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.
Social english greeting, introducing and welcomingRabby Zibon
How to respond in different situations? This presentation guides you to respond in different situations formally, semi-formally and informally for Greeting, Introducing and Welcoming.
Social english greeting, introducing and welcomingRabby Zibon
How to respond in different situations? This presentation guides you to respond in different situations formally, semi-formally and informally for Greeting, Introducing and Welcoming.
Free English Lesson
https://curious.com/jsaenz/simple-past-statements-with-be/in/intermediate-english-for-esl-students?ref=Q86D15FCP30
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Choosing a career is a very crucial aspect of a learner’s decision making process. It could make or unmake their future. Deciding on what to pursue therefore need to be taken slowly and cautiously. As a teacher you have to help them prepare for that big day. You have to guide them in finding the right career path for them to trudge when they pursue higher studies.
This module will make learners realize that as they go along the way, they will find out that they do not have to make the decision alone. You have to make them aware that there will always be people who would help them out. The role of parents and other support system is given emphasis in this module.
This PowerPoint presentation explores the art of questioning in communication. It emphasizes the importance of asking the right questions to facilitate deeper understanding, foster meaningful conversations, and build stronger relationships.
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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.
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
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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.
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.
3. SPEAKING ACTIVITY
In teams, disscuss the following questions.
Do you like doing favours? Why?
Have you ever asked any favour?
What is the strangest favour someone has asked you?
7. POLITE REQUESTS AND FAVOURS
To make polite requests and ask for a favour we use
•Can I/you …?
•Could I/you…?
•May I/you …?
•Will I/you…?
•Would I/you …?
8. Could and Would are more polite than will
and can.
•May I open the window?
•Can/Will/Would you help me with the
homework?
12. EXAMPLES
•Can you lend me your mobile phone, plese?
I´m sorry! I have to do an urgnet call.
•Would you like to go to the cinema with me today?
Oh, I´m sorry! I have an appointment at the dentist.