The document discusses the past simple tense in English. It explains that there are two types of verbs in the past simple: regular verbs that take "-ed" and irregular verbs that have varying forms. Regular verbs follow patterns for doubling consonants and dropping the "e" before adding "-ed". Irregular verbs must be memorized. The past form of the verb "to be" is also irregular. Examples are provided for forming positive, negative and yes/no question sentences in the past simple tense.
This presentation presents the different categories of Irregular Verbs and its examples.
Source: Geddes & Grosset. (2004). Webster's Universal Spelling, Grammar & Usage.Manila: WS Pacific Publications, Inc.
Construcción de nichos mediante el uso de prefabricados de hormigón.
El manual recoge la creación de edificios funerarios verticales pero unicamente se centra en el montaje de los nichos prefabricados; una vez terminados los edificios prefabricados pueden quedarse vistos o ejecutar posteriormente distintas terminaciones sobre ellos: pintado, lucido de caravista, cubiertos de teja, porches, lucido de piedra, etc. Si desea información sobre estas y más posibilidades, visite nuestro apartado obras en www.gallizo.com o póngase en contacto con nosotros.
This presentation presents the different categories of Irregular Verbs and its examples.
Source: Geddes & Grosset. (2004). Webster's Universal Spelling, Grammar & Usage.Manila: WS Pacific Publications, Inc.
Construcción de nichos mediante el uso de prefabricados de hormigón.
El manual recoge la creación de edificios funerarios verticales pero unicamente se centra en el montaje de los nichos prefabricados; una vez terminados los edificios prefabricados pueden quedarse vistos o ejecutar posteriormente distintas terminaciones sobre ellos: pintado, lucido de caravista, cubiertos de teja, porches, lucido de piedra, etc. Si desea información sobre estas y más posibilidades, visite nuestro apartado obras en www.gallizo.com o póngase en contacto con nosotros.
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.
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.
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.
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.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
3. Regular verbs form
• -ed for all persons
Play played
Work worked
Stay stayed
Listen listened
4. Spelling
• 1) Double the consonant if the consonant is stressed
stop – stopped
swap - swapped
• 2)Add only –d, when the verb ends with –e
love – loved
save – saved
• 3)Verbs ending in 'y' preceded by a consonant:
Change 'y' to 'i' Then add -ed.
hurry - he hurried (watch out! play – played)
5. Irregular verbs form
• The form CHANGES from infinitives,
usually with a vowel change.
• Can be grouped according to certain
change patterns, which helps to
memorize them.
6. Certain change patterns
• speak spoke
• eat ate
• see saw
• fly flew
• think thought
8. Past Simple Use
• Actions that started and finished in
the past
– I went to the beach last Sunday
– I bought a new car yesterday.
9. Past Simple Use
• Actions that happened one after the other
in the past (like in a story)
– He came in, took off his coat and sat
down.
– I went into the disco and I saw my
favourite girl, then I asked her to
dance,...
10. Negative Sentences
DID NOT + VERB (base form)
Example: I did not work yesterday
or
I didn’t work yesterday
INCORRECT: I didn’t worked
11. More examples:
- I didn’t go on holiday last year
- I didn’t went on holiday last year
12. Negative Sentences
verb TO BE
WAS / WERE + NOT
Examples:
I was not at school yesterday afternoon
or
I wasn’t at school yesterday afternoon
They were not at home last weekend
or
They weren’t at home last weekend
13. Yes /No Questions
DID + subject + main verb + rest of sentence + ?
Example:
Did you work yesterday?
- Yes, I did.
- No, I didn’t.
14. Yes /No Questions
verb TO BE
WAS / WERE + subject + rest of sentence + ?
Example:
Were you at home last weekend?
- Yes, I was.
- No, I wasn’t.
15. REMEMBER!!
• Positive sentences:
– I played football yesterday
– I went home early on Saturday
• Negative sentences:
– I didn’t play football yesterday
– I didn’t go home early on Saturday
• Yes/No questions:
– Did you play football yesterday?
– Did you go home early in Saturday?
16. REMEMBER!!
Verb TO BE
• Positive sentences:
– I was in London last year
• Negative sentences:
-They weren’t at home last weekend
• Yes/No questions:
– Were you ill yesterday?