This document discusses the simple present, present progressive, and non-action verbs in English. It explains that the simple present is used for facts, general truths, and habitual actions. The present progressive is used for events happening now or ongoing actions. Non-action verbs describe mental or emotional states and are not usually used in the progressive form, with some exceptions when the meaning is an action rather than a state, such as "I'm having fun."
The future perfect progressive emphasizes the duration of an activity that will be in progress before another time or event in the future. It is used for an on-going action that will be completed at some specified time in the future. Also known as Future Perfect Continuous
For Auditory learners: https://www.youtube.com/watch?v=ATEg603duMs
What is the difference between the Past and the Past Perfect Tense? This video will tell us so.Feel free to subscribe to my Youtube channel or join my Free Google Classroom with Class Code: 2xkoiqa and be able to monitor your progress "Learning English is for everyone".
The future perfect progressive emphasizes the duration of an activity that will be in progress before another time or event in the future. It is used for an on-going action that will be completed at some specified time in the future. Also known as Future Perfect Continuous
For Auditory learners: https://www.youtube.com/watch?v=ATEg603duMs
What is the difference between the Past and the Past Perfect Tense? This video will tell us so.Feel free to subscribe to my Youtube channel or join my Free Google Classroom with Class Code: 2xkoiqa and be able to monitor your progress "Learning English is for everyone".
Migrow Agro Products, an ISO 9001:2008 certified biotechnological company aimed to benefit agricultural sector with Biofertilizer, Organic Fertilizers, Organic Pesticides and Organic Fungicides.
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Power Point on Modals
Students will be able to identify the meaning of the word modals .
Will be able to use modals accurately to change the meaning of the sentence.
A modal verb is a type of auxiliary verb that is usually used with another verb to express ideas such as possibility, necessity, and permission
They give additional information about the function of the main verb that follows it.
The negative forms of modal verbs are often contracted. Negatives are formed by adding ‘not’ after the modal verbs.
This is the 27th quarterly issue for the associates of Gopast. This issue contains Mind management, Wealth Management, Retirement planning and gallery of news and achievements
Commas
1. Fanboys (for, and, nor, but, or, yet, so) Coordinating Conjunctions
1. Recall that when two independent sentences are joined by a FANBOYS conjunction, a comma should be placed before the conjunction.
1. Is “Some toy dolls promote unrealistic body images among young girls” a complete sentence? Yes.
1. Now look at what comes after “yet.” Is “Toy companies continue to market these products without restraint” a complete sentence? Yes. There are two independence sentences joined by a FANBOYS conjunction; therefore, place a comma before “yet.”
1. Correct: Some toy dolls promote unrealistic body images among young girls, yet toy companies continue to market these products without restraint.
1. When a sentence begins with a dependent clause, use a comma to separate it from the independent clause (the rest of the sentence).
1. The words in the table are common indicators of a dependent clause:
If, Whenever, Unless, When, After, Before, Although, Since, Until, Whatever, While
1. Notice how dependent clause words make a sentence need more information to complete a thought. Example: If you come over today, I will make you cookies.
1. Notice how “If you come over today” needs the independent clause (a clause that can stand alone), “I will make you cookies.”
1. A dependent clause is not a full sentence on its own, but instead it works with an independent clause to form a sentence. Remember that a comma is placed between the dependent clause and the independent clause.
1. Incorrect: When it is hot outside I like to eat ice cream. Correct: When it is hot outside, I like to eat ice cream.
1. Introductory Words
1. Place a comma after a word or expression that introduces a sentence. These words usually indicate a transition or provide commentary on the sentence that follows. Here are some common introductory words.
1. Finally, the check arrived in the mail.
1. Unfortunately, it is not what you know but who you know.Luckily, we won’t be going through that whitewater again.
1. Of course, not everyone enjoys the sensation of jumping out of an airplane.
1. However, do not get too comfortable with your present situation.
1. In the end, doing a job imperfectly is better than never trying at all.
1. First, you should understand the costs involved in starting a business.
1. Second, you must decide whether you are willing to pay that price.
1. Next, draft a business plan and let someone review it for potential problems.
1. Also, don’t forget to apply for a business license.
1. In contrast, those who study and pay attention in class usually do well on exams.
1. The above words only require a comma when they are functioning as introductory words. Sometimes they function as core parts of a sentence; in these cases, they will not require a comma. You must decide whether the word is functioning as an introductory word or as a core part of the sentence.
1. Next in line to be CEO is our former coworker Sally Brown. (not an introductory word) Next, press the gas p ...
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
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The French Revolution Class 9 Study Material pdf free download
Presenttenselevel3
1. I . S I M P L E P R E S E N T
I I . P R E S E N T P R O G R E S S I V E
I I I . N O N - A C T I O N V E R B S
Present Tense
by Holly Cin
Fall 2016
2. Simple present: When do we use it?
A. Facts and laws of nature (because they don’t
change)
1. Water boils at 100 degrees Celsius and freezes at 0.
2. The sun rises in the east and sets in the west.
B. General truths (they’re true now but the
situation can change in the future.)
1. I work at HCC.
2. I live in Texas.
3. I have three sons.
3. Simple present: When do we use it?
C. Events that happen with frequency
1. Habits
Tan smokes two packs a day.
2. Routines
Gaby wakes up every morning at 7 a.m.
3. Events that happen on a schedule
The lecture begins at 8 p.m.
The plane departs at 7 a.m.
Class ends at 11:30.
4. Present Progressive: When do we use it?
1. Events that are in progress right now.
I’m speaking about verbs now.
Some of you are not listening to me.
A few of you guys are texting your friends.
Is anybody paying attention?
5. Present Progressive: When do we use it?
2. Events that are in progress in general, but not right
now.
I’m writing a book about cell phones (but not at this moment).
I’m studying at HCC this year (but I’m not studying right now.
Right now I’m hanging out with my friends).
I’m trying to lose weight (but not right now because it’s my
birthday and I want to eat the cake).
6. Present Progressive: When do we use it?
3. To express general tendencies and trends
Some nations are getting richer while others are getting poorer.
Smart phones are becoming ubiquitous.
The universe is expanding.
The world’s population is increasing.
7. Non-Action Verbs
Some verbs are not normally used in the progressive
form. They describe states that stay the same rather than
actions or events that change.
These verbs can be categorized into 7 groups:
1. appearances
2. emotions
3. mental states
4. senses and perceptions
5. possession
6. wants and preferences
7. other
8. Non-Action Verbs
1. Appearances
Appear, be, concern, look, mean, seem, represent
I am the teacher in room 12.
Ali seems sad right now
You look worried.
What does that word mean?
9. Non-Action Verbs
2. Mental states (know, see (understand), believe, feel
(believe), remember, realize, suspect, suppose,
understand, think, care, hope, wonder, agree, consider,
assume)
I suppose I could have stayed home and baked cookies.
Do you believe in miracles?
I don’t remember what you told me yesterday!
I think that’s a great idea.
I wonder what the world will be like in the future.
10. Non-Action Verbs
3. Emotions: like, love, hate, trust, doubt, appreciate,
admire, envy, fear, regret
She doesn't like to admit to mistakes.
That husband doesn’t trust his wife.
Paola hates sitting in traffic.
11. Non-Action Verbs
4. Senses and perception: smell, hear, see, feel, taste,
sound, notice, hurt, look
I smell something burning.
Do you see that fly on the wall?
Do you hear that noise?
The milk tastes sour. Don’t drink it.
Tubing down the Guadalupe River looks and sounds
like fun.
12. State Verbs/Non-Action Verbs
5. Possession: belong, have, own, possess
(I own a home; Lynette has 3 cars; this ipad belongs to
Khalid.)
6. Wants and preferences: desire, need, prefer, want
(I need a job; I prefer coffee to tea.)
7. Other: cost, include, lack, owe, matter, weigh
(You owe me an apology; It doesn’t really matter; My
cat weighs a ton!)
13. Non-Action Verb Exceptions
When you see non-action verbs used in the progressive form,
it is because the verb has a different meaning.
1. McDonald’s slogan “I’m lovin’ it” is not the same love we
have for our parents, spouses, and children. I’m lovin’ it
means I’m enjoying it. Enjoy is action.
2. Have—when it means possession—is non-progressive.
Have—when used in different expressions—can be
progressive.
a. I’m having a difficult time/problem/hard time (struggling).
b. I’m having a baby (I’m pregnant/the baby is in progress).
c. I’m having a heart attack (it’s in progress).
d. I’m having a party (hosting).
e. I’m having breakfast/lunch/dinner (eating).
f. Are we having fun yet (enjoying ourselves)?
14. Non-Action Verb Exceptions
3. See
I’m seeing an eye-doctor about my vision problem (meeting).
Mahi has been seeing a really great guy lately (dating).
4. Be
When we use “be” in the progressive form, it describes a temporary behavior. It means behaving or
acting.
You’re being ridiculous.
You’re being foolish.
You’re being unreasonable.
You’re being silly.
5. Think
I think green is a beautiful color (beliefs and opinions are non-action).
What are you thinking about right now?
I’m thinking about what I’ll eat for lunch (temporary thoughts are progressive because they don’t
last).
