Present simple ‘to be’
•Download as PPTX, PDF•
2 likes•10,193 views
This document provides information on conjugations of the verb "to be" in the present simple tense in English. It lists the positive, negative and interrogative forms of "to be" for the first, second and third person singular and plural subjects, including "I", "he", "she", "it", "we", "you" and "they".
Report
Share
Report
Share
Recommended
Past Simple vs Present Perfect
The document provides information about using the present perfect and past simple tenses in English. It lists the key words that are used with each tense and provides examples of forming sentences in the affirmative, negative, and interrogative for the verbs "to see" and irregular verbs like "to think" in both the present perfect and past simple. Examples of conjugating the verb "to be" in the past simple tense are also included.
FRANÇAIS.Fiche A1 Les jours de la semaine/Les mois de l’année / Les saisons
FRANÇAIS.Fiche A1 Les jours de la semaine/Les mois de l’année / Les saisons
Must mustn't
The document discusses rules and provides examples of rules using "must" and "mustn't". It defines a rule as something written that is respected. Examples of rules include instructions that Sara must turn off her cellphone, that people mustn't smoke, and that one must wear a seatbelt. The document also lists sample school rules and homework activities involving writing rules for the home and completing sentences with "must" and "mustn't".
Past simple-vs-present-perfect
The document contrasts the use of the past simple and present perfect tenses in English. It provides 30 sentences for the learner to fill in the blanks with the appropriate verb form. The answer key then provides the correct verbs in the proper tense. Overall, the document aims to help English learners practice and understand the difference between using the past simple and present perfect verb tenses.
Past modals for speculation in the past
This document discusses the use of past modal verbs like must, may, might, can't, and couldn't followed by the past participle to speculate or deduce about past actions. It explains that must have is used when you are almost certain something happened, might/may/could have express possible actions, and can't/couldn't have indicate when something was almost surely not possible. Examples are provided to illustrate the use of each modal.
Must and mustn't
You must water and care for plants, recycle rubbish into glass, paper and plastic containers, and plant trees and flowers in parks and your house. You mustn't throw rubbish on the floor, smoke at all, or fire things in the streets.
Recommended
Past Simple vs Present Perfect
The document provides information about using the present perfect and past simple tenses in English. It lists the key words that are used with each tense and provides examples of forming sentences in the affirmative, negative, and interrogative for the verbs "to see" and irregular verbs like "to think" in both the present perfect and past simple. Examples of conjugating the verb "to be" in the past simple tense are also included.
FRANÇAIS.Fiche A1 Les jours de la semaine/Les mois de l’année / Les saisons
FRANÇAIS.Fiche A1 Les jours de la semaine/Les mois de l’année / Les saisons
Must mustn't
The document discusses rules and provides examples of rules using "must" and "mustn't". It defines a rule as something written that is respected. Examples of rules include instructions that Sara must turn off her cellphone, that people mustn't smoke, and that one must wear a seatbelt. The document also lists sample school rules and homework activities involving writing rules for the home and completing sentences with "must" and "mustn't".
Past simple-vs-present-perfect
The document contrasts the use of the past simple and present perfect tenses in English. It provides 30 sentences for the learner to fill in the blanks with the appropriate verb form. The answer key then provides the correct verbs in the proper tense. Overall, the document aims to help English learners practice and understand the difference between using the past simple and present perfect verb tenses.
Past modals for speculation in the past
This document discusses the use of past modal verbs like must, may, might, can't, and couldn't followed by the past participle to speculate or deduce about past actions. It explains that must have is used when you are almost certain something happened, might/may/could have express possible actions, and can't/couldn't have indicate when something was almost surely not possible. Examples are provided to illustrate the use of each modal.
Must and mustn't
You must water and care for plants, recycle rubbish into glass, paper and plastic containers, and plant trees and flowers in parks and your house. You mustn't throw rubbish on the floor, smoke at all, or fire things in the streets.
gefallen // mögen - Personalpronomen : Nominativ / Akkusativ / Dativ
Langfassung von der PPt-Präsentation:
gefallen // mögen
Personalpronomen : Nominativ / Akkusativ / Dativ
Menschen A1 - Lektion 15
Theorie und Beispiele
Es gibt auch eine interaktive Kurzfassung
für den Unterricht und ein Arbeitsblatt dazu.
Have and has got
This document discusses possession in English using "have/has got" and "haven't/hasn't got". It contrasts the use of "have/has got" to indicate possession with "haven't/hasn't got" to indicate a lack of possession. Examples are provided showing the different constructions using third person singular and plural subjects.
Future tenses
This document discusses different ways to talk about the future in English using verb tenses. It explains that will is used for predictions where the outcome is unknown, sudden decisions, and offerings. Be going to is used for plans, intentions where an idea already exists, and evident predictions known to be true. The present continuous is used for planned actions at a specific time where arrangements have been made. The present simple is used for future events scheduled at a specific time according to timetables and schedules.
Adverbs of-frequency
The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually before other verbs. It also notes that sometimes and usually can be used at the beginning or end of sentences. The document includes examples asking about study habits using adverbs of frequency and questions using "ever" and "how often". It provides practice activities for readers to use these adverbs correctly.
Have got
The document describes different ways to say what possessions various people and things have or do not have using forms of the verb "to have". It provides examples of sentences using "have got" and "has got" with different subjects like I, you, we, they, he, she, and it. It also shows how to form negative sentences using "haven't got" or "hasn't got".
Present perfect just, already, for, since
This document discusses the use of the present perfect tense with words like "just", "already", "yet", "for", and "since". It provides examples of how these words are used with the present perfect to indicate recentness or duration of an action up to the present. Some key uses covered include using "just" and "already" before the past participle to indicate a short time ago or sooner than expected, and using "yet" at the end of questions or negatives. It also discusses using "for" to indicate duration and "since" to indicate a starting point in the past that continues to the present.
Modal verbs can, could, might, may
This document discusses the differences between modal verbs like can, could, may, and might. It provides examples of how each modal verb is used, including their use in questions, negatives, and different tenses. The key differences are that can and may express present possibility while could and might express past or uncertain possibility. It also notes that may should be avoided in third conditional sentences.
There is there are
The document discusses the use of "there is" and "there are" in sentences. It provides examples of using these phrases in the affirmative singular and plural forms, as well as the negative forms "there isn't" and "there aren't". Learners are given practice sentences to complete using these phrases correctly based on pictures shown.
Definite and Indefinite and Zero Articles
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
A1 trennbare Verben Präsens - Geschichte von Paul und Paulinchen zum PPT Tren...
A1 trennbare Verben Präsens - Geschichte von Paul und Paulinchen zum PPT Trennbare Verben
Will, may, might
This document discusses the use of will, may, and might to talk about predictions based on opinions or calculations. Will is used when something is sure to happen. May and might are used to say that something could possibly happen. Examples are provided for different levels of certainty expressed by will, probably, might, and may.
Can, can´t for ability
This document provides examples of using can/can't to express ability in positive, negative, and question forms. It shows how to ask yes/no questions with "can" and "wh-" questions starting with who, what, or what sort. Examples are given for expressing ability for singular I, she, they and plural they. The document concludes with examples of writing ability questions combining activities with "and".
Have something done
The document provides examples of using the structure "have/has + noun + past participle" to express that someone else does an action for you. It gives sentence pairs where the first sentence uses an active verb like "cut" or "repair" followed by a second sentence using the "have/has + noun + past participle" structure to convey the same meaning but with the implication that someone else performs the action. It concludes by asking the reader to write their own sentences using the target structure.
Prepositions of Movement
The document describes the movement of a ball in relation to various objects and locations. It lists different prepositions to indicate the direction the ball is moving, such as across, around, away from, down, up, into, off, onto, out of, over, past, through, towards, under in relation to a bridge, box, and stairs.
Must mustn't. should- shoudn't
The document provides instruction on modal verbs must, mustn't, should, and shouldn't. It includes activities for students to practice using these modal verbs in sentences about rules, advice, and filling in the blanks of a song lyric. The activities are meant to help students understand when to use must and mustn't versus should and shouldn't.
B1 obwohl/ trotz/ trotzdem
B1 obwohl/ trotz/ trotzdem
Einfache Version für Niveau B1
Es gibt auch eine längere Version für Niveau B2
Past simple and yes no questions
This document provides instruction on forming yes/no and wh- questions in the simple past tense in English. It includes examples of forming questions using "did" with subjects and base verb forms for yes/no questions. For wh- questions, it explains using the wh- word at the beginning followed by the subject and base verb form. Short and long answer formats are also demonstrated for responding to yes/no and wh- questions in the past tense.
British education system (1)
All children in the UK must attend full-time education from ages 5 to 16 (4 to 16 in Northern Ireland). They can then remain in full-time education at a school or college, start an apprenticeship, or remain in part-time education while working at least 20 hours per week until age 18. Primary education covers ages 5 to 11 and teaches core subjects like English, math, and science. Secondary education from ages 11 to 16/18 focuses on more specialized subjects and finishes with GCSE exams. Students can then pursue A-Levels, vocational courses, or university, where undergraduate degrees cost up to £9,250 per year in tuition fees.
Reported speech
This document discusses the different types of reported sentences: statements, questions, and commands. For statements, it provides examples of how the reported version changes the tense or words like yesterday to the day before. For questions, it explains that yes/no questions and wh- questions are reported using "ask" followed by if for yes/no or the wh- word for wh- questions. Commands are reported using "ask" or "tell" followed by an infinitive clause. It also lists common reporting verbs used to report what someone said or did, like apologize, claim, advise, etc. and whether they take an infinitive clause or -ing form.
More Related Content
What's hot
gefallen // mögen - Personalpronomen : Nominativ / Akkusativ / Dativ
Langfassung von der PPt-Präsentation:
gefallen // mögen
Personalpronomen : Nominativ / Akkusativ / Dativ
Menschen A1 - Lektion 15
Theorie und Beispiele
Es gibt auch eine interaktive Kurzfassung
für den Unterricht und ein Arbeitsblatt dazu.
Have and has got
This document discusses possession in English using "have/has got" and "haven't/hasn't got". It contrasts the use of "have/has got" to indicate possession with "haven't/hasn't got" to indicate a lack of possession. Examples are provided showing the different constructions using third person singular and plural subjects.
Future tenses
This document discusses different ways to talk about the future in English using verb tenses. It explains that will is used for predictions where the outcome is unknown, sudden decisions, and offerings. Be going to is used for plans, intentions where an idea already exists, and evident predictions known to be true. The present continuous is used for planned actions at a specific time where arrangements have been made. The present simple is used for future events scheduled at a specific time according to timetables and schedules.
Adverbs of-frequency
The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually before other verbs. It also notes that sometimes and usually can be used at the beginning or end of sentences. The document includes examples asking about study habits using adverbs of frequency and questions using "ever" and "how often". It provides practice activities for readers to use these adverbs correctly.
Have got
The document describes different ways to say what possessions various people and things have or do not have using forms of the verb "to have". It provides examples of sentences using "have got" and "has got" with different subjects like I, you, we, they, he, she, and it. It also shows how to form negative sentences using "haven't got" or "hasn't got".
Present perfect just, already, for, since
This document discusses the use of the present perfect tense with words like "just", "already", "yet", "for", and "since". It provides examples of how these words are used with the present perfect to indicate recentness or duration of an action up to the present. Some key uses covered include using "just" and "already" before the past participle to indicate a short time ago or sooner than expected, and using "yet" at the end of questions or negatives. It also discusses using "for" to indicate duration and "since" to indicate a starting point in the past that continues to the present.
Modal verbs can, could, might, may
This document discusses the differences between modal verbs like can, could, may, and might. It provides examples of how each modal verb is used, including their use in questions, negatives, and different tenses. The key differences are that can and may express present possibility while could and might express past or uncertain possibility. It also notes that may should be avoided in third conditional sentences.
There is there are
The document discusses the use of "there is" and "there are" in sentences. It provides examples of using these phrases in the affirmative singular and plural forms, as well as the negative forms "there isn't" and "there aren't". Learners are given practice sentences to complete using these phrases correctly based on pictures shown.
Definite and Indefinite and Zero Articles
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
A1 trennbare Verben Präsens - Geschichte von Paul und Paulinchen zum PPT Tren...
A1 trennbare Verben Präsens - Geschichte von Paul und Paulinchen zum PPT Trennbare Verben
Will, may, might
This document discusses the use of will, may, and might to talk about predictions based on opinions or calculations. Will is used when something is sure to happen. May and might are used to say that something could possibly happen. Examples are provided for different levels of certainty expressed by will, probably, might, and may.
Can, can´t for ability
This document provides examples of using can/can't to express ability in positive, negative, and question forms. It shows how to ask yes/no questions with "can" and "wh-" questions starting with who, what, or what sort. Examples are given for expressing ability for singular I, she, they and plural they. The document concludes with examples of writing ability questions combining activities with "and".
Have something done
The document provides examples of using the structure "have/has + noun + past participle" to express that someone else does an action for you. It gives sentence pairs where the first sentence uses an active verb like "cut" or "repair" followed by a second sentence using the "have/has + noun + past participle" structure to convey the same meaning but with the implication that someone else performs the action. It concludes by asking the reader to write their own sentences using the target structure.
Prepositions of Movement
The document describes the movement of a ball in relation to various objects and locations. It lists different prepositions to indicate the direction the ball is moving, such as across, around, away from, down, up, into, off, onto, out of, over, past, through, towards, under in relation to a bridge, box, and stairs.
Must mustn't. should- shoudn't
The document provides instruction on modal verbs must, mustn't, should, and shouldn't. It includes activities for students to practice using these modal verbs in sentences about rules, advice, and filling in the blanks of a song lyric. The activities are meant to help students understand when to use must and mustn't versus should and shouldn't.
B1 obwohl/ trotz/ trotzdem
B1 obwohl/ trotz/ trotzdem
Einfache Version für Niveau B1
Es gibt auch eine längere Version für Niveau B2
Past simple and yes no questions
This document provides instruction on forming yes/no and wh- questions in the simple past tense in English. It includes examples of forming questions using "did" with subjects and base verb forms for yes/no questions. For wh- questions, it explains using the wh- word at the beginning followed by the subject and base verb form. Short and long answer formats are also demonstrated for responding to yes/no and wh- questions in the past tense.
What's hot (20)
gefallen // mögen - Personalpronomen : Nominativ / Akkusativ / Dativ
gefallen // mögen - Personalpronomen : Nominativ / Akkusativ / Dativ
A1 trennbare Verben Präsens - Geschichte von Paul und Paulinchen zum PPT Tren...
A1 trennbare Verben Präsens - Geschichte von Paul und Paulinchen zum PPT Tren...
More from torrepacheco
British education system (1)
All children in the UK must attend full-time education from ages 5 to 16 (4 to 16 in Northern Ireland). They can then remain in full-time education at a school or college, start an apprenticeship, or remain in part-time education while working at least 20 hours per week until age 18. Primary education covers ages 5 to 11 and teaches core subjects like English, math, and science. Secondary education from ages 11 to 16/18 focuses on more specialized subjects and finishes with GCSE exams. Students can then pursue A-Levels, vocational courses, or university, where undergraduate degrees cost up to £9,250 per year in tuition fees.
Reported speech
This document discusses the different types of reported sentences: statements, questions, and commands. For statements, it provides examples of how the reported version changes the tense or words like yesterday to the day before. For questions, it explains that yes/no questions and wh- questions are reported using "ask" followed by if for yes/no or the wh- word for wh- questions. Commands are reported using "ask" or "tell" followed by an infinitive clause. It also lists common reporting verbs used to report what someone said or did, like apologize, claim, advise, etc. and whether they take an infinitive clause or -ing form.
Headline language
This document discusses headlines in English newspapers. It notes that there are two main types of British newspapers - tabloids and broadsheets. Tabloids use shorter sentences and more casual language while broadsheets use more formal language. Headlines in English often use ungrammatical or incomplete sentences to be concise. Some examples of common headline constructions are using the simple present tense for past events, abbreviations, and infinitives to refer to the future. Headlines also sometimes use plays on words for brevity.
Passive
The document discusses changing the focus to a passive voice. In passive voice, the focus is on the object rather than the subject. The passive voice uses a form of the verb "to be" plus the past participle of the main verb, sometimes including the agent performed the action.
Quantifiers
This document discusses different quantifiers used to describe quantities in English. It covers quantifiers used to indicate both large and small amounts, as well as quantifiers that imply positive, negative or neutral amounts. Some key quantifiers discussed include some, any, no, none, a lot of/lots of, much, many, plenty of, little, few, a few/a little, too much/too many, not enough. Examples are provided to illustrate the proper usage of each quantifier.
Jornadas culturales
This document announces an event about English accents to take place on Thursday the 11th at 11am in the assembly hall. It also mentions a list of illustrious women and the bases of a contest.
Jornadas culturales
This document announces an event about English accents to take place on Thursday the 11th at 11am in the assembly hall. It also mentions a list of illustrious women and the bases of a contest.
Money discussion
1. The document presents 6 statements about personal finance and spending habits, with the respondent asked to agree or disagree with each one. It then lists various purchases and asks the respondent to classify the price as a bargain, right price, expensive, or rip-off.
2. Common financial best practices recommend saving part of income each month, only purchasing what is affordable without debt, and shopping around for the best price on purchases to avoid overspending.
3. The various listed purchases include transportation, dining, lodging, and electronics that people commonly incur expenses on, with a range of prices provided to assess what the respondent deems a fair cost.
Quantifiers
The document discusses quantifiers used with countable and uncountable nouns. It provides examples of quantifiers that indicate positive, negative, or interrogative amounts for both countable and uncountable nouns. Quantifiers for large amounts include "a lot of" and "lots of", while quantifiers for small amounts include "little" and "few". It also covers quantifiers like "too", "enough", and "none". The document concludes with examples of questions using these quantifiers to ask about amounts.
Cause and result
This document discusses cause and result language structures in English. It explains that causes can be expressed using "because", "as", or "since" followed by a clause. Causes can also be expressed using "because of" followed by a noun. Results can be expressed using connectors like "so", "as a result", "consequently", "for this/that reason", or "therefore". Examples are provided to illustrate the use of these cause and result expressions.
Cause and result
This document discusses cause and result language structures in English. It provides examples of connectors that can be used to indicate cause, such as "because," "as," and "since." It also gives examples showing result connectors like "so," "as a result," and "consequently." Finally, it recommends finding more practice on the author's blog to improve skills with cause and result language.
Cause and result
This document discusses cause and result language structures in English. It provides examples of connectors that can be used to indicate cause, such as "because," "as," and "since." It also gives examples showing result connectors like "so," "as a result," and "consequently." Finally, it recommends finding more practice on the topic in the blog.
School choir poster (1)
The document advertises a school choir that meets on Tuesday evenings from 6-7PM in the school library. Students interested in music, singing, or playing a musical instrument are encouraged to get more information about joining the choir in classroom #3 on Tuesday and Thursday evenings.
Future tenses
The document discusses the differences between going to, present continuous, will, and shall when used for expressing future meaning. Going to is used to talk about plans and intentions, while present continuous is used for arrangements. Will is used for predictions based on opinion, instant decisions, promises, and offers. Shall is used to make offers of assistance or suggestions.
Plans in the future
I have plans to see The Lion King this weekend, as I already have tickets for Saturday night at 9. In the future, I intend to see The Lion King next Easter when I visit Madrid, though I still need to purchase tickets for that showing.
Articles
The document discusses the use of the definite article "the" and indefinite articles "a" and "an" in English. It provides examples of when each article is used, such as with proper nouns, locations, meals, days, months, occupations, and frequency expressions. Special cases are also outlined for when "the" is used with institutions like hospitals, schools, and churches depending on whether referring to the building or as a patient/student.
So such
The document provides examples of using "so" and "such" in sentences with adjectives or nouns followed by "that" to indicate result. For "so", the adjective or adverb comes first followed by "that". For "such", the adjective or noun comes first followed by a noun and "that". Examples are given such as "He is so big-headed that he thinks he is better than anybody else" and "It was such a big surprise that I didn’t know what to say."
Mistakes a story
Les dije que no cogieran el ascensor. I told them not to take the lift.
Me pidieron que les hiciera una foto. They asked me to take a picture.
Nunca olvidaré aquel día. I’ll never forget that day.
Mistakes biographies
Writing a biography requires following some typical conventions. It is important to state the subject's age when discussing events from their life in order to provide context. Verbs like "study", "graduate", and "have a degree" should be used when referring to a person's educational background and achievements. Chronological order is key when recounting someone's life story in a biography. Descriptive adverbs provide more interesting details than simply saying something was "very" good or bad. Proper nouns like names and locations should be clearly stated to avoid ambiguity.
Narrative tenses b1*
This document provides an overview of different past verb tenses in English including the past simple, past continuous, and past perfect tenses. It gives examples of how to use each tense, such as using the past simple to describe finished actions in the past like "Peter threw a stone," using the past continuous to describe background actions happening at a specific time like "I was watching the news," and using the past perfect to talk about actions that happened before another point in the past, like "they had already opened all the presents" when the speaker arrived at a party.
More from torrepacheco (20)
Recently uploaded
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdanePengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdRecently uploaded (20)
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Present simple ‘to be’
- 1. Present Simple ‘to be’ Positive Negative Question? I ___ I’ _____ __ I? he she ___ it he she ____ is he? __ she? it? we you ___ they we you _____ they we? ___ you? they? am is are m not isn’t aren’t am is are