This document provides a summary of verb tenses and sequence of tenses rules in 3 sentences:
The document reviews basic verb tenses like simple present and past, present and past perfect, and future tenses. It also covers sequence of tenses rules for using different verb forms depending on time clauses and conjunctions. Examples are provided testing understanding of tense usage and including answers. The purpose is to help learners practice and identify correct verb tense usage.
Hi semua, terima kasih sudah berkunjung kesini 😆 Semua file yang diupload adalah materi perkuliahan. Nah... materi ini dari dosen yang dikhususkan untuk teman-teman kelas #manabeve 💚
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MEET CLASS FELLAS💚
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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.
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.
Hi semua, terima kasih sudah berkunjung kesini 😆 Semua file yang diupload adalah materi perkuliahan. Nah... materi ini dari dosen yang dikhususkan untuk teman-teman kelas #manabeve 💚
Biar gampang diakses, yah masukin sini aja kan😆 Sekalian membantu kalian yang mungkin butuh beberapa konten dalam file-file ini.
Jangan lupa di like yah 💙 Kalau mau dishare atau didownload PLEASE MINTA IZIN dulu oke??
Biar ngga salah paham cuy😆
ASK FOR PERMISSION ▶ itsmeroses@mail.ru
Kalau kesulitan untuk mendownload FEEL FREE untuk email ke aku🔝🔝🔝🔝
[DISCLAIMER] Mohon banget kalau udah didownload. Kemuadian ingin dijadikan materi atau referensi. Jangan lupa cantumkan sumbernya. Terima kasih atas pengertiannya💖
------------------------------------------------------------
Materi details :
Coming soon ")
------------------------------------------------------------
MEET CLASS FELLAS💚
Instagram ▶ https://www.instagram.com/manabeve
Blog ▶ https://manabeve.blogspot.com
Email ▶ manabeve@gmail.com
------------------------------------------------------------
LET'S BECOME FRIENDS WITH ME💜
Instagram ▶ https://www.instagram.com/ameldiana3
Twitter ▶ https://www.twitter.com/amlediana3
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.
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.
Model Attribute Check Company Auto PropertyCeline George
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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?
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
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. - S + have + Ved
3
+ S + Ved
2
- + S + Ved
2
.. / S+ had + Ved
3
- S+ had + Ved
3
+ + S + Ved
2
- S + Ved
2.. + S+ had + Ved
3
- + had + S + Ved
3 +
- Don’t use future tenses in clauses of time.
SEQUENCE OF TENSES
since
Before
by the time
after
No sooner than
Hardly when
11. Question 3
C.
B. discovering /
had used
3. Before cars ____, people ____
horses and bicycles.
D. were discovered /
had used
A. discovered /
had used
C. had discovered /
used
32. Question 10
C.
B. When he
returns
10. __________, I will give him
the report.
D. No sooner he
returns
A. When he
will return
C. Until he
will return
38. Question 12
C.
B. While having
dinner
12. ______, Peter came to see me.
D. When I am
having dinner
A. While I was
having dinner
C. When having
dinner
44. Question 14
C.
B. Before he
leaves
14. _______ the dance, Jerry said
good-bye to his girlfriend.
D. Before he
will leave
A. Before left
C. Before leaving
47. Question 15
C.
B. has spoken/
will have eaten
15. Jones _______ after everyone
__________.
D. will speak /
has eaten
A. speaks /
will eat
C. is speaking /
eats
50. Question 16
C.
B. Whenever it
rains
16. _______, Joe stays in bed and
reads magazines.
D. As it will be
raining
A. Whenever
raining
C. When it will
rain
53. Question 17
C.
B. No sooner
had he arrived
17. ________in Rome than he was
kidnapped
D. No sooner
he had arrived
A. No sooner he
arrived
C. Had he no
sooner arrived
59. Question 19
C.
B. was finishing /
would take
19. After Mariana ____her exam, I
_________ her out to eat.
D. will finish /
have taken
A. has finished /
will take
C. finished /
had taken
62. Question 20
C.
B. until her boss
will return
20. Mary will have finished all her
work __________.
D. by the time
her boss returns
A. as soon as her
boss retuned
C. when her boss
will return
65. Task: Find and correct one mistake in each sentence
FURTHER PRACTICE
1. She learns German for two years.
A B C D
(for + duration of time present perfect)
2. At 5 o’clock yesterday evening, I am ironing my clothes.
A B C D
(at + time + yesterday past continuous)
B. has learned
D. was ironing
66. 3. No sooner she had entered the room than she left
A B C
the presence of somebody else.
D
(No sooner + had + S + Ved3) A. had she
4. It’s obvious that neither the teacher nor the
A B C
students is responsible for it.
D
D. are
(neither + S1 + nor + S2 + V : V depends on S2)
5. The last time I see him was in 2006.
A B C D
B. saw
(Changing tense: The last time + S + Ved2 . + was + )
67. 6. After Mrs. Wang had returned to her house
A B
from work, she was cooking dinner.
C D
(S + Ved2 after + S+ had + Ved3)
7. Linda has worn her new yellow dress only once
A B C
since she buys it.
D
(since + S + Ved2)
8. When my cat heard a noise in the bushes, she
A
stopped moving and listens intently.
B C D
( 2 verbs are combined with conjunction “and”)
D. cooked
D. bought
C. listened
68. 9. The police arrested the man while he is having
A B C
dinner in a restaurant.
D
C. was having
(Sequence of tense)
10. Peter and Wendy first met in 2006, and they are
A B C
married for three years now.
D
C. have been
(for + duration of time present perfect)