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 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 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 provides information about using the present perfect tense in English. It discusses how the present perfect tense is used to talk about actions or events that occurred at an indefinite time in the past where the exact time is unimportant. It provides examples of the present perfect tense being used with phrases like "have visited", "has been", and "have seen". It also discusses using adverbs like "twice", "often", and "never" with the present perfect tense.
This document provides a summary of Spanish grammar topics in English, organized by sections. It covers verb tenses like the preterite, imperfect, and future, irregular verbs, uses of verbs like gustar, ser and estar, comparatives and superlatives, transition words, and uses of the words por and para in Spanish. The table of contents previews the various grammar points that will be explained in the sections of the document.
A relative clause is a subordinate clause that provides information about the antecedent in the main clause. The antecedent is the word in the main clause that the relative clause refers to, such as the actor or film. Relative pronouns like who, which, that, and whose are used to link the relative clause to the antecedent. Defining relative clauses add essential information about the antecedent using pronouns like who for people and which for things.
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 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 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 provides information about using the present perfect tense in English. It discusses how the present perfect tense is used to talk about actions or events that occurred at an indefinite time in the past where the exact time is unimportant. It provides examples of the present perfect tense being used with phrases like "have visited", "has been", and "have seen". It also discusses using adverbs like "twice", "often", and "never" with the present perfect tense.
This document provides a summary of Spanish grammar topics in English, organized by sections. It covers verb tenses like the preterite, imperfect, and future, irregular verbs, uses of verbs like gustar, ser and estar, comparatives and superlatives, transition words, and uses of the words por and para in Spanish. The table of contents previews the various grammar points that will be explained in the sections of the document.
A relative clause is a subordinate clause that provides information about the antecedent in the main clause. The antecedent is the word in the main clause that the relative clause refers to, such as the actor or film. Relative pronouns like who, which, that, and whose are used to link the relative clause to the antecedent. Defining relative clauses add essential information about the antecedent using pronouns like who for people and which for things.
The document discusses various verb tenses in English including:
1. Present, past, and future forms of the verbs "to be" and "to have".
2. Simple present, present continuous, past simple, past continuous, present perfect, past perfect, present perfect continuous, and past perfect continuous tenses.
3. Conditional and future tenses using "will" and "going to", along with their uses.
The document discusses various punctuation rules including capitalization, semicolons, apostrophes, underlining/italicizing, quotation marks, and commas. It provides examples of how to properly use these punctuation marks and notes what words or phrases commonly precede or follow certain punctuation. Guidelines are given for capitalizing titles and proper nouns, using semicolons to join independent clauses, making words possessive with apostrophes, italicizing titles, using quotation marks for dialogue and titles, and inserting commas in a sentence based on grammatical guidelines.
The document discusses the simple past tense in English. It explains that the simple past is used to talk about actions that were completed in the past. It provides examples of regular and irregular verbs in the simple past, such as "play/played" and "go/went". It also discusses how the auxiliary verb "do" changes to "did" in the past tense. The document provides examples of simple past sentences, negative sentences, and question forms to illustrate its usage.
The document discusses the present perfect verb tense in English. It provides the form of the present perfect which is "has/have + past participle" and examples such as "You have seen that movie many times." It also discusses two main uses of the present perfect tense: 1) to refer to an unspecified time before now, and 2) to emphasize a connection with the present. Specific time expressions like "yesterday" cannot be used with the present perfect tense.
The document provides a grammar notebook that summarizes key differences and uses of various Spanish grammar concepts across multiple sections. It covers topics such as the preterite vs imperfect tenses, uses of ser vs estar, verbs like gustar, comparatives and superlatives, transition words, the future tense, irregular verbs, por vs para, and more. Each section defines the concept, provides examples to illustrate proper usage, and lists "trigger words" that indicate when a certain tense should be used. The overall document serves as a reference guide to review and practice important distinctions in Spanish grammar.
This document provides examples and explanations of different English grammar concepts:
1. It explains the use of the present simple tense with future meaning in conditional clauses.
2. It discusses the use of the infinitive form of verbs and the constructions "be about to" and verbs plus infinitives.
3. It examines the use of the present perfect simple tense with time expressions like "just", "for" and "since".
4. The document also covers reported speech, the past tense of "there is/there are", the past continuous tense, and an introduction to the passive voice including examples of the present simple passive.
The document discusses irregular verbs in English and their past simple and past participle forms. It provides a table listing common irregular English verbs with their infinitive, past simple, and past participle forms and their Spanish translations. The document explains that irregular verbs do not follow predictable patterns to form their past tense and past participle like regular verbs.
The document summarizes the use of common prepositions like "in", "at", and "on" for places and times. It explains that "in" is used for larger or more important places as well as periods of time including the future. "At" is used for smaller, precise places and specific times. "On" is used for surfaces, directions, and specific days of the week. The document provides examples and clarifies some common mistakes or exceptions to these rules through visual explanations and practice questions.
The document discusses the present perfect tense and its use of the auxiliary verb "to have" along with the main verb in the past participle form. It provides examples of regular and irregular verbs in the past participle and their Spanish translations. The present perfect is used to describe an action that began in the past and has continued up to the present time, and it can include the word "for" to indicate a period of time the action has been occurring, such as "Linda, Rose and Sandy have worked in the company for 10 years."
The document discusses the use of the future tense "be going to" which is used to talk about definite arrangements, general future plans, intentions, and predictions. It provides the structure for making affirmative, negative, and question sentences using "be going to" followed by examples and an exercise for the reader to complete. The key uses of "be going to" are to express plans, intentions, and predictions about the future.
The document provides information on English grammar structures including conditionals, modal verbs, and tenses. It defines conditional sentences types 0 and 1, and provides examples of each. It also defines the uses of modal verbs like can, could, may, might, must, need to, ought to, shall, should, will, and would. For each modal verb, it lists their different uses and provides examples to illustrate meaning. Finally, it provides exercises for learners to practice using these grammar structures in different contexts.
The document outlines props needed for different days of filming. On Tuesday February 2nd, close ups of George's blood and dirt covered face will be filmed as he lip syncs in the forest. Fake blood and a shovel will be needed. On Wednesday February 16th, different angles of George in the forest will be filmed, requiring fake blood. Monday February 22nd will finish forest shots of George running with long and POV close ups, also needing fake blood. On Thursday February 25th, close ups and medium shots of a wine-fueled argument between George and Reeva will be filmed in the kitchen, requiring wine, paper and receipts.
The document provides a review for a French mid-term exam covering several grammar topics including the passé composé, l'imparfait, futur, conditionnel, pronouns, adjectives, adverbs, and l'impératif. It begins by encouraging students to take notes and review past lessons. It then provides summaries and examples of how to conjugate and use these various verb tenses and grammar structures in 3 sentences or less per section.
The document provides a lesson on using relative pronouns such as who, whose, whom, which, and that to start adjective clauses. It discusses when to use each pronoun depending on whether it refers to a person or thing. Key points covered include only using who, whose, and whom to refer to people; using which to refer to things and animals; and using that to refer to anything. Examples are provided to demonstrate choosing the correct relative pronoun based on whether it is the subject or object of the verb in the clause.
This document is a grammar handbook that provides an outline of Spanish grammar topics with brief explanations and examples. It includes sections on nationalities, stem changers, para vs por, pronoun placement, gustar, commands, verb tenses like the preterite and imperfect, reflexives, adverbs, and more. The handbook is meant to cover a wide range of essential Spanish grammar concepts in a clear and organized manner to serve as a reference guide.
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.
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.
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.
This document provides an overview of verbs, including:
1. Adjectives and adverbs allow sentences to be more descriptive. Adjectives modify nouns and adverbs modify verbs, adjectives, or other adverbs.
2. Verbs express actions, events, or states of being. They indicate what the subject is doing. Verbs have different forms depending on tense, voice, and mood.
3. Verb phrases contain a main verb and one or more helping verbs. Helping verbs aid in expressing time or action. Linking verbs connect the subject to a descriptive word.
This document discusses the simple past tense in English. It begins by explaining that the simple past is used to talk about things that happened in the past. It then describes the different ways to form the past tense for regular and irregular verbs. For regular verbs, the simple past is formed by adding "-ed" to the base verb. There are some exceptions. Irregular verbs have unique past tense forms that must be memorized. The document provides examples of affirmative and negative sentences in the simple past and includes sample dialog for practice using this tense.
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.
The document discusses various verb tenses in English including:
1. Present, past, and future forms of the verbs "to be" and "to have".
2. Simple present, present continuous, past simple, past continuous, present perfect, past perfect, present perfect continuous, and past perfect continuous tenses.
3. Conditional and future tenses using "will" and "going to", along with their uses.
The document discusses various punctuation rules including capitalization, semicolons, apostrophes, underlining/italicizing, quotation marks, and commas. It provides examples of how to properly use these punctuation marks and notes what words or phrases commonly precede or follow certain punctuation. Guidelines are given for capitalizing titles and proper nouns, using semicolons to join independent clauses, making words possessive with apostrophes, italicizing titles, using quotation marks for dialogue and titles, and inserting commas in a sentence based on grammatical guidelines.
The document discusses the simple past tense in English. It explains that the simple past is used to talk about actions that were completed in the past. It provides examples of regular and irregular verbs in the simple past, such as "play/played" and "go/went". It also discusses how the auxiliary verb "do" changes to "did" in the past tense. The document provides examples of simple past sentences, negative sentences, and question forms to illustrate its usage.
The document discusses the present perfect verb tense in English. It provides the form of the present perfect which is "has/have + past participle" and examples such as "You have seen that movie many times." It also discusses two main uses of the present perfect tense: 1) to refer to an unspecified time before now, and 2) to emphasize a connection with the present. Specific time expressions like "yesterday" cannot be used with the present perfect tense.
The document provides a grammar notebook that summarizes key differences and uses of various Spanish grammar concepts across multiple sections. It covers topics such as the preterite vs imperfect tenses, uses of ser vs estar, verbs like gustar, comparatives and superlatives, transition words, the future tense, irregular verbs, por vs para, and more. Each section defines the concept, provides examples to illustrate proper usage, and lists "trigger words" that indicate when a certain tense should be used. The overall document serves as a reference guide to review and practice important distinctions in Spanish grammar.
This document provides examples and explanations of different English grammar concepts:
1. It explains the use of the present simple tense with future meaning in conditional clauses.
2. It discusses the use of the infinitive form of verbs and the constructions "be about to" and verbs plus infinitives.
3. It examines the use of the present perfect simple tense with time expressions like "just", "for" and "since".
4. The document also covers reported speech, the past tense of "there is/there are", the past continuous tense, and an introduction to the passive voice including examples of the present simple passive.
The document discusses irregular verbs in English and their past simple and past participle forms. It provides a table listing common irregular English verbs with their infinitive, past simple, and past participle forms and their Spanish translations. The document explains that irregular verbs do not follow predictable patterns to form their past tense and past participle like regular verbs.
The document summarizes the use of common prepositions like "in", "at", and "on" for places and times. It explains that "in" is used for larger or more important places as well as periods of time including the future. "At" is used for smaller, precise places and specific times. "On" is used for surfaces, directions, and specific days of the week. The document provides examples and clarifies some common mistakes or exceptions to these rules through visual explanations and practice questions.
The document discusses the present perfect tense and its use of the auxiliary verb "to have" along with the main verb in the past participle form. It provides examples of regular and irregular verbs in the past participle and their Spanish translations. The present perfect is used to describe an action that began in the past and has continued up to the present time, and it can include the word "for" to indicate a period of time the action has been occurring, such as "Linda, Rose and Sandy have worked in the company for 10 years."
The document discusses the use of the future tense "be going to" which is used to talk about definite arrangements, general future plans, intentions, and predictions. It provides the structure for making affirmative, negative, and question sentences using "be going to" followed by examples and an exercise for the reader to complete. The key uses of "be going to" are to express plans, intentions, and predictions about the future.
The document provides information on English grammar structures including conditionals, modal verbs, and tenses. It defines conditional sentences types 0 and 1, and provides examples of each. It also defines the uses of modal verbs like can, could, may, might, must, need to, ought to, shall, should, will, and would. For each modal verb, it lists their different uses and provides examples to illustrate meaning. Finally, it provides exercises for learners to practice using these grammar structures in different contexts.
The document outlines props needed for different days of filming. On Tuesday February 2nd, close ups of George's blood and dirt covered face will be filmed as he lip syncs in the forest. Fake blood and a shovel will be needed. On Wednesday February 16th, different angles of George in the forest will be filmed, requiring fake blood. Monday February 22nd will finish forest shots of George running with long and POV close ups, also needing fake blood. On Thursday February 25th, close ups and medium shots of a wine-fueled argument between George and Reeva will be filmed in the kitchen, requiring wine, paper and receipts.
The document provides a review for a French mid-term exam covering several grammar topics including the passé composé, l'imparfait, futur, conditionnel, pronouns, adjectives, adverbs, and l'impératif. It begins by encouraging students to take notes and review past lessons. It then provides summaries and examples of how to conjugate and use these various verb tenses and grammar structures in 3 sentences or less per section.
The document provides a lesson on using relative pronouns such as who, whose, whom, which, and that to start adjective clauses. It discusses when to use each pronoun depending on whether it refers to a person or thing. Key points covered include only using who, whose, and whom to refer to people; using which to refer to things and animals; and using that to refer to anything. Examples are provided to demonstrate choosing the correct relative pronoun based on whether it is the subject or object of the verb in the clause.
This document is a grammar handbook that provides an outline of Spanish grammar topics with brief explanations and examples. It includes sections on nationalities, stem changers, para vs por, pronoun placement, gustar, commands, verb tenses like the preterite and imperfect, reflexives, adverbs, and more. The handbook is meant to cover a wide range of essential Spanish grammar concepts in a clear and organized manner to serve as a reference guide.
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.
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.
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.
This document provides an overview of verbs, including:
1. Adjectives and adverbs allow sentences to be more descriptive. Adjectives modify nouns and adverbs modify verbs, adjectives, or other adverbs.
2. Verbs express actions, events, or states of being. They indicate what the subject is doing. Verbs have different forms depending on tense, voice, and mood.
3. Verb phrases contain a main verb and one or more helping verbs. Helping verbs aid in expressing time or action. Linking verbs connect the subject to a descriptive word.
This document discusses the simple past tense in English. It begins by explaining that the simple past is used to talk about things that happened in the past. It then describes the different ways to form the past tense for regular and irregular verbs. For regular verbs, the simple past is formed by adding "-ed" to the base verb. There are some exceptions. Irregular verbs have unique past tense forms that must be memorized. The document provides examples of affirmative and negative sentences in the simple past and includes sample dialog for practice using this tense.
Similar to Reported Speech and Present Perfect Simple (6)
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 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 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 present simple tense, telling the time and adverbs of frequency.
Plus, it has some vocabulary related to the school subjects
The document outlines the affirmative, negative, and interrogative forms of the auxiliary verbs "to have", "to do", and "to be" in English. It provides examples of using each auxiliary verb in the three forms, with examples including subjects like "I", "you", "he/she/it", and plural forms. The document serves as a reference for conjugating these common auxiliary verbs in English based on their subject.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
6. WE USE THE PRESENT PERFECT SIMPLE …
For actions which happened in the past, but we don´t mention
when exactly
I´ve visited the National Museum, so I don´t want to go there again.
For actions that happened in the past and their results are obvious
in the present
Look! Herry has broken his leg!
® LUIS ROBERTO ORTIZ GUERRERO
7. HOW TO FORM THE PRESENT PERFECT SIMPLE?
We form it with the following rule
Have/has + verb in past participle
® LUIS ROBERTO ORTIZ GUERRERO
8. AFFIRMATIVE SENTENCES
SUBJECT HAVE/HAS VERB IN PP
I HAVE PLAYED
YOU HAVE PLAYED
HE HAS PLAYED
SHE HAS PLAYED
IT HAS PLAYED
WE HAVE PLAYED
YOU HAVE PLAYED
THEY HAVE PLAYED
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9. NEGATIVE SENTENCES
SUBJECT HAVE/HAS NOT VERB IN PP
I HAVE NOT PLAYED
YOU HAVE NOT PLAYED
HE HAS NOT PLAYED
SHE HAS NOT PLAYED
IT HAS NOT PLAYED
WE HAVE NOT PLAYED
YOU HAVE NOT PLAYED
THEY HAVE NOT PLAYED
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10. AFFIRMATIVE SENTENCES
HAVE/HAS SUBJECT VERB IN PP ?
HAVE I PLAYED ?
HAVE YOU PLAYED ?
HAS HE PLAYED ?
HAS SHE PLAYED ?
HAS IT PLAYED ?
HAVE WE PLAYED ?
HAVE YOU PLAYED ?
HAVE THEY PLAYED ?
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11. TIME EXPRESSIONS FOR THE PRESENT PERFECT SIMPLE
Always
Never
Ever
Before
Once
twice
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13. SPEAKING ACTIVITY
• Do you consider yourself an adventurous person? Why or why not?
• What's the most exciting thing you've ever done? Tell about it.
• If you could go back to another time and place, what time and place would you choose and
why?
• Have you ever tried any of the following: bungee jumping, snowboarding, parachuting, hang-
gliding? If so, tell about it.
• If you were offered a trip on the space shuttle, would you go? Why or why not?
17. WE USE THE PRESENT PERFECT SIMPLE WE USE THE PAST SIMPLE
For actions that happened in the past, but we don´t
say when exactly
I have visited Rome.
For actions that happened at a definite time in the
past. We clearly say when.
I visited Rome last year.
With the time expressions ever, never, before,
always, once twice. Etc.
With the time expressions yesterday, in 1996, ago,
last week/month, etc.
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18. IMPORTANT NOTE
Have/has been means that someone has visited a place but has come
back.
Beth has been to Barcelona (Now she´s back)
Have/has gone means that someone has gone somewhere and is still
there.
Beth has gone to the supermarket (She´s still there)
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23. We use reported speech when we report the
meaning of what somebody said, but not with the
exact words.
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24. When we repeat the exact words that someone said, we
usually use the verb say and put the words in qutation
marks. This is called Direct Speech
Martin said “call Mr. Roberts at the office”
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25. We usually use tell when we report commands
and ask when we report requests
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26. DIRECT SPEECH REPORTED SPEECH
AFFIRMATIVE
“Give me a lift to the station” said
Joe
Ask/tell + to + base form of the
verb
Joe asked me to give him a lift to
the station
NEGATIVE
“Don´t use the computer” said
Harry
Ask/Tell + not to + base form of
the verb
Harry told me not to use the
computer
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27. EXERCISES
“Don´t go sailing without a compass. You can get lost” said the instructor to
us.
The instructor told us not to go sailing without a compass because we could get lost
“Turn off the air conditioning, please. I am getting sick” Donna said to me
Donna asked me to turn off the air conditioning because she was getting sick
“Can you give me some information about the courses, please? I said to the
receptionist
I asked the receptionist to give me some information about the courses.
® LUIS ROBERTO ORTIZ GUERRERO