This document discusses modal verbs used to express possibility or permission. It covers the simple modal verbs "may", "could", and "might" and their uses to indicate possibility in the present or past, or to ask for permission. Examples are provided to illustrate uses of each modal verb. The document also contains practice questions to choose the correct modal verb for given sentence contexts.
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
It's a presentation I've prepared to revise the use of INDEFINITE PRONOUNS. It includes one exercise and its answer key. Suitable for
pre-intermediate.
Es una actividad de repaso de los pronombres interrogativos. Se muestran una serie de fotos con cortos diálogos, preguntas y respuestas, y el alumno debe de poner el correspondiente pronombre interrogativo.
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
It's a presentation I've prepared to revise the use of INDEFINITE PRONOUNS. It includes one exercise and its answer key. Suitable for
pre-intermediate.
Es una actividad de repaso de los pronombres interrogativos. Se muestran una serie de fotos con cortos diálogos, preguntas y respuestas, y el alumno debe de poner el correspondiente pronombre interrogativo.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
7. 1. to express general ability in the past, because
it is the past form of the “Can”
2. to express possible future actions similar to
“May and Might” in meaning
3. to make a request or ask something
4. to express unreal or impossible actions
8. EXAMPLES:
We tried hard but we could not
persuade them to come with us.
My grandfather could not swim.
Could you tell me what time it is?
I don’t know how she works 14
hours a day in front of the computer,
I could not do this.
9. 1. to give or ask permission, or possibility in the
past, because it is the past form of “May”
2. to express future or present possibility and
probability
3. Interchangeably with “May” quite often with no
difference in meaning.
10. EXAMPLES:
He might be having lunch now.
It might rain tomorrow.
There may/might not be a meeting
tonight, because the director is ill.
I may/might go to Italy this summer.
11. Your brother was ill, therefore he _____
go out for a walk.
Choose the correct modal verb
Can’t Mustn’t Couldn’t
12. If he were here, he ____ help you.
Choose the correct modal verb
May Could
13. This house ____ look better if they
painted it and cut the grass and planted
flowers.
Choose the correct modal verb
May Would
14. He said that I ____ play any CD from his
collection while he was gone.
Choose the correct modal verb
May Might
15. Don’t call me at 8:30. I ____ be watching
the football match on television.
Choose the correct modal verb
CanMight
Editor's Notes
My audience is a 9th grade of Uzbekistan High schools. At this grade modal verbs are taught at schools. It is the national Standard in Uzbekistan.