The aim of this ppt is to help students understand clauses of result with so/such...that, as well as the use of ´too´ and ´enough´ (adverbs of degree).
I. Using Will/Won't For
*Predicting the future
*Deciding to do something at the time of speaking
*Offering
*Agreeing to do something
*Promising
*Asking somebody to do something (Will you?)
*Describing somebody refuses to do something
II. Using Shall I? / Shall we? for
*Offering
*Suggesting
The aim of this ppt is to help students understand clauses of result with so/such...that, as well as the use of ´too´ and ´enough´ (adverbs of degree).
I. Using Will/Won't For
*Predicting the future
*Deciding to do something at the time of speaking
*Offering
*Agreeing to do something
*Promising
*Asking somebody to do something (Will you?)
*Describing somebody refuses to do something
II. Using Shall I? / Shall we? for
*Offering
*Suggesting
All about Ponteareas - Todo sobre Ponteareasteteg662
Resultado do traballo colaborativo entre os tres Institutos de Ponteareas no proxecto Erasmus + Endangered Languages, Cultural Diversity and Integration in the EU of the XXI Century
A story made up by Galician and Irish students in Ponteareas.
ENDANGERED LANGUAGES, CULTURAL DIVERSITY AND INTEGRATION IN THE EU OF THE XXI CENTURY- Erasmus + project.
Traducción do Poema Maio Longo de Rosalía de Castro a Inglés e Gaélico feita por alumnos e alumnas participantes no proxecto Erasmus + ENDANGERED LANGUAGES, CULTURAL DIVERSITY AND INTEGRATION IN THE EU OF THE XXI CENTURY do IES O BARRAL de Ponteareas.
I found this PPT presentation about Thanksgiving and adapted it to my classes.
I want to thank the person who did the initial ppt. I found the explanation very simple and accurate.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Change this direct speech into reported speech:
1.“He works in a bank” She said.
2. “We went out last night” She told me.
3. “I’m coming!” She said.
4.“I was waiting for the bus when he arrived” She told me.
5.“ I’d never been there before” She said.
6.“I didn’t go to the party” She told me.
7.“Lucy’ll come later” She said.
8.“He hasn’t eaten breakfast” She told me.
9.“I can help you tomorrow” She said.
10.“You should go to bed early” She told me.
11.“I don’t like chocolate” She told me.
12.“I won’t see you tomorrow” She said.
13.“She’s living in Paris for a few months” She said.
14.“I visited my parents at the weekend” She told me.
15.“She hasn’t eaten sushi before” She said.
16. “I hadn’t travelled by underground before I came to London” She said
17.“They would help if they could” She said.
18.. “I’ll do the washing-up later” She told me.
Reporting Statements
3. Reporting statements answers
1. She said (that) he worked in a bank.
2. She told me (that) they had gone out the night before.
3. She said (that) she was coming.
4. She told me (that) she was waiting for the bus when he arrived.
5. She said (that) she had never been there before.
6. She told me (that) she hadn't gone to the party.
7. She said (that) Lucy would come later.
8. She told me (that) he hadn't eaten breakfast.
9. She said (that) she could help me tomorrow.
10. She told me (that) I should go to bed early.
11. She told me (that) she didn't like chocolate.
12. She said (that) she wouldn't see me tomorrow.
13. She said (that) she is living in Paris for a few months.
14. She told me (that) she had visited her parents at the weekend.
15. She said (that) she hadn't eaten sushi before.
16. She said (that) she hadn't travelled by underground before she came to
London.
17. She said (that) they would help if they could.
18. She told me (that) she would do the washing-up later.
4. Reported Questions
Change these direct questions into reported speech:
1. “Where is he?” She asked me.
2. “What are you doing?” She asked me.
3. “Why did you go out last night?” She asked me.
4. “Who was that beautiful woman?” She asked me.
5. “How is your mother?” She asked me.
6. “What are you going to do at the weekend?” She asked me.
7. “Where will you live after graduation?” She asked me.
8. “What were you doing when I saw you?” She asked me.
9. “How was the journey?” She asked me.
10. “How often do you go to the cinema?” She asked me.
11. “Do you live in London?” She asked me.
12. “Did he arrive on time?” She asked me.
13. “Have you been to Paris?” She asked me.
14. “Can you help me?” She asked me.
15. “Are you working tonight?” She asked me.
16. “Will you come later?” She asked me
17. “Do you like coffee?” She asked me
18. “Is this the road to the station?” She asked me
19. “Did you do your homework?” She asked me
20.“Have you studied reported speech before?” She asked me.
5. Reported Questions – Answers:
1. She asked me where he was.
2. She asked me what I was doing.
3. She asked me why I had gone out last night.
4. She asked me who that beautiful woman was.
5. She asked me how my mother was.
6. She asked me what I was going to do at the weekend.
7. She asked me where I would live after graduation.
8. She asked me what I had been doing when she had seen me.
9. She asked me how the journey had been.
10. She asked me how often I went to the cinema.
11. She asked me if I lived in London.
12. She asked me if he had arrived on time.
13. She asked me if I had been to Paris.
14. She asked me if I could help her.
15. She asked me if I was working that night.
16. She asked me if I would come later.
17. She asked me if I liked coffee.
18. She asked me if this was the road to the station.
19. She asked me if I had done my homework.
20.She asked me if I had studied
6. Reported Requests and Orders
Change the direct speech into reported speech:
1.“Please help me carry this” She asked me
2.“Please come early” She
3.“Please buy some milk” She
4. “Could you please open the window?” She
5. “Could you bring the book tonight?” She
6.“Can you help me with my homework, please?” She
7. “Would you bring me a cup of coffee, please?”
8.“Would you mind passing the salt?” She
9. “Would you mind lending me a pencil?” She
10.“I was wondering if you could possibly tell me the time?” She
11. “Do your homework!” She told me
12.. “Go to bed!” She
13.“Don’t be late!” She
14.“Don’t smoke!” She
15.“Tidy your room!” She
16.“Wait here!” She
17.“Don’t do that!” She
18.. “Eat your dinner!” She
19.“Don’t make a mess!” She
20.“Do the washing-up!” She
7. 1. She asked me to help her carry that.
2. She asked me to come early.
3. She asked me to buy some milk.
4. She asked me to open the window.
5. She asked me to bring the book that night.
6. She asked me to help her with her homework.
7. She asked me to bring her a cup of coffee.
8. She asked me to pass the salt.
9. She asked me to lend her a pencil.
10. She asked me to tell her the time.
11. She told me to do my homework.
12. She told me to go to bed.
13. She told me not to be late.
14. She told me not to smoke.
15. She told me to tidy my room.
16. She told me to wait here (there).
17. She told me not to do that.
18. She told me to eat my dinner.
19. She told me not to make a mess.
20.She told me to do the washing-up.
Reported Orders and Requests – Answers:
8. COMMANDS, REQUESTS AND ADVICE
Rewrite these sentences in reported speech.
a.“Make some coffee, Bob”, Carol said.
a. (ask)
b.“You must do the homework soon, Jane”, she said.
a. (tell)
c. “Remember to buy a map, Ann” he said.
a. (remind)
d.“You should see a doctor, Mrs. Clark”, he said.
a. (advise)
e.“Keep all the windows closed, Bill” they said.
a. (warn)
f.“Go home, Paul”, Francis said.
a. (tell)
g.“Please stay for supper, Bob”, he said.
a. (try to persuade)
9. Answers
Rewrite these sentences in reported speech.
a.“Make some coffee, Bob”, Carol said.
a. Carol asked Bob to make coffee.
b.“You must do the homework soon, Jane”, she said.
a. She told Jane she had to do the homework soon.
c. “Remember to buy a map, Ann” he said.
a. He reminded Ann to buy a map.
d.“You should see a doctor, Mrs. Clark”, he said.
a. He advised Mrs. Clark to see a doctor.
e.“Keep all the windows closed, Bill” they said.
a. They warned Bill to keep all the window closed.
f.“Go home, Paul”, Francis said.
a. Francis told Paul to go home
g.“Please stay for supper, Bob”, he said.
a. He tried to persuade Bob to stay for supper.
10. OFFERS AND SUGGESTIONS
Rewrite the sentences with the gerund or the infinitive and the in reported speech.
a.“I’ll bring my CDs to the party.”
a. He promised to bring his CDs to the party.
b.“Let’s go to the cinema tonight, shall we?
a. She suggested
c.“Yes, I stole the wallet.”
a. He admitted
d.“Be careful! The water is boiling.”
a. She warned us.
e. “You must apologize to your teacher.”
a. My father insisted (on)
f.“All right! I’ll share the expenses with you.”
a. My friend agreed
11. Answers
a. “I’ll bring my CDs to the party.”
a. He promised to bring his CDs to the party.
b. “Let’s go to the cinema tonight, shall we?
a. She suggested going to the cinema that night.
c. “Yes, I stole the wallet.”
a. He admitted stealing the wallet
d. “Be careful! The water is boiling.”
a. She warned us about the boiling water
e. “You must apologize to your teacher.”
a. My father insisted on apologizing to my teacher.
f. “All right! I’ll share the expenses with you.”
a. My friend agreed on sharing the expenses with you