It contains the different types of conditionals as well as some exercises. (Type 1: if + present + will; type 2: if + past + would; type 3: if + past perfect + conditional perfect).
The document discusses gerunds, which are verb forms that function as nouns. It provides examples of gerunds being used as subjects and objects, and following verbs that express likes/dislikes. Gerunds always follow prepositions. Exercises are included to practice forming and using gerunds correctly in sentences.
The document lists irregular verbs in simple past tense and their past form equivalents. It then provides examples sentences using these past tense irregular verbs. These include: "Helen read an interesting book last night. They had Japanese food for lunch. He swam in the pool." It concludes with two sets of 12 sentences for listening practice that employ various past tense irregular verbs like "met", "told", "spoke", "went", "came", "forgot", "did", "had", "thought", "wrote", and "called".
The document discusses conditional sentences using "if" clauses to express possible future situations and their outcomes. It provides examples of real conditional sentences and exercises for students to practice forming and matching conditional sentences. Additionally, it covers using "would rather" to express preferences and includes exercises for students to answer questions about their preferences and provide reasons.
This document lists and repeats various parts of the human body including the mouth, hand, feet, arm, head, hair, ear, lips, elbow, legs, knee, ankle, toe, fingers, eye, nose, forehead, cheek, teeth, finger, neck, wrist, shoulder, chest, stomach, and face. It provides a simple list of body parts without additional context or description for each item.
1) The document provides information on forming the past simple tense in English for regular and irregular verbs. It discusses adding "-ed" for regular verbs and lists common irregular verb forms.
2) Examples are given for forming negative and question sentences using auxiliary verbs like "did" and "didn't".
3) Guidance is offered on pronouncing the "-ed" ending based on the sound of the preceding letter. Activities are included for practice forming past tense verbs.
It contains the different types of conditionals as well as some exercises. (Type 1: if + present + will; type 2: if + past + would; type 3: if + past perfect + conditional perfect).
The document discusses gerunds, which are verb forms that function as nouns. It provides examples of gerunds being used as subjects and objects, and following verbs that express likes/dislikes. Gerunds always follow prepositions. Exercises are included to practice forming and using gerunds correctly in sentences.
The document lists irregular verbs in simple past tense and their past form equivalents. It then provides examples sentences using these past tense irregular verbs. These include: "Helen read an interesting book last night. They had Japanese food for lunch. He swam in the pool." It concludes with two sets of 12 sentences for listening practice that employ various past tense irregular verbs like "met", "told", "spoke", "went", "came", "forgot", "did", "had", "thought", "wrote", and "called".
The document discusses conditional sentences using "if" clauses to express possible future situations and their outcomes. It provides examples of real conditional sentences and exercises for students to practice forming and matching conditional sentences. Additionally, it covers using "would rather" to express preferences and includes exercises for students to answer questions about their preferences and provide reasons.
This document lists and repeats various parts of the human body including the mouth, hand, feet, arm, head, hair, ear, lips, elbow, legs, knee, ankle, toe, fingers, eye, nose, forehead, cheek, teeth, finger, neck, wrist, shoulder, chest, stomach, and face. It provides a simple list of body parts without additional context or description for each item.
1) The document provides information on forming the past simple tense in English for regular and irregular verbs. It discusses adding "-ed" for regular verbs and lists common irregular verb forms.
2) Examples are given for forming negative and question sentences using auxiliary verbs like "did" and "didn't".
3) Guidance is offered on pronouncing the "-ed" ending based on the sound of the preceding letter. Activities are included for practice forming past tense verbs.
This document discusses verb tenses and how verbs change in the past tense. It provides examples of regular verbs that take "ed" to indicate the past tense, such as "walk" becoming "walked". For verbs ending in "e", only the "d" is added to form the past tense, like "save" becoming "saved". Students are given practice identifying the correct past tense forms of verbs using these rules to talk about events in the past.
The document discusses the simple past tense in English. It explains that regular verbs are made past tense by adding "-ed" or "-d", while irregular verbs have unique past forms that must be memorized. It provides examples of common irregular verbs. The simple past can be used to talk about completed actions at a specific time in the past or habitual actions that are no longer occurring. It also covers forming negative and interrogative sentences in the past tense.
This document discusses the past simple tense in English. It explains that the past simple tense is used to talk about completed actions in the past. It provides examples of regular and irregular verbs in the past tense. It also describes the different types of sentences that can be formed with past simple verbs, including affirmative, negative, and question sentences. Finally, it includes an activity asking the reader to practice forming sentences in the past simple tense.
Simple past tense: regular and irregular verbsmonica_llovet
The document discusses regular and irregular verbs in English and how their past tense forms are classified. Regular verbs form the past tense by adding "-ed" to the base verb, such as "danced" and "played". Irregular verbs do not follow this pattern and instead have unique past tense forms, like "went", "read", and "wrote". Several examples of regular and irregular verbs are provided, along with charts illustrating their inflection patterns. Exercises are included for the reader to practice identifying and forming the past tenses of different verbs.
The document discusses the past simple tense in English. It explains that regular verbs are formed by adding "-ed" while irregular verbs have varying forms, which can be grouped into patterns. Common irregular verb patterns include "speak-spoke" and "see-saw." The past tense of "to be" is "was/were." The past simple tense is used to describe finished actions in the past or a series of sequential past actions. It also provides examples of forming negative sentences and yes/no questions in the past simple tense.
This document provides information about using past tense verbs in English. It includes examples of regular and irregular past tense verbs. It discusses forming the past tense of regular verbs by adding "-ed" and exceptions. Questions are provided to practice changing verbs to past tense. Sample conversations are given to practice using past tense verbs in questions and answers.
Este documento presenta el árbol genealógico de la familia Flores. Muestra a Trina y Pancha Flores como las abuelas, y a Ventura García como el abuelo. A continuación enumera a sus hijos Luis, Fernando, Alberto, César, Miriam, Raquel, Rebeca, Adriana, Virginia, Alicia y Octavio y Enrique, y los nombres de sus respectivos hijos.
El documento presenta un árbol genealógico de la familia Flores. Muestra a Trina y Pancha Flores como las abuelas, y a Ventura García como el abuelo. A continuación enumera a sus hijos Luis, Fernado, Alberto, César, Miriam, Raquel, Rebeca, Adriana, Virginia, Alicia, Octavio y Enrique, y algunos de sus nietos.
This presentation is about "telling the time". It provides different ways to tell the time and exercises to practice. It also provides short dialogues.
This document is a lesson on service occupations from November 2013 by W García N. It lists various service jobs including taxi driver, barber, tailor, pharmacist, maid, waiter, firefighter, letter carrier, store clerk, receptionist, doctor, nurse, sanitation worker, pilot, flight attendant, hotel doorman, delivery boy, banker, engineer, chef, police officer, waitress, mechanic, and housekeeper. It provides exercises to practice vocabulary by matching occupations to definitions and writing sentences about people's occupations. The document aims to teach English vocabulary for different types of service jobs.
This document is a lesson on pronunciation that focuses on the differences between /ɪ/ and /i:/ sounds in English. It provides examples of word pairs that demonstrate this pronunciation difference, such as "breed" versus "breathe" and "day" versus "they". The lesson later includes exercises where students listen and repeat sentences, and listen and fill in missing words that demonstrate the /ɪ/ and /i:/ sounds.
The document discusses pronunciation of words containing the sounds /j/ and /y/. It provides examples of word pairs that demonstrate the different sounds, such as "jail" and "Yale". Listeners are instructed to repeat example sentences and fill in blanks with words from lists to practice distinguishing between the sounds. The document is part of a lesson on pronunciation presented by William García.
This document contrasts the pronunciation of vowel sounds in words like sun/sung, ran/rang, thin/thing, ban/bang, win/wing, Ron/wrong, and pin/ping. It then provides 6 example sentences using some of these words to demonstrate the different pronunciations in context.
The document compares the pronunciation of vowel sounds using pairs of words like "pull" and "pool". It provides examples of sentences using words with the different vowel sounds. It then lists sentences for students to listen to and repeat or write the correct word for based on the pronunciation. The goal is to help students distinguish between the vowel sounds represented by the symbols / / and / / in words.
This document provides a pronunciation exercise contrasting the sounds /ʌ/ and /ɜ:/. It gives pairs of words containing the different vowel sounds and sentences for the learner to practice distinguishing between the two sounds when heard in context. The learner is asked to select the correct word from pairs provided or write out sentences they hear containing the contrasting vowel sounds. The purpose is to help the learner improve their ability to differentiate between the similar sounds /ʌ/ and /ɜ:/ in English.
A customer asks an employee where they can find shirts. The employee directs them to the shirt section and asks their size. The customer says they are a medium and likes some blue shirts. The employee checks the price and says they are $70, which the customer thinks is too expensive for a pair of shirts.
The document discusses verb conjugations in English, providing examples of verbs conjugated to third person singular present tense. It lists common verbs like "sleep", "write", "like", and "drink" conjugated with "-s", "-es", or "-ies" endings. It then provides short sentences as examples using some of these conjugated verbs like "He sleeps every night", "She writes letters", and "She washes".
A customer is shopping for shirts and asks an employee several questions. The customer likes some blue shirts but finds their price of $70 per pair to be too high. The employee directs the customer to the shirt section and asks their size to provide service.
The document discusses the pronunciation differences between the letters "v" and "w" in English. It provides 10 sentences with words containing either "v" or "w" as examples and instructs the reader to listen and repeat the sentences, then listen carefully and write the sentences. The goal is to practice differentiating between words containing the letters "v" and "w" based on their pronunciation.
The document contains a vocabulary exercise that provides fill-in-the-blank sentences and a list of answer choices. Participants are asked to select words from the list to complete sentences about common items found in homes and on people, such as showers, wallets, medicine cabinets, checkbooks, keys, closets, purses, desks, refrigerators, briefcases, and sunglasses.
This document discusses verb tenses and how verbs change in the past tense. It provides examples of regular verbs that take "ed" to indicate the past tense, such as "walk" becoming "walked". For verbs ending in "e", only the "d" is added to form the past tense, like "save" becoming "saved". Students are given practice identifying the correct past tense forms of verbs using these rules to talk about events in the past.
The document discusses the simple past tense in English. It explains that regular verbs are made past tense by adding "-ed" or "-d", while irregular verbs have unique past forms that must be memorized. It provides examples of common irregular verbs. The simple past can be used to talk about completed actions at a specific time in the past or habitual actions that are no longer occurring. It also covers forming negative and interrogative sentences in the past tense.
This document discusses the past simple tense in English. It explains that the past simple tense is used to talk about completed actions in the past. It provides examples of regular and irregular verbs in the past tense. It also describes the different types of sentences that can be formed with past simple verbs, including affirmative, negative, and question sentences. Finally, it includes an activity asking the reader to practice forming sentences in the past simple tense.
Simple past tense: regular and irregular verbsmonica_llovet
The document discusses regular and irregular verbs in English and how their past tense forms are classified. Regular verbs form the past tense by adding "-ed" to the base verb, such as "danced" and "played". Irregular verbs do not follow this pattern and instead have unique past tense forms, like "went", "read", and "wrote". Several examples of regular and irregular verbs are provided, along with charts illustrating their inflection patterns. Exercises are included for the reader to practice identifying and forming the past tenses of different verbs.
The document discusses the past simple tense in English. It explains that regular verbs are formed by adding "-ed" while irregular verbs have varying forms, which can be grouped into patterns. Common irregular verb patterns include "speak-spoke" and "see-saw." The past tense of "to be" is "was/were." The past simple tense is used to describe finished actions in the past or a series of sequential past actions. It also provides examples of forming negative sentences and yes/no questions in the past simple tense.
This document provides information about using past tense verbs in English. It includes examples of regular and irregular past tense verbs. It discusses forming the past tense of regular verbs by adding "-ed" and exceptions. Questions are provided to practice changing verbs to past tense. Sample conversations are given to practice using past tense verbs in questions and answers.
Este documento presenta el árbol genealógico de la familia Flores. Muestra a Trina y Pancha Flores como las abuelas, y a Ventura García como el abuelo. A continuación enumera a sus hijos Luis, Fernando, Alberto, César, Miriam, Raquel, Rebeca, Adriana, Virginia, Alicia y Octavio y Enrique, y los nombres de sus respectivos hijos.
El documento presenta un árbol genealógico de la familia Flores. Muestra a Trina y Pancha Flores como las abuelas, y a Ventura García como el abuelo. A continuación enumera a sus hijos Luis, Fernado, Alberto, César, Miriam, Raquel, Rebeca, Adriana, Virginia, Alicia, Octavio y Enrique, y algunos de sus nietos.
This presentation is about "telling the time". It provides different ways to tell the time and exercises to practice. It also provides short dialogues.
This document is a lesson on service occupations from November 2013 by W García N. It lists various service jobs including taxi driver, barber, tailor, pharmacist, maid, waiter, firefighter, letter carrier, store clerk, receptionist, doctor, nurse, sanitation worker, pilot, flight attendant, hotel doorman, delivery boy, banker, engineer, chef, police officer, waitress, mechanic, and housekeeper. It provides exercises to practice vocabulary by matching occupations to definitions and writing sentences about people's occupations. The document aims to teach English vocabulary for different types of service jobs.
This document is a lesson on pronunciation that focuses on the differences between /ɪ/ and /i:/ sounds in English. It provides examples of word pairs that demonstrate this pronunciation difference, such as "breed" versus "breathe" and "day" versus "they". The lesson later includes exercises where students listen and repeat sentences, and listen and fill in missing words that demonstrate the /ɪ/ and /i:/ sounds.
The document discusses pronunciation of words containing the sounds /j/ and /y/. It provides examples of word pairs that demonstrate the different sounds, such as "jail" and "Yale". Listeners are instructed to repeat example sentences and fill in blanks with words from lists to practice distinguishing between the sounds. The document is part of a lesson on pronunciation presented by William García.
This document contrasts the pronunciation of vowel sounds in words like sun/sung, ran/rang, thin/thing, ban/bang, win/wing, Ron/wrong, and pin/ping. It then provides 6 example sentences using some of these words to demonstrate the different pronunciations in context.
The document compares the pronunciation of vowel sounds using pairs of words like "pull" and "pool". It provides examples of sentences using words with the different vowel sounds. It then lists sentences for students to listen to and repeat or write the correct word for based on the pronunciation. The goal is to help students distinguish between the vowel sounds represented by the symbols / / and / / in words.
This document provides a pronunciation exercise contrasting the sounds /ʌ/ and /ɜ:/. It gives pairs of words containing the different vowel sounds and sentences for the learner to practice distinguishing between the two sounds when heard in context. The learner is asked to select the correct word from pairs provided or write out sentences they hear containing the contrasting vowel sounds. The purpose is to help the learner improve their ability to differentiate between the similar sounds /ʌ/ and /ɜ:/ in English.
A customer asks an employee where they can find shirts. The employee directs them to the shirt section and asks their size. The customer says they are a medium and likes some blue shirts. The employee checks the price and says they are $70, which the customer thinks is too expensive for a pair of shirts.
The document discusses verb conjugations in English, providing examples of verbs conjugated to third person singular present tense. It lists common verbs like "sleep", "write", "like", and "drink" conjugated with "-s", "-es", or "-ies" endings. It then provides short sentences as examples using some of these conjugated verbs like "He sleeps every night", "She writes letters", and "She washes".
A customer is shopping for shirts and asks an employee several questions. The customer likes some blue shirts but finds their price of $70 per pair to be too high. The employee directs the customer to the shirt section and asks their size to provide service.
The document discusses the pronunciation differences between the letters "v" and "w" in English. It provides 10 sentences with words containing either "v" or "w" as examples and instructs the reader to listen and repeat the sentences, then listen carefully and write the sentences. The goal is to practice differentiating between words containing the letters "v" and "w" based on their pronunciation.
The document contains a vocabulary exercise that provides fill-in-the-blank sentences and a list of answer choices. Participants are asked to select words from the list to complete sentences about common items found in homes and on people, such as showers, wallets, medicine cabinets, checkbooks, keys, closets, purses, desks, refrigerators, briefcases, and sunglasses.
The document provides examples and exercises for using the modal verbs "should" and "could" in English. "Should" is used to give advice or make strong suggestions, such as "you should take your medicine." "Could" is used to suggest possibilities or abilities, such as "we could invite her to the movies" or "he could run fast when he was a child." The exercises provide situations to practice using these verbs correctly in sentences.
The document discusses the present perfect tense in English grammar. It provides examples of sentences using the present perfect tense, including "I have been sick for weeks" and "He has had a toothache since yesterday." It also includes questions about medical issues like "Have you tried an aspirin?" and matches questions with answers discussing people who have been sick or in pain.
The document discusses the pronunciation differences between the "ch" and "sh" sounds in English. It provides examples of word pairs that demonstrate where each sound is used, such as "chip" vs. "ship" and "watch" vs. "wash". It then gives sentences using words with these sounds and an exercise to write the correct word using "ch" or "sh".
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
2. She’s talking on the phone. He’s sleeping.
He’s getting up late. She’s eating her breakfast.
2By W. García
3. He’s drinking beer.
He’s getting on the bus.
He’s driving a car. He’s listening to music. 3By W. García
4. They’re walking in the park.
They’re watching television.
4By W. García
She´s washing her clothes. He´s playing football.
5. She’s taking a shower. They´re reading an interesting book.
He’s playing the flute. She´s playing the guitar. 5By W. García
6. He’s dreaming about a monster. She’s cleaning the floor.
He’s working He’s fishing.
in a gold mine. 6By W. García
7. What are they doing now?
He’s writing a poem.
He´s robbing a bank.
He’s surfing.
She’s running.
He’s shooting a gun.
He’s walking in the rain.
7By W. García
8. They’re dancing salsa.
He´s having coffee for breakfast.
He´s studying English.
They’re making a line.
8By W. García
9. She’s examining a patient.
He´s riding a bicycle.
They’re having a meeting.
They’re working together.
9By W. García