The document provides a key for filling in blanks in a grammar exercise with the correct form of verbs (simple present or present continuous) based on context. The exercise tests use of simple present and present continuous tenses in 18 sentences. The key fills in the blanks with the appropriate verb form based on whether the simple present or present continuous is required by the context.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Review simple present and present continuous
1. SIMPLE PRESENT OR PRESENT CONTINUOUS
Fill in the blanks with the correct form of the verbs in brackets. Use the
simple present or continuous:
1. My father ____________________ (wash) the car. He always
_________________ (wash) it on Saturday morning.
2. “What ___________________ (Peter/ do)?” “I _________________ (think) he
_________________ (do) the homework in his bedroom”
3. “Don’t make any noise! The baby ____________________ (sleep) at the
moment.
4. Mary’s father usually _______________________ (drive) her to school, but
this week she _________________________ (take) the bus.
5. We __________________ (start) school at 8:30 and the last lesson
_____________ (be) at 2:30 p.m.
6. “Where ____________________ (you/ go) on holiday, Susan?” “I
________________ (not/ know), my parents __________________ (not/
want) to go to the beach again.”
7. I ____________ (be) afraid I _____________ (can/ not/ go) to the cinema
this evening, I __________________ (revise) for tomorrow’s exam this
afternoon.
8. Hurry up, children! The bus _____________________ (come).
9. __________________ (Mandy/ like) pasta? No, she _______________.
10. The newsagent’s _______________ (not/ open) at 9:30 a.m., it
_______________ (open) at 9:45 a.m.
11. Paul sometimes ________________ (watch) TV after lunch.
12.How often ________________________ (the children/ play) football?
13. Don’t go out! It ___________________ (rain) cats and dogs.
14.Mum __________________ (water) the flowers right now.
15. Why ____________________ (you/ not/ come) to the café with me? I
_____________ (meet) Susan there at 6:30 p.m.
16. “__________________ (you/ like) my new dress, Alice?” “Yes, I
___________. You _________________ (look) great!”
17. My brother ________________ (study) a lot these days; he
________________ (want) to pass his exams.
2. 18.Tony never _______________ (have) lunch at the canteen because he
___________ (finish) school at 2:15 p.m.
KEY SIMPLE PRESENT OR PRESENT
CONTINUOUS
Fill in the blanks with the correct form of the verbs in brackets. Use the
simple present or continuous:
1. My father is washing (wash) the car. He always washes (wash) it on
Saturday morning.
2. “What is Peter doing (Peter/ do)?” “I think (think) he is doing (do) the
homework in his bedroom”
3. “Don’t make any noise! The baby is sleeping (sleep) at the moment:”
4. Mary’s father usually drives (drive) her to school, but this week she is
taking (take) the bus.
5. We start (start) school at 8:30 and the last lesson is (be) at 2:30 p.m.
6. “Where are you going (you/ go) on holiday, Susan?” “I don’t know (not/
know), my parents don’t want (not/ want) to go to the beach again.
7. I am (be) afraid I can’t go (can/ not/ go) to the cinema this evening, I am
revising (revise) for tomorrow’s exam this afternoon.
8. Hurry up, children! The bus is coming (come).
9. Does Mandy like (Mandy/ like) pasta? No, she doesn’t.
10. The newsagent’s doesn’t open (not/ open) at 9:30 a.m., it opens (open) at
9:45 a.m.
11. Paul sometimes watches (watch) TV after lunch.
12. How often do the children play (the children/ play) football?
13. Don’t go out! It is raining (rain) cats and dogs!
14. Mum is watering (water) the flowers right now.
15. Why don’t t you come (you/ not/ come) to the café with me? I am meeting
(meet) Susan there at 6:30 p.m.
3. 16. “Do you like (you/ like) my new dress, Alice?” “Yes, I do. You look (look)
great!”
17. My brother is studying (study) a lot these days; he wants (want) to pass
his exams.
18. Tony never has (have) lunch at the canteen because he finishes (finish)
school at 2:15 p.m.
