The document discusses adverb clauses of time. It defines adverbs, clauses, and adverb clauses. Adverb clauses of time use subordinating conjunctions like when, whenever, while, as, before, after, till, until, since and as soon as to describe when something happens in relation to another action. Examples are provided such as "When he comes, he will tell us the story" and "After she had got the money, she bought the car." Adverb clauses of time can appear at the beginning, middle or end of a sentence and include a subordinate clause and main clause.
This document discusses adjective suffixes in English. It provides examples of common adjective suffixes like -able, -al, -ous, -y, -ic, -ive, -ful, and -less and how they can be added to nouns to form adjectives (e.g. noise + y = noisy). It then gives lists of nouns with their adjective forms using these suffixes. The document concludes with exercises where the reader is tasked with applying suffixes to nouns to create adjectives and completing sentences with the correct suffixed adjectives.
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.
The document discusses the differences between the verbs "say", "speak", "talk", and "tell". It notes that "say" and "tell" are used to express a single piece of information, while "speak" and "talk" refer more broadly to languages or discussions on a variety of topics. "Speak" is considered more formal than "talk".
This document discusses a lesson on adverbs of place and manner:
- It defines adverbs of place as words that answer the question "where" and provides examples.
- It also defines adverbs of manner as words that describe how something is done and provides examples formed from adjectives.
- Examples of sentences with adverbs of place and manner are provided and students are asked to identify these adverbs.
1. So and such are used to intensify the meaning of adjectives and adverbs. So is used before adjectives and adverbs, while such is used before countable nouns or uncountable nouns/plurals.
2. So and such can also be used in constructions with "that" to express a consequence. For example, "the coffee is so hot that I can't drink it" or "it was such a beautiful day that we decided to go to the beach."
3. When combining sentences using so/such and that, so is used before adjectives/adverbs in the first clause and such is used before countable/uncountable nou
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
The document discusses adverb clauses of time. It defines adverbs, clauses, and adverb clauses. Adverb clauses of time use subordinating conjunctions like when, whenever, while, as, before, after, till, until, since and as soon as to describe when something happens in relation to another action. Examples are provided such as "When he comes, he will tell us the story" and "After she had got the money, she bought the car." Adverb clauses of time can appear at the beginning, middle or end of a sentence and include a subordinate clause and main clause.
This document discusses adjective suffixes in English. It provides examples of common adjective suffixes like -able, -al, -ous, -y, -ic, -ive, -ful, and -less and how they can be added to nouns to form adjectives (e.g. noise + y = noisy). It then gives lists of nouns with their adjective forms using these suffixes. The document concludes with exercises where the reader is tasked with applying suffixes to nouns to create adjectives and completing sentences with the correct suffixed adjectives.
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.
The document discusses the differences between the verbs "say", "speak", "talk", and "tell". It notes that "say" and "tell" are used to express a single piece of information, while "speak" and "talk" refer more broadly to languages or discussions on a variety of topics. "Speak" is considered more formal than "talk".
This document discusses a lesson on adverbs of place and manner:
- It defines adverbs of place as words that answer the question "where" and provides examples.
- It also defines adverbs of manner as words that describe how something is done and provides examples formed from adjectives.
- Examples of sentences with adverbs of place and manner are provided and students are asked to identify these adverbs.
1. So and such are used to intensify the meaning of adjectives and adverbs. So is used before adjectives and adverbs, while such is used before countable nouns or uncountable nouns/plurals.
2. So and such can also be used in constructions with "that" to express a consequence. For example, "the coffee is so hot that I can't drink it" or "it was such a beautiful day that we decided to go to the beach."
3. When combining sentences using so/such and that, so is used before adjectives/adverbs in the first clause and such is used before countable/uncountable nou
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
This document provides examples of how to change direct speech into reported speech. It shows how yes/no questions and wh- questions are changed by using reporting verbs like "asked" and removing quotation marks. Examples are given for changing questions about time, place, reason and reported requests into the past tense. Common reporting verbs are listed and examples are given of changing direct questions into reported speech using these verbs. Finally, there are pictures to prompt forming new sentences in reported speech.
This document discusses the function and usage of adverbs. Adverbs can modify verbs, adjectives, other adverbs, and entire sentences. They typically answer questions about how, where, when, why, and how often. There are different types of adverbs including adverbs of manner, place, frequency, time, purpose, degree, and adverbs that act as intensifiers or modify other adverbs. The document provides examples and guidelines on proper placement of different types of adverbs in sentences. It concludes with recommendations for practice exercises and additional references on adverbs.
Here are the corrections to the eight mistakes in the student's journal:
1. I really enjoy it. → I really enjoyed it.
2. It was about a person who choosed → chose
3. Before he made his decision, he spents → spent
4. Many people thought the person were Frost. → was Frost.
5. In the end, he take → took
6. He decided to be a poet. → become a poet.
7. That decision change → changed
8. Sometimes I feel like Frost. Two years ago I decide → decided
A compound noun is made up of two or more words that together name a person, place, or thing. Compound nouns can be written as a single word, as two words with a hyphen, or as two separate words, with no clear rules on usage. Common compound nouns are made of two nouns, a noun and a verb, a noun and an adjective, or other combinations of parts of speech.
Past perfect tense x past perfect continuousCida Oliveira
This document provides instruction on how to form and use the past perfect tense and past perfect continuous tense in English. It explains that the past perfect tense is formed using "had" plus the past participle of the main verb, and is used to refer to actions completed before something else in the past or to provide reasons for past actions. The past perfect continuous tense is formed using "had been" plus the present participle of the main verb, and is used to refer to actions that started in the past and continued up to another past event or the cause of something in the past. Examples are given for affirmative, negative, and question forms for both tenses.
The document discusses different types of questions in English, including direct and indirect questions. It explains that direct questions follow subject-auxiliary inversion order, while indirect questions take the form of statements and do not require inversion. The document also covers question words, negative questions, questions with prepositions, and using "if/whether" in indirect questions.
How to Teach Kids Imperative Sentences. Sentences that have the implied subje...Lynn Scotty
https://youtu.be/nKkLZtBxpkE The video focuses on teaching kids 5 Types of imperative sentences: (1) gives a command, (2) makes a request, (3) offers advice, (4) gives instructions and (5) extends an invitation. In an imperative sentence: (1) a subject usually does not appear in the sentence, (2) you is always the subject and (3) you is implied.
This document discusses adjectives and adverbs. It provides examples of how adjectives are used to describe nouns and pronouns, and how they are placed before nouns. It also discusses how adverbs are used to describe verbs, adjectives, and other adverbs. Some key points made are that adverbs usually end in "-ly" but some are irregular, and that words like "early", "late", "hard", etc. can function as both adjectives and adverbs depending on context. The document provides examples of sentences using adjectives and adverbs correctly.
The document discusses two types of questions - object questions and subject questions. For object questions, which ask about the object of a verb like time, place, or beneficiary, an auxiliary verb like do/does/did is used with the infinitive. For subject questions, which ask about the subject performing the action, no auxiliary verb is used. Examples are provided for both types of questions to illustrate their different structures.
The document discusses how wh- questions can be embedded within statements. It provides examples of embedding wh- questions about time, location, definition, and actions using verbs like "know", "remember", and "hear". Both wh- questions using forms of "be" and those using other verbs can be embedded this way to ask for unknown information in an indirect manner. Yes/no questions can also be embedded in statements.
The document provides examples of using "so" and "such" to begin clauses describing something with an adjective or adverb. It shows how "so" is used with adjectives and adverbs to describe intensity, while "such" is used with nouns to describe quality or extent. Examples are given of each type of clause and answers provided for exercises choosing the correct word to complete sentences.
This document discusses English grammar rules for comparatives and superlatives of adjectives. It explains that comparatives are used to compare two things and are formed by adding "-er" to short adjectives or using "more" for long adjectives. Superlatives compare more than two things and are formed by adding "-est" or using "the most". Examples of forming comparatives and superlatives are provided.
This document provides an overview of the key aspects of negotiations, including the negotiating process, language used, responding to proposals, dealing with differences, and finalizing agreements. It discusses preparation, building rapport, presenting and clarifying proposals, disagreeing and agreeing, compromise strategies, documentation, and closing discussions on a positive note. Examples of useful phrases are provided for each step of the negotiation process. The overall purpose is to help those learning English for negotiations understand essential concepts and vocabulary.
The document discusses the transformation of negative sentences into affirmative sentences. It defines an affirmative sentence as a positive sentence that expresses an opposing idea to a negative sentence without using negative words like "no", "not", or "never". It provides examples of negative sentences and their affirmative transformations. The key is to change the verb into a word that is opposite in meaning when removing negative words. An exercise gives more examples of transforming negative sentences into affirmative ones by replacing the verb with its opposite.
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 document discusses various uses of inversion in formal English writing and speaking to emphasize elements or express contrast. Some examples of inversion include using an inverted conditional sentence, inverting the subject and verb after a fronted time adverbial, and inverting the subject and verb after prepositional phrases with "no", "little", "so/such", "neither/nor", or involving location or movement. Inversion structures the information to highlight important elements or introduce contrast.
The document defines and provides examples of different types of relative clauses and relative pronouns in English, including:
- Defining relative clauses use pronouns like who, that, which to identify a specific antecedent. Non-defining clauses use commas and provide extra information.
- Relative pronouns who, which, that, when, where, whom, whose are used depending on if referring to a person, thing, place, time or possession.
- Subject and object pronouns depend on if the relative pronoun is the subject or object of the clause.
Examples are given of combining sentences using defining and non-defining relative clauses.
1. The document discusses tag questions and provides rules and examples for forming tag questions in English. Tag questions are short questions formed by adding an auxiliary verb and a pronoun at the end of a statement.
2. The document explains that a negative tag is used with affirmative statements, and a positive tag is used with negative statements. Examples are provided like "Kate will be here soon, won't she?" and "They don't like us, do they?".
3. Exercises are included for the reader to practice forming tag questions with different verb tenses in statements. Answers are provided to check the responses.
This document provides a grammar lesson on the past progressive/continuous tense in English. It begins by presenting example sentences using the past progressive and asks students to identify the common structure. The main topics of the lesson are then introduced as the past progressive tense and how it emphasizes ongoing past actions or two simultaneous past actions. Key points covered include how to form positive, negative, and question sentences in the past progressive and spelling rules. The lesson distinguishes between using "while" and "when" with the past progressive and provides tips on their proper usage, such as using "while" for actions with a duration and "when" for longer states or periods. Students are then directed to online practice exercises to reinforce the concepts.
The document provides information about a final exam for a general review course. It includes the following key details:
- The exam date is Sunday, March 13th, 2016 from 08:00 to 10:00. Students must pay before this date.
- The grading system weights the midterm exam at 45 points, the final exam at 45 points, quizzes at 8 points total (2 points each), and an integrative task at 2 points.
- Students will be able to check their final grades through a link on the course blog.
This document contains lessons on various topics related to youth culture and language learning. It discusses popular activities for young people in Mexico, how youth make friends and communicate using different media. It also covers vocabulary, grammar points like present simple, present progressive, past simple and irregular verbs. Quantifiers like some, any, no, many, much, a lot of/lots of, a little and a few are explained.
This document provides examples of how to change direct speech into reported speech. It shows how yes/no questions and wh- questions are changed by using reporting verbs like "asked" and removing quotation marks. Examples are given for changing questions about time, place, reason and reported requests into the past tense. Common reporting verbs are listed and examples are given of changing direct questions into reported speech using these verbs. Finally, there are pictures to prompt forming new sentences in reported speech.
This document discusses the function and usage of adverbs. Adverbs can modify verbs, adjectives, other adverbs, and entire sentences. They typically answer questions about how, where, when, why, and how often. There are different types of adverbs including adverbs of manner, place, frequency, time, purpose, degree, and adverbs that act as intensifiers or modify other adverbs. The document provides examples and guidelines on proper placement of different types of adverbs in sentences. It concludes with recommendations for practice exercises and additional references on adverbs.
Here are the corrections to the eight mistakes in the student's journal:
1. I really enjoy it. → I really enjoyed it.
2. It was about a person who choosed → chose
3. Before he made his decision, he spents → spent
4. Many people thought the person were Frost. → was Frost.
5. In the end, he take → took
6. He decided to be a poet. → become a poet.
7. That decision change → changed
8. Sometimes I feel like Frost. Two years ago I decide → decided
A compound noun is made up of two or more words that together name a person, place, or thing. Compound nouns can be written as a single word, as two words with a hyphen, or as two separate words, with no clear rules on usage. Common compound nouns are made of two nouns, a noun and a verb, a noun and an adjective, or other combinations of parts of speech.
Past perfect tense x past perfect continuousCida Oliveira
This document provides instruction on how to form and use the past perfect tense and past perfect continuous tense in English. It explains that the past perfect tense is formed using "had" plus the past participle of the main verb, and is used to refer to actions completed before something else in the past or to provide reasons for past actions. The past perfect continuous tense is formed using "had been" plus the present participle of the main verb, and is used to refer to actions that started in the past and continued up to another past event or the cause of something in the past. Examples are given for affirmative, negative, and question forms for both tenses.
The document discusses different types of questions in English, including direct and indirect questions. It explains that direct questions follow subject-auxiliary inversion order, while indirect questions take the form of statements and do not require inversion. The document also covers question words, negative questions, questions with prepositions, and using "if/whether" in indirect questions.
How to Teach Kids Imperative Sentences. Sentences that have the implied subje...Lynn Scotty
https://youtu.be/nKkLZtBxpkE The video focuses on teaching kids 5 Types of imperative sentences: (1) gives a command, (2) makes a request, (3) offers advice, (4) gives instructions and (5) extends an invitation. In an imperative sentence: (1) a subject usually does not appear in the sentence, (2) you is always the subject and (3) you is implied.
This document discusses adjectives and adverbs. It provides examples of how adjectives are used to describe nouns and pronouns, and how they are placed before nouns. It also discusses how adverbs are used to describe verbs, adjectives, and other adverbs. Some key points made are that adverbs usually end in "-ly" but some are irregular, and that words like "early", "late", "hard", etc. can function as both adjectives and adverbs depending on context. The document provides examples of sentences using adjectives and adverbs correctly.
The document discusses two types of questions - object questions and subject questions. For object questions, which ask about the object of a verb like time, place, or beneficiary, an auxiliary verb like do/does/did is used with the infinitive. For subject questions, which ask about the subject performing the action, no auxiliary verb is used. Examples are provided for both types of questions to illustrate their different structures.
The document discusses how wh- questions can be embedded within statements. It provides examples of embedding wh- questions about time, location, definition, and actions using verbs like "know", "remember", and "hear". Both wh- questions using forms of "be" and those using other verbs can be embedded this way to ask for unknown information in an indirect manner. Yes/no questions can also be embedded in statements.
The document provides examples of using "so" and "such" to begin clauses describing something with an adjective or adverb. It shows how "so" is used with adjectives and adverbs to describe intensity, while "such" is used with nouns to describe quality or extent. Examples are given of each type of clause and answers provided for exercises choosing the correct word to complete sentences.
This document discusses English grammar rules for comparatives and superlatives of adjectives. It explains that comparatives are used to compare two things and are formed by adding "-er" to short adjectives or using "more" for long adjectives. Superlatives compare more than two things and are formed by adding "-est" or using "the most". Examples of forming comparatives and superlatives are provided.
This document provides an overview of the key aspects of negotiations, including the negotiating process, language used, responding to proposals, dealing with differences, and finalizing agreements. It discusses preparation, building rapport, presenting and clarifying proposals, disagreeing and agreeing, compromise strategies, documentation, and closing discussions on a positive note. Examples of useful phrases are provided for each step of the negotiation process. The overall purpose is to help those learning English for negotiations understand essential concepts and vocabulary.
The document discusses the transformation of negative sentences into affirmative sentences. It defines an affirmative sentence as a positive sentence that expresses an opposing idea to a negative sentence without using negative words like "no", "not", or "never". It provides examples of negative sentences and their affirmative transformations. The key is to change the verb into a word that is opposite in meaning when removing negative words. An exercise gives more examples of transforming negative sentences into affirmative ones by replacing the verb with its opposite.
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 document discusses various uses of inversion in formal English writing and speaking to emphasize elements or express contrast. Some examples of inversion include using an inverted conditional sentence, inverting the subject and verb after a fronted time adverbial, and inverting the subject and verb after prepositional phrases with "no", "little", "so/such", "neither/nor", or involving location or movement. Inversion structures the information to highlight important elements or introduce contrast.
The document defines and provides examples of different types of relative clauses and relative pronouns in English, including:
- Defining relative clauses use pronouns like who, that, which to identify a specific antecedent. Non-defining clauses use commas and provide extra information.
- Relative pronouns who, which, that, when, where, whom, whose are used depending on if referring to a person, thing, place, time or possession.
- Subject and object pronouns depend on if the relative pronoun is the subject or object of the clause.
Examples are given of combining sentences using defining and non-defining relative clauses.
1. The document discusses tag questions and provides rules and examples for forming tag questions in English. Tag questions are short questions formed by adding an auxiliary verb and a pronoun at the end of a statement.
2. The document explains that a negative tag is used with affirmative statements, and a positive tag is used with negative statements. Examples are provided like "Kate will be here soon, won't she?" and "They don't like us, do they?".
3. Exercises are included for the reader to practice forming tag questions with different verb tenses in statements. Answers are provided to check the responses.
This document provides a grammar lesson on the past progressive/continuous tense in English. It begins by presenting example sentences using the past progressive and asks students to identify the common structure. The main topics of the lesson are then introduced as the past progressive tense and how it emphasizes ongoing past actions or two simultaneous past actions. Key points covered include how to form positive, negative, and question sentences in the past progressive and spelling rules. The lesson distinguishes between using "while" and "when" with the past progressive and provides tips on their proper usage, such as using "while" for actions with a duration and "when" for longer states or periods. Students are then directed to online practice exercises to reinforce the concepts.
The document provides information about a final exam for a general review course. It includes the following key details:
- The exam date is Sunday, March 13th, 2016 from 08:00 to 10:00. Students must pay before this date.
- The grading system weights the midterm exam at 45 points, the final exam at 45 points, quizzes at 8 points total (2 points each), and an integrative task at 2 points.
- Students will be able to check their final grades through a link on the course blog.
This document contains lessons on various topics related to youth culture and language learning. It discusses popular activities for young people in Mexico, how youth make friends and communicate using different media. It also covers vocabulary, grammar points like present simple, present progressive, past simple and irregular verbs. Quantifiers like some, any, no, many, much, a lot of/lots of, a little and a few are explained.
The document appears to be notes from a review of English grammar tenses and structures. It covers the following topics in order: present simple, present progressive, past simple, past progressive, present perfect simple, comparatives and superlatives, future with "will", infinitives, and passive voice. For each topic, it provides examples of formation and usage. The document aims to concisely explain key rules and structures for several English tenses.
This document discusses countable and uncountable nouns. It defines nouns as names of people, places, things or ideas. Countable nouns can be counted and can be singular or plural, like "dog" or "dogs". Uncountable nouns are substances or concepts that cannot be counted, like "milk" or "information". It provides examples of countable nouns like "pen" and uncountable nouns like "electricity". It also discusses using "some" with uncountable and plural nouns in affirmative sentences and offers, and "any" in negative sentences and questions.
This is the presentation for English learners with some insights on small talk: the reasons why it is difficult for English learners, how to succeed and learn to communicate better, plus I share a couple of advice on how to ask questions an easier way. The presentation was used on a live webinar on December 08th. Here is the replay link: https://youtu.be/jqLgL7o5AhE.
The document discusses different philosophical views on whether we can know what it is like to be somebody else. It presents Thomas Nagel's thought experiment about bats to illustrate the issue and also discusses views that argue we can understand others because we all experience cause and effect similarly. The document also examines perspectives on the relationship between language and internal mental experiences.
Similar to Question Tags and Past Perfect Simple (8)
1) The document discusses various grammar topics including the past progressive tense, past simple vs past progressive, and present perfect simple tense.
2) Examples are provided for forming and using these tenses, such as "I was watching TV yesterday" and "I have travelled to the USA twice."
3) Vocabulary relating to food, experiences, and travel are also mentioned throughout the document.
This document discusses reporting speech and the changes needed when changing direct speech to reported speech. It provides examples of changing different verb tenses and time expressions, such as changing "I like this song" to "He said that he liked that song". It also notes that verbs like could, might, should and would do not change in reported speech. The document aims to explain the key aspects of changing direct speech to reported indirect speech.
The document contains a quiz with questions about comparative and superlative adjectives as well as reading comprehension questions about articles on a dog that was rescued after floating at sea for 3 weeks and reunited with its owner, robotic birds being used to scare fat pigeons away in Liverpool, and the story of Hachiko, Japan's most famous dog that waited loyaly at a train station for its owner who had passed away. The quiz is testing grammar concepts like comparative and superlative forms of adjectives as well as reading comprehension skills through multiple choice and short answer questions about details in the provided reading passages.
This document discusses different types of pronouns and their uses. It explains that subject pronouns are used as the subject of a verb, such as "I" or "he". Object pronouns are used as the object of a verb, like "me" or "her". Possessive pronouns show possession, for example "my" or "your". It also discusses how to show possession using 's and s' with singular and plural nouns. Finally, it covers modals like "can", "must", and "had to" and their uses for ability and obligation.
Presentation related to the use of the comparatives and superlatives. It also includes the order of the adjectives as well as the uses of too,enough,one and ones.
The document discusses suffixes, compounds, and vocabulary words. It explains that suffixes can be added to the end of words to form new words, and gives examples of -or and -er suffixes forming nouns referring to people from verbs. It also discusses compound words formed from some, any, no, and every followed by people, things, or places, providing examples. Finally, it provides notes on usage of these compounds and an activity having students discuss events in pictures.
Presentation related to the use of the definite and indefinite articles. It includes some rules related to the correct use of both, definite and indefinite articles as well as a brief summary of the use of it,on and at
This document discusses making polite requests and asking favors. It provides examples of verbs like can, could, may, will and would that are used to make requests. These verbs are followed by the base form of the main verb and do not form questions or negatives with do. Could and would are considered more polite than can and will. Examples of polite requests using these verbs are provided, as well as how to express obligation using have to.
This document provides information about ordinal numbers, months, seasons, and using the future tense "going to". It explains how ordinal numbers are formed by adding "-th" like fourth or eleventh, with some exceptions. It also covers writing and saying dates in British English, using future time expressions with "going to", and providing examples of affirmative, negative and question forms.
A lesson discusses writing short stories and provides vocabulary and questions for discussion. Students are instructed to choose a picture and write a 70-100 word story using adverbs like suddenly, luckily, or unfortunately. Example sentences are given to demonstrate how to incorporate these adverbs into a narrative. Students are asked to bring their short story to the next class.
Presentation related to the differences between can and could. also, the formation of sentences using could in affirmative, neagtive and questions. Finally, a brief explanation of the differences between adjectives and adverbs of manner.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
7. We use negative questions …
■ To express surprise
– Haven´t you been to the dowtown before?
■ When we expect the listener to agree with us
– Don´t you want to come to the theatre before?
®Luis RobertoOrtiz Guerrero
8. How to form them?
Auxiliary verb + not + + main verb
®Luis RobertoOrtiz Guerrero
11. QuestionTags
We use them when we are not sure
about something and when we want the
other person to agree with us.
®Luis RobertoOrtiz Guerrero
12. QuestionTags
They are formed with an auxiliary verb (am,
is, are, was, were, have, has, do, does, did,
can, could, will, etc) and a subject personal
pronoun
®Luis RobertoOrtiz Guerrero
13. QuestionTags
We use a positive question tag with
negative sentences, and negative
question tags with positive sentences
®Luis RobertoOrtiz Guerrero
14. examples
You charge commission, don´t you?
But it worked before, didn´t it?
I can´t use Internet banking with this account,
can I?
®Luis RobertoOrtiz Guerrero
15. Be careful!
I am a very good person, aren´t I?
Let´s go to the cinema, shall we?
Open that door, will you?
®Luis RobertoOrtiz Guerrero
16. speaking
Which is your ideal job? Why?
Have you ever been rejected from a job? How do you
felt about it?
®Luis RobertoOrtiz Guerrero
18. Vocabulary
• Perks
• Gourmet
• Head for
• Pleasant
• Outings
• Firm
• Consider
Company
Nice, enjoyable
Food of high quality and often expensive
Think about something in a particular way
Short journeys usually lasting for a day
Things you are offered as well as you salary
Go towards
®Luis RobertoOrtiz Guerrero
29. When to use them?
We use clauses of result to express the result of an
action or a conclusion
®Luis RobertoOrtiz Guerrero
30. How to form them?
So + adjective/adverb + (that)
Such + (a/an) + (adjective) + noun + (that)
®Luis RobertoOrtiz Guerrero
31. examples
He was so bored (that) he left before the end of the film
It was such a hot day that we all went swimming
®Luis RobertoOrtiz Guerrero
32. speaking
You were offer a job were you will receive $25000 dollars per
month, however, you need to transport and distribute illegal
substances (NOT DRUGS) to different states. Will you accept it?
Why or why not?
®Luis RobertoOrtiz Guerrero
34. Rise your hand if…
■ You have a university degree
■ You have previous work experience
■ You are fluent in more than one language
■ You are computer literate
■ You have a driving license
■ You have good people skills
®Luis RobertoOrtiz Guerrero
36. We use reflexive pronouns…
■ As objects of verbs when the subject and the object of the verb are the
same
– I bought myself an expensive pair of shoes
■ As objects of prepositions when the object of the preposition is the
same as the subject of the verb
– He never talks about himself
®Luis RobertoOrtiz Guerrero
37. PERSONAL PRONOUNS REFLEXIVE PRONOUNS
I ME MYSELF
YOU YOU YOURSELF
HE HIM HIMSELF
SHE HER HERSELF
IT IT ITSELF
WE US OURSELVES
YOU YOU YOURSELVES
THEY THEM THEMSELVES
®Luis RobertoOrtiz Guerrero
39. We use by + reflexive pronoun to show that someone
does something alone, withour any help from anyone
else.
“I always pack my things by myself.”
®Luis RobertoOrtiz Guerrero
41. When to use it?
We use Past Perfect Simple for an action which took
place before a specific point in time or another action in
the past.The Second action is in Past Simple
®Luis RobertoOrtiz Guerrero
45. example
She had already called him before she left home.
She had finished her homework by 8:00 o´clock.
The train had left by the time we arrived to the station.
®Luis RobertoOrtiz Guerrero