The document describes the past continuous tense in English. It provides examples of how to use the past continuous to indicate: 1) an interrupted action in the past, 2) when a specific time interrupts an ongoing action, 3) parallel actions happening simultaneously, 4) setting an atmosphere or scene, and 5) repetition or irritation with the adverb "always". It also covers grammar rules regarding adverb placement, active vs. passive voice, and forms of the past continuous tense.
Simple Past Tense ... EFL Elementary Students
Since this tense has always been problematic to most of EFL elementary students, I decided to prepare a powerpoint in order to help them realize what simple past tense exactly is.
It also includes some examples and exercises.
You can find more English materials on my Telegram channel.
http://telegram.me/mlc92
Simple Past Tense ... EFL Elementary Students
Since this tense has always been problematic to most of EFL elementary students, I decided to prepare a powerpoint in order to help them realize what simple past tense exactly is.
It also includes some examples and exercises.
You can find more English materials on my Telegram channel.
http://telegram.me/mlc92
La atención de las alumnas y los alumnos que presentan necesidades educativas especiales representa un desafío para el Sistema Educativo Nacional, porque implica, entre otras cosas, eliminar barreras ideológicas y físicas que limitan la aceptación, el proceso de aprendizaje y la participación plena de estos alumnos.
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.
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.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Examples:
•You were studying when she
called.
•Were you studying when she
called?
•You were not studying when she
called.
3. USE 1 Interrupted Action in the Past
•Use the Past Continuous to
indicate that a longer action in the
past was interrupted. The
interruption is usually a shorter
action in the Simple Past.
Remember this can be a real
interruption or just an interruption in
time.
4. • Examples:
• I was watching TV when she
called.
• When the phone rang, she was
writing a letter.
• While we were having the picnic, it
started to rain.
5. USE 2 Specific Time as an
Interruption
• In USE 1, described above, the
Past Continuous is interrupted by
a shorter action in the Simple
Past. However, you can also use
a specific time as an interruption.
6. Examples:
•Last night at 6 PM, I was eating
dinner.
•At midnight, we were still driving
through the desert.
•Yesterday at this time, I was
sitting at my desk at work.
7. IMPORTANT
• In the Simple Past, a specific time
is used to show when an action
began or finished. In the Past
Continuous, a specific time only
interrupts the action.
8. Examples:
•Last night at 6 PM, I ate dinner.
•I started eating at 6 PM.
•Last night at 6 PM, I was eating
dinner.
•I started earlier; and at 6 PM, I was
in the process of eating dinner.
9. USE 3 Parallel Actions
• When you use the Past Continuous
with two actions in the same
sentence, it expresses the idea that
both actions were happening at the
same time. The actions are parallel.
parallel
10. Examples:
•I was studying while he was
making dinner.
•While Ellen was reading, Tim
was watching television.
•Were you listening while he
was talking?
11. USE 4 Atmosphere
• In English, we often use a series
of parallel actions to describe the
atmosphere at a particular time in
the past.
12. Example:
•When I walked into the office, several
people were busily typing, some were
talking on the phones, the boss was
yelling directions, and customers were
waiting to be helped. One customer
was yelling at a secretary and waving
his hands. Others were complaining to
each other about the bad service.
13. USE 5 Repetition and
Irritation with "Always"
• The Past Continuous with words such
as "always" or "constantly" expresses
the idea that something irritating or
shocking often happened in the past.
The concept is very similar to the
expression "used to" but with negative
emotion. Remember to put the words
"always" or "constantly" between "be"
and "verb+ing."
14. Examples:
•She was always coming to class
late.
•He was constantly talking. He
annoyed everyone.
•I didn't like them because they were
always complaining.
16. REMEMBER Non-
Continuous Verbs / Mixed
Verbs
Examples:
•Jane was being at my house when
you arrived. Not Correct
•Jane was at my house when you
arrived. Correct
17. ADVERB PLACEMENT
• The examples below show the
placement for grammar adverbs
such as: always, only, never, ever,
still, just, etc.
Examples:
• You were just studying when she called.
• Were you just studying when she called?
18. ACTIVE / PASSIVE
Examples:
•The salesman was helping the
customer when the thief came into
the store. Active
•The customer was being helped by
the salesman when the thief came
into the store. Passive
19. Past Continuous Forms
Positive Negative Question
•I was singing. •I was not singing. •Was I singing?
•You were singing. •You were not •Were you singing?
•We were singing. singing. •Were we singing?
•They were singing. •We were not •Were they singing?
•He was singing. singing. •Was he singing?
•She was singing. •They were not •Was she singing?
•It was singing. singing. •Was it singing?
•He was not
singing.
•She was not
singing.
•It was not singing.