The Past perfect and Past Perfect continuousSafaâ Khoungui
Full lessons with exercises on both tenses " the past perfect and the past perfect continuous with illustrations . Use this powerpoint presentation to teach your students in a very simple, easy way both tenses without falling into confusion or it be recommended to them ! Best of luck !
The Past perfect and Past Perfect continuousSafaâ Khoungui
Full lessons with exercises on both tenses " the past perfect and the past perfect continuous with illustrations . Use this powerpoint presentation to teach your students in a very simple, easy way both tenses without falling into confusion or it be recommended to them ! Best of luck !
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
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
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.
3. When did Sarah Arrive?
- She arrived at eleven o’clock.
When did Paul leave?
- He left at half past ten.
Why didn’t Sarah find him when she arrived?
- She didn’t find him
because he had already left.
What happened first and what came the second?
- First Paul left, then Sarah came.
4. Timeline :
presentPast perfect past Future
SarahPaul
When she arrived at the party, Paul had already left,
Therefore: The past perfect expresses
the past
of the past !!
5. ……………
We use past perfect to talk about an event
that happened in the past
another action happened in the past
= qu’une autre action
ne se passe.
before
Now,Try to give the rule :
…………….avant
6. Forms :
• Affirmative :
I you/she/he/it/we/they had + past participle.
Example:
I had washed my clothes before she came.
• Negative:
I you/she/he/it/we/they had + not+ past participle.
Example:
I hadn’t pepared lunch yet when she came in.
• Interrogative:
Had you/she/he/it/we/they + past participle ?
Example:
Had she pepared lunch when her neighbour came in?
7. Exercise 1
Make positive Past Perfect sentences
When I arrived to the cinema the film ………………………. (start)
When I arrived to the cinema the film had started.
She ………………………. (live) in China before she went to Thailand.
she had lived in China before she went to Thailand.
If you ……………………… (listen) to me, you would have got the job.
If you had listend to me, you would have got the job.
We were late for the plane because we ……………. (forget) our passports.
We were late for the plane because we had forgotten our passports.
She told me she ………………….. (study) a lot before the exam.
She told me she had studied a lot before the exam.
8. Exercise 2
Make Negative Past Perfect sentences
The children ……….. (not/do) their homework, so they were in trouble.
The children hadn’t done their homework, so they were in trouble.
We couldn’t go into the concert because we ……. (not/bring) our tickets.
We couldn’t go into the concert because we hadn’t brought our tickets.
She said that she ………….. (not/visit) the UK before.
She said that she hadn’t visited the UK before.
He …………. (not/use) email before, so I showed him how to use it.
He hadn’t used email before, so I showed him how to use it.
You ……………..(not/study) for the test, so you were very nervous.
You hadn’t studied for the test, so you were very nervous.
9. Exercise 1
Make Interrogative Past Perfect sentences
………….(she/see) the film already?
Had she seen the film already?
………………….(it/be) cold all week?
Had it been cold all week?
……….(John/meet) Lucy before they worked together?
Had John met Lucy before they worked together?
What ………………. (you/cook) for dinner that night?
What had you cooked for dinner that night?
How many coffees………….. (she/drink) before the interview?
How many coffees had she drunk before the interview?
12. Yesterday morning I got up and looked out of the
window. The sun was shining but the ground was very
wet.
It was not raining when I looked out of the window;
the sun was shining. But it had been raining before.
That's why the ground was wet.
13. You should say then :
It had been raining
It is an action
that took some
time in the past.
14. Some more examples:
• The boy came into the house with his clothes
dirty. He'd been playing.
• I was very tired when I arrived home.
I'd been working hard all day.
15. Time line :
NowPast
Past perfect
continuous
A continuing action in
the past that ends at a
certain point in the past
Note that present
perfect is an action
that started in the
past but it ends in
the present
16. Exercises :
Ex. 1 Read the situations and make sentences from the words in brackets.
1 I was very tired when I arrived home.
(I / work / hard all day) .............................................................................
2 The two boys came into the house.
They had a football and they were both very tired.
(they/play/football)...............................................................................................
3 There was nobody in the room but there was a smell of cigarettes.
(somebody / smoke / in the room)
................................................................................................................
4 Ann woke up in the middle of the night.
She was frightened and didn't know where she was. (she/ dream)
...............................................................................................................................
5 When I got home, Mike was sitting in front of the TV.
He had just turned it off. (he/watch/TV)
...............................................................................................................................
I had been working hard all day.
They had been playing football.
Somebody had been smoking in the room.
She had been dreaming.
He had been watcing TV.
17. Ex. 2 Read the situations and complete the sentences.
1 We played tennis yesterday. Half an hour after we began playing, it started to rain.
We ……………………………………………… for half an hour when it started to rain.
2 I had arranged to meet Tom in a restaurant. I arrived and waited for him.
After 20 minutes I suddenly realised that I was in the wrong restaurant.
I.............................................. for 20 minutes
when I .............................................................................
3 Sarah got a job in a factory. Five years later the factory closed down.
At the time the factory ................................
Sarah ...................................... there for five years.
had been playing
had been waiting
realised I was in the wrong restaurant.
closed down
had been working
18. 4 I went to a concert last week. The orchestra began playing.
After about ten minutes a man in the audience suddenly began shouting.
The orchestra.............................................................
when ……………………………………..............................................
and he went on for 10 hours!
5 This time make your own sentence:
I began walking along the road.
I ...................................................................................................
when....................................................................................................................
had been playing for ten minutes
a man in the audience suddenly began shouting
had been walking along the road
a child came up to me and said: “Stand and deliver!”
19. Ex. 3 Put the verb into the most suitable form, past continuous (I was doing),
past perfect (I had done) or past perfect continuous (I had been doing).
1 It was very noisy next door.
Our neighbours ............................... (have) a party.
2 We were good friends.
We ..................................... (know) each other for a long time.
3 John and I went for a walk. I had difficulty keeping up with him
because he ................................................... (walk) so fast.
4 Mary was sitting on the ground. She was out of breath.
She ................................................... (run).
were having
had known
had been knowing
was walking
had been running
20. 6 When I arrived, everybody was sitting round the table and talking.
Their mouths were empty but their stomachs were full.
They ................................................................. (eat).
7 Jim was on his hands and knees on the floor.
He ................................................... (look) for his contact lens.
8 When I arrived, Kate ................................................... (wait) for me.
She was rather annoyed with me because I was late and
she ................................................... (wait) for a very long time.
9 I was sad when I sold my car.
I ............................... (have) it for a very long time.
10 We were extremely tired at the end of the journey.
We ........................................... (travel) for ages!
had been eating
was waiting
was looking
had been waiting
had been having
had been travelling
Editor's Notes
Coming back to an action that had taken place before, and insisting (-ing) that the action had been long.
Explaining what had happened for a certain time before a decisisive event
Explaining what had happened for a certain time before a decisisive event