to get dressed if they are doing homework in pajamas.
This document provides examples of describing various articles of clothing using adjectives such as material, color, and size. It lists a cotton t-shirt, blue shorts, a grey sweater, a silk dress, a leather jacket, a pair of brown shoes, a black and white shirt, a medium dress, a pair of extra large jeans, and some men's shirts. It concludes by noting many people nowadays usually wear pyjamas and workout clothes.
Adapting Activities from Textbooks to your LPmaria-brito
This document provides lesson plan activities adapted from various textbooks to teach personality types and writing descriptions of people. The activities include a warmup where students write adjectives to describe their own personality, listening to a radio program about birth order personality traits, discussing professions and the personalities suited to them, analyzing Facebook messages describing people, and planning and drafting the body of an informal email describing a friend. The lesson plan combines speaking, listening, reading, and writing activities to explore how personality is expressed and described in different contexts.
A social network project: In class, they try to guess their nationalities. From home, they will choose one nationality and describe the items in their groceries (including containers and quantifiers)
This document provides information about writing first-person narratives. It discusses that first-person narratives are written using pronouns like "I" and "we" about real or imaginary events that happened to the author. The structure includes an introduction setting the scene, main body paragraphs developing the story in chronological order, and a conclusion reflecting on what happened. Techniques for beginning a narrative include using senses to set the scene, direct speech, rhetorical questions, or addressing feelings. Techniques for ending include direct speech, rhetorical questions, or describing reactions.
Feelings: adjectives ending in -ed and -ingmaria-brito
The document discusses adjectives ending in "-ed" and "-ing" and how they are used to describe feelings. Adjectives ending in "-ed" describe the person feeling the emotion, while adjectives ending in "-ing" describe what is producing or causing the feeling. It then provides examples of common feelings described as adjectives ending in "-ed" and "-ing".
This document discusses the format and structure of "For and Against" essays. It provides guidance on the following:
- "For and Against" essays discuss the advantages and disadvantages of a topic without including opinion in the introduction or body. Opinion can be stated in the conclusion.
- The structure includes an introduction, two body paragraphs discussing advantages and disadvantages, and a conclusion that may include the author's opinion.
- Body paragraphs should have a topic sentence followed by supporting examples or reasons. Transitional phrases should link ideas between sentences.
This document presents a Christmas vocabulary quiz covering common Christmas decorations, desserts, and characters. It provides pictures and the names of items like Christmas balls, candy canes, stockings, wreaths, and sleighs for decorations. For desserts it names Christmas cake, pudding, gingerbread men, and mince pies. The characters covered are Santa Claus, the Three Wise Men, elves, shepherds, and reindeer. It concludes by wishing a Merry Christmas from the Canary Islands.
This document describes various articles of clothing and their materials and patterns. It provides examples of a cotton t-shirt, denim shorts, a grey woolen jumper, a blue velvet waistcoat, a silk dress, a leather jacket, a plain blue cardigan, a checked shirt, a patterned dress, a pair of striped trousers, and a polka dotted blouse to illustrate different materials like cotton, denim, wool, velvet, silk and leather as well as patterns such as plain, checked, and striped.
The document describes the outfits of several people, including a man in a black suit and white shirt, a woman in a red polka dot jacket and blouse, a man in a velvet dinner jacket, a woman in a flowery patterned dress, a man in a checked jacket, black t-shirt and trousers, a woman in a black leather mini dress, a woman in an orange and grey striped bikini, and a man in animal print swimming trunks.
The document discusses the present perfect simple and present perfect continuous tenses in English. It provides examples of how to use each tense to talk about past experiences and actions that have relevance or continuation to the present. It then provides a series of prompts assessing understanding of using adjectives to describe how someone might feel based on what they have been doing, such as being angry from fighting or tired from running a marathon.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document contains practical English phrases for use in a clothes shop as well as social English phrases. For use in a clothes shop, it provides phrases for apologizing, asking for help or the size of an item, asking where to try clothes on, and indicating the location of changing rooms. For social English, it gives phrases for commenting that something is cool, asking someone to come over now, saying not to be silly, expressing disbelief, asking what's wrong, and apologizing for being late while having to leave. It ends with the phrase "Wait a minute" and telling someone to have fun.
The document describes what various people are wearing. It provides details on the outfits of a man in a black suit and white shirt, a woman in a red jacket and black/white blouse, a woman named Cayetana in a flowery purple dress, actor Jude Law in a red/black jacket with black t-shirt and trousers, a woman named Patricia in a black leather dress, a woman named Sara in an orange/grey bikini, a man in animal print swimming trunks, and tells the reader to get dressed if they are doing homework in pajamas.
This document provides examples of describing various articles of clothing using adjectives such as material, color, and size. It lists a cotton t-shirt, blue shorts, a grey sweater, a silk dress, a leather jacket, a pair of brown shoes, a black and white shirt, a medium dress, a pair of extra large jeans, and some men's shirts. It concludes by noting many people nowadays usually wear pyjamas and workout clothes.
Adapting Activities from Textbooks to your LPmaria-brito
This document provides lesson plan activities adapted from various textbooks to teach personality types and writing descriptions of people. The activities include a warmup where students write adjectives to describe their own personality, listening to a radio program about birth order personality traits, discussing professions and the personalities suited to them, analyzing Facebook messages describing people, and planning and drafting the body of an informal email describing a friend. The lesson plan combines speaking, listening, reading, and writing activities to explore how personality is expressed and described in different contexts.
A social network project: In class, they try to guess their nationalities. From home, they will choose one nationality and describe the items in their groceries (including containers and quantifiers)
This document provides information about writing first-person narratives. It discusses that first-person narratives are written using pronouns like "I" and "we" about real or imaginary events that happened to the author. The structure includes an introduction setting the scene, main body paragraphs developing the story in chronological order, and a conclusion reflecting on what happened. Techniques for beginning a narrative include using senses to set the scene, direct speech, rhetorical questions, or addressing feelings. Techniques for ending include direct speech, rhetorical questions, or describing reactions.
Feelings: adjectives ending in -ed and -ingmaria-brito
The document discusses adjectives ending in "-ed" and "-ing" and how they are used to describe feelings. Adjectives ending in "-ed" describe the person feeling the emotion, while adjectives ending in "-ing" describe what is producing or causing the feeling. It then provides examples of common feelings described as adjectives ending in "-ed" and "-ing".
This document discusses the format and structure of "For and Against" essays. It provides guidance on the following:
- "For and Against" essays discuss the advantages and disadvantages of a topic without including opinion in the introduction or body. Opinion can be stated in the conclusion.
- The structure includes an introduction, two body paragraphs discussing advantages and disadvantages, and a conclusion that may include the author's opinion.
- Body paragraphs should have a topic sentence followed by supporting examples or reasons. Transitional phrases should link ideas between sentences.
This document presents a Christmas vocabulary quiz covering common Christmas decorations, desserts, and characters. It provides pictures and the names of items like Christmas balls, candy canes, stockings, wreaths, and sleighs for decorations. For desserts it names Christmas cake, pudding, gingerbread men, and mince pies. The characters covered are Santa Claus, the Three Wise Men, elves, shepherds, and reindeer. It concludes by wishing a Merry Christmas from the Canary Islands.
This document describes various articles of clothing and their materials and patterns. It provides examples of a cotton t-shirt, denim shorts, a grey woolen jumper, a blue velvet waistcoat, a silk dress, a leather jacket, a plain blue cardigan, a checked shirt, a patterned dress, a pair of striped trousers, and a polka dotted blouse to illustrate different materials like cotton, denim, wool, velvet, silk and leather as well as patterns such as plain, checked, and striped.
The document describes the outfits of several people, including a man in a black suit and white shirt, a woman in a red polka dot jacket and blouse, a man in a velvet dinner jacket, a woman in a flowery patterned dress, a man in a checked jacket, black t-shirt and trousers, a woman in a black leather mini dress, a woman in an orange and grey striped bikini, and a man in animal print swimming trunks.
The document discusses the present perfect simple and present perfect continuous tenses in English. It provides examples of how to use each tense to talk about past experiences and actions that have relevance or continuation to the present. It then provides a series of prompts assessing understanding of using adjectives to describe how someone might feel based on what they have been doing, such as being angry from fighting or tired from running a marathon.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.