The document discusses past tense verbs and how to form the past tense of regular and irregular verbs. It explains how to use the past continuous tense to talk about actions that were in progress in the past and how the past continuous is used with time expressions like "when" to indicate interrupted actions. Examples are provided to illustrate questioning and negation with the past tense and past continuous.
A verb is a word that in syntax generally conveys an action, an occurrence, o...souvikaditya001
A verb is a word that indicates a physical action (e.g., “drive”), a mental action (e.g., “think”), or a state of being (e.g., “exist”). Every sentence contains a verb. Verbs are almost always used along with a noun or pronoun to describe what the noun or pronoun is doing.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
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.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
2. Any event, activity, or state that started and
finished in the past
Key words: yesterday …
last …
… ago
Regular verbs
work talk stay study
Irregular verbs
see have go drive
3. Most regular verbs, add –ed to change to past tense:
walk listen need
1. close
live
2. try
dry
hurry
play?
5. Which is the correct pronunciation of the –ed in these regular
verbs?
Three different pronunciations of -ed
1. /t/ 2. /d/ 3. /id/
liked
stayed
helped
looked
rained
assisted
closed
watched
called
decided
painted
wanted
7. I am
You are
He is
She is
It is
We are
They are
People
Everyone
I
You
He
She
It
We
They
People
Everyone
PRESENT PAST
is
I, he, she, it
Singular
subject + was
You, we, they
Plural subject
+ were
was
8. Make these affirmative sentences into
questions. Advance the slide after that.
Sentence Question
1. I studied English.
2. She worked yesterday.
3. They took a vacation.
4. He had a day off.
5. I was absent last week.
6. They were on break.
7. It was a holiday.
1. Did she study English?
2. Did she work yesterday?
3. Did they take a vacation?
4. Did he have a day off?
5. Were you absent last week?
6. Were they on break?
7. Was it a holiday?
9. Make these affirmative sentences into
negatives. Advance the slide after that.
Sentence Negative
1. I studied English.
2. She worked yesterday.
3. They took a vacation.
4. He had a day off.
5. I was absent last week.
6. They were on break.
7. It was a holiday.
1. I didn’t study English.
2. She didn’t work yesterday.
3. They didn’t take a vacation.
4. He didn’t have a day off.
5. I wasn’t absent last week.
6. They weren’t on break.
7. It wasn’t a holiday.
10. Question formation:
Did + subject + verb + ?
Was / Were + subject + verb + ?
Negation:
Subject + did not (didn’t) + verb
Subject + was / were not (wasn’t /
weren’t) + …
11. Use 1: Past actions that were in progress at a particular
time in the past; actions that were not yet finished at a past
time
Pablo’s Schedule
8 – 9: had breakfast
9 – 10: finished his
homework
10 – 11: checked his
Facebook account
11 – 12: ate lunch
12 – 2: watched soccer
match on TV
2 – 5: took a nap
At 8:30, Pablo _________________
breakfast.
At 9:15, he ___________________ his
homework.
At 10, he _____________________.
At 11:30, he ___________________.
At 12:30, he ____________________
soccer.
At 3, he ______________ nap.
Yesterday at 8:30, Pablo was having /
was eating breakfast.
At 9:15, he was finishing / was doing
his homework.
At 10, he was checking his FB
account.
At 11:30, he was eating / was having
lunch.
At 12:30, he was watching soccer.
At 3, he was taking a nap.
12. Use 2: Tell what was
happening or in progress
when something else
happened or interrupted a
past in-progress action
13. Use past continuous to say what was in
progress
I was crossing the street …
Use simple past for the interrupting action
when the driver ran the red light.
14. I was sleeping when the telephone rang and woke me
up.
We were watching the news when the announcer
made a special live report.
He was driving too fast when he crashed the car.
I was trying to study when you called.
15. Subject + was / were + verb+ing
Negation:
Subject + was / were + not + verb+ing
Yes/ No Question:
Was / Were + subject + + verb+ing ?
Information Question:
(WH) + Was / Were + subject + +
verb+ing ?
16. Verb ending in... How to make the -ING form Examples
(Most verbs) Add -ING
say - saying
go - going
walk - walking
1 vowel + 1 consonant Double the consonant, then add -ING
swim - swimming
hit - hitting
get - getting
1 vowel + 1 consonant + E
Final –ie
Remove E, then add –ING
Change –ie to y, then add -ING
come - coming
lose - losing
live – living
die – dying
tie -- tying
17. Write the answers on your paper and bring to class
to check
1. The telephone (ring) when I (take a shower).
2. I (eat) dinner when you (come) to visit.
3. It (begin) to rain while they (walk) home.
4. We (see) an accident when we (drive) on the
freeway.
5. The driver (no pay) attention to the cars in front
when he (crash) into the red convertible.
6. She (chop) onions when she (cut) her finger.
7. They (watch) TV when the electricity (go) out.
8. A: What (you, do) yesterday at 5:00? I tried to
call you but no one answered.
B: I didn’t hear the telephone. I (vacuum).
18. Use while for two actions in progress at the same
time in the past:
She was talking while he was driving.
Use when when telling about sequence of events
(one action that was in progress that was
interrupted by another event in the past):
I was just leaving when you called.
(first action in progress) (interrupting event)
When he came home, she started cooking
dinner.
(first action) (second action)
19. When and while at the front of a sentence,
use a comma:
When you called, I was watching TV.
While he was washing the clothes, I was
doing the dishes.
When and while in the middle of a sentence,
no comma
I was watching TV when you called.
I was doing the dishes while he was washing
the clothes.
20. Bring your completed note-taking
form and any questions you have to
class.