This document provides information on English tenses including the past simple, past continuous, present perfect, present perfect continuous, and usage of certain words. It defines each tense using formulas with verbs and provides examples of their use with time expressions. Examples are also given for the usage of certain words like 'the', 'a', and words involving time periods. Distinctions are drawn between related words like experience and experiences, experiment and routine.
This document contains English words and phrases related to being convinced, dedicated, delayed, delighted, disappointed, employed, enthusiastic, faced with challenges, fined, and their Chinese translations. Examples are provided for each entry, as well as additional explanations and definitions of related terms.
This document contains English-Chinese translations of phrases and examples sentences. It defines the phrase "as a whole" as meaning "整體的" and provides the example sentence "Is the collection going to be divided up or sold as a whole?" to illustrate its meaning. Additional context is provided to further explain the meaning of considering or looking at something in its entirety.
This document contains a list of 401 common English phrases and their Chinese translations. Each entry includes the English phrase, Chinese translation, example sentence, and additional explanation. The phrases cover topics such as inviting someone, leaving someone behind, clusters of things, large amounts and numbers, packages, pieces of advice, piles of items, and results from actions. The goal is to provide a phrasebook for learners of English.
لغة انجليزية 2 اعدادي لغات الوحدة الاولى to the max 2 مستر علاء رجبمحمد الجمل
Heba never comes home late. (doesn't)
French is spoken well by him.
Where do you come from? (do)
Ahmed always watches television.
People speak Arabic in many countries. (is spoken)
This document provides an overview of key concepts in Spanish grammar, including:
1. Verb conjugations for regular -ar, -er, and -ir verbs in the present tense.
2. Stem-changing verbs and irregular "yo" forms.
3. Uses of saber vs conocer, reflexive verbs, and the impersonal "se".
4. Features of verbs like gustar, stem-changers, and those ending in -cer/-cir, -guir/-uir.
5. Uses of the imperfect, preterite, and trigger words indicating the preterite.
6. Formation of the future, conditional, commands, and present perfect
This document is a grammar book containing 10 pages summarizing key concepts of Spanish grammar, including: the present tense, stem changers, irregular verbs like "hacer" and "ir", uses of saber vs conocer, reflexive verbs, the impersonal "se", diphthongs, similar verbs ending in ger/gir and cer/cir, the phrase "hace + _ + que + _" and the imperfect tense. It provides conjugation tables and explanations of grammar points.
This document provides a summary of Spanish grammar topics in 18 numbered sections. It includes explanations of verb conjugations, stem changers, reflexive verbs, impersonal expressions, diphthongs, saber vs conocer, the preterite and imperfect tenses, por vs para, and other grammar concepts. Tables are included showing examples of conjugations and stem changes.
The document discusses the present perfect tense in Spanish. It explains that the present perfect is formed by combining the present form of the verb haber with the past participle of the main verb. It provides examples of forming the present perfect of the verbs estudiar, hablar, tomar, comer, and ir. It notes some irregular past participles ending in -ido, -to, and -cho. Finally, it provides a practice activity to test forming the present perfect using given subjects and verbs.
This document contains English words and phrases related to being convinced, dedicated, delayed, delighted, disappointed, employed, enthusiastic, faced with challenges, fined, and their Chinese translations. Examples are provided for each entry, as well as additional explanations and definitions of related terms.
This document contains English-Chinese translations of phrases and examples sentences. It defines the phrase "as a whole" as meaning "整體的" and provides the example sentence "Is the collection going to be divided up or sold as a whole?" to illustrate its meaning. Additional context is provided to further explain the meaning of considering or looking at something in its entirety.
This document contains a list of 401 common English phrases and their Chinese translations. Each entry includes the English phrase, Chinese translation, example sentence, and additional explanation. The phrases cover topics such as inviting someone, leaving someone behind, clusters of things, large amounts and numbers, packages, pieces of advice, piles of items, and results from actions. The goal is to provide a phrasebook for learners of English.
لغة انجليزية 2 اعدادي لغات الوحدة الاولى to the max 2 مستر علاء رجبمحمد الجمل
Heba never comes home late. (doesn't)
French is spoken well by him.
Where do you come from? (do)
Ahmed always watches television.
People speak Arabic in many countries. (is spoken)
This document provides an overview of key concepts in Spanish grammar, including:
1. Verb conjugations for regular -ar, -er, and -ir verbs in the present tense.
2. Stem-changing verbs and irregular "yo" forms.
3. Uses of saber vs conocer, reflexive verbs, and the impersonal "se".
4. Features of verbs like gustar, stem-changers, and those ending in -cer/-cir, -guir/-uir.
5. Uses of the imperfect, preterite, and trigger words indicating the preterite.
6. Formation of the future, conditional, commands, and present perfect
This document is a grammar book containing 10 pages summarizing key concepts of Spanish grammar, including: the present tense, stem changers, irregular verbs like "hacer" and "ir", uses of saber vs conocer, reflexive verbs, the impersonal "se", diphthongs, similar verbs ending in ger/gir and cer/cir, the phrase "hace + _ + que + _" and the imperfect tense. It provides conjugation tables and explanations of grammar points.
This document provides a summary of Spanish grammar topics in 18 numbered sections. It includes explanations of verb conjugations, stem changers, reflexive verbs, impersonal expressions, diphthongs, saber vs conocer, the preterite and imperfect tenses, por vs para, and other grammar concepts. Tables are included showing examples of conjugations and stem changes.
The document discusses the present perfect tense in Spanish. It explains that the present perfect is formed by combining the present form of the verb haber with the past participle of the main verb. It provides examples of forming the present perfect of the verbs estudiar, hablar, tomar, comer, and ir. It notes some irregular past participles ending in -ido, -to, and -cho. Finally, it provides a practice activity to test forming the present perfect using given subjects and verbs.
The document provides a table of contents and overview of Spanish grammar topics including:
- Verb tenses like the preterite, imperfect, future, and commands
- Irregular verb conjugations
- Uses of ser vs estar, por vs para, and saber vs conocer
- Forming comparisons, conditionals, questions, and negatives
- Placement of direct and indirect object pronouns
- Using impersonal expressions and conjunctions of time
- Forming the present subjunctive and irregular subjunctive verbs
This document provides information on Spanish verb tenses and forms including the imperfect, preterite, future, conditional, and commands. It discusses imperfect verb conjugations, triggers that indicate the imperfect tense, and uses of the imperfect such as ongoing or repeated actions. Various Spanish verb charts are included showing conjugations for regular and stem-changing verbs in different tenses. Adverbs, modal verbs, progressive tenses, and superlatives are also covered.
This document provides information on Spanish grammar concepts including:
- Verb conjugations for -ar, -er, and -ir verbs in the present tense.
- Stem-changing verbs and irregular "yo" forms.
- Uses of reflexive pronouns and verbs.
- Formation of the preterite, imperfect, future, and conditional tenses.
- Differences between por and para prepositions.
- Forms of commands, adverbs, subjunctive mood, impersonal "se", and verbs like gustar.
This document provides a summary of Spanish grammar topics in 3 sentences or less per section. It covers verb tenses like the preterite, imperfect, future, conditional, and perfect tenses. It also covers topics such as comparatives, por vs para, commands, pronouns, subjunctive, impersonal expressions, and conjunctions. The document is organized with headings for each grammar topic and provides examples, definitions, and conjugations.
The document provides an outline for a Spanish grammar book. It includes 14 sections covering topics like verb conjugations, stem changers, irregular verbs, saber vs conocer, reflexive verbs, commands, and tenses including present, preterite, imperfect, future, conditional, and subjunctive. Each section also includes examples to illustrate the grammar points.
The document provides information on Spanish verb conjugations including the preterite, imperfect, progressive, future, and conditional tenses. It discusses irregular verb forms and uses of different tenses. Tables are included showing pronoun endings for regular verbs in the preterite and imperfect. Examples of irregular verbs and their conjugations are also listed. The document concludes with sections on Spanish adverbs, formal commands, and prepositions.
The document provides information on Spanish verb conjugations including the preterite, imperfect, progressive, future, and conditional tenses. It discusses irregular verb forms and uses of different tenses. Tables are included showing pronoun endings for regular verbs in the preterite and imperfect. Examples of irregular verbs and their conjugations are also listed. The document concludes with sections on Spanish adverbs, formal commands, and prepositions.
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 provides an outline of 28 grammar topics in Spanish, including the present tense, stem changers, saber vs conocer, reflexives, diphthongs, uses of por and para, the imperfect versus preterite, commands, and the progressive tenses. It briefly defines each topic and provides examples to illustrate key concepts in Spanish grammar.
This document contains a table of contents for a secondary school textbook divided into 9 units. Each unit covers vocabulary, language notes, communication skills, exercises for vocabulary and grammar, and a concluding test. The vocabulary and grammar topics covered in each unit relate to the world of work, including common job titles, qualifications, and workplace terms. Key language concepts explained in the language notes section include the use of prepositions like "on", "in", and "at" with time expressions and periods.
مذكرة الوحدات اللغة الإنجليزية الصف الثانى الثانوىAbdallah Omar
This document contains a table of contents for a secondary school textbook divided into 9 units. Each unit covers vocabulary, language notes, communication skills, exercises for vocabulary and grammar, and a concluding test. The vocabulary and grammar topics covered in each unit relate to the world of work, including common job titles, qualifications, and workplace terms. Key language concepts explained in the language notes section include the use of prepositions like "on", "in", and "at" with time expressions and periods.
The document outlines Spanish grammar topics including verb conjugations, tenses, stem changes, irregular verbs, pronouns, commands, por vs para, subjunctive, and more. It provides examples and explanations of key concepts such as the present tense, preterite, imperfect, stem changing verbs, saber vs conocer, reflexive verbs, and uses of ser and estar.
The document provides a table of contents and overview for a Spanish grammar book. It lists and defines various grammar topics like the present tense, stem changers, reflexives, diphthongs, por vs. para, commands, and the subjunctive. Examples are given for conjugating different verbs in these tenses and moods. Irregular verbs and their forms are identified. The document also contains tables for stem changer verbs and present tense conjugations.
The document provides a summary of key Spanish grammar topics organized in numbered sections, including: verb conjugations, stem changers, irregular verbs, saber vs conocer, reflexives, the present tense with diphthongs, gustar verbs, verbs ending in -uir/-guir and -cer/-cir, and more advanced topics like the preterite vs imperfect, future vs conditional, por vs para, commands, and the subjunctive mood.
1) The document discusses various tenses in English including the simple present, present continuous, present perfect, present perfect continuous, simple past, past continuous, past perfect, past perfect continuous, simple future, future continuous, and future perfect.
2) It provides examples of how to form each tense and when each tense is used.
3) Key details about each tense like time frames, ongoing vs completed actions, and common words used with each tense are outlined.
This document contains a table of contents that outlines grammatical concepts in Spanish including stem changers, reflexives, saber vs conocer verbs, imperfect versus preterite tenses, and future tense formation. It provides examples of conjugations for regular and irregular verbs in the present, preterite, and future tenses. Key uses of the imperfect tense are defined. Comparisons are explained using mas/menos and tan/tanto.
This document provides an outline of topics covered in a grammar book, including:
1) Present tense verbs and irregular forms
2) Stem-changing verbs
3) Verbs like saber vs conocer, reflexives, and impersonal se
4) Verb conjugations, irregular verbs, and uses of hacer
5) Imperfect, preterite, and future tenses along with comparative and superlative structures.
The document includes examples and explanations of grammatical structures and concepts.
This document contains a summary of Spanish grammar concepts across various tenses and verb types. It includes explanations of regular verbs in the present tense (-ar -er -ir), stem changing verbs, irregular verbs like -go -zco -yo, reflexives, the impersonal 'se', diphthongs, verbs like -uir/-guir and -cer/cir, comparisons, the future tense, commands, the present perfect, double object pronouns, the subjunctive, and progressive tenses using ir, andar and seguir. The document provides examples and explanations of how to conjugate verbs in different tenses and with various concepts in Spanish grammar.
This document provides vocabulary definitions and grammar explanations related to school and education. It defines terms like "attend", "determine", "decide", "depress", and "prepare". It also explains the uses of indefinite ("a", "an") and definite ("the") articles in the English language. The document is intended to help students learn new vocabulary and understand grammar rules.
The document provides information about verb tenses in English, including the past simple, present continuous, past continuous, present perfect, past perfect, present perfect continuous, and past perfect continuous. Key points covered include using the past simple to talk about finished actions, the present continuous to talk about ongoing actions now, and the past continuous to describe a longer action happening at the same time as another past action.
The document provides a table of contents and overview of Spanish grammar topics including:
- Verb tenses like the preterite, imperfect, future, and commands
- Irregular verb conjugations
- Uses of ser vs estar, por vs para, and saber vs conocer
- Forming comparisons, conditionals, questions, and negatives
- Placement of direct and indirect object pronouns
- Using impersonal expressions and conjunctions of time
- Forming the present subjunctive and irregular subjunctive verbs
This document provides information on Spanish verb tenses and forms including the imperfect, preterite, future, conditional, and commands. It discusses imperfect verb conjugations, triggers that indicate the imperfect tense, and uses of the imperfect such as ongoing or repeated actions. Various Spanish verb charts are included showing conjugations for regular and stem-changing verbs in different tenses. Adverbs, modal verbs, progressive tenses, and superlatives are also covered.
This document provides information on Spanish grammar concepts including:
- Verb conjugations for -ar, -er, and -ir verbs in the present tense.
- Stem-changing verbs and irregular "yo" forms.
- Uses of reflexive pronouns and verbs.
- Formation of the preterite, imperfect, future, and conditional tenses.
- Differences between por and para prepositions.
- Forms of commands, adverbs, subjunctive mood, impersonal "se", and verbs like gustar.
This document provides a summary of Spanish grammar topics in 3 sentences or less per section. It covers verb tenses like the preterite, imperfect, future, conditional, and perfect tenses. It also covers topics such as comparatives, por vs para, commands, pronouns, subjunctive, impersonal expressions, and conjunctions. The document is organized with headings for each grammar topic and provides examples, definitions, and conjugations.
The document provides an outline for a Spanish grammar book. It includes 14 sections covering topics like verb conjugations, stem changers, irregular verbs, saber vs conocer, reflexive verbs, commands, and tenses including present, preterite, imperfect, future, conditional, and subjunctive. Each section also includes examples to illustrate the grammar points.
The document provides information on Spanish verb conjugations including the preterite, imperfect, progressive, future, and conditional tenses. It discusses irregular verb forms and uses of different tenses. Tables are included showing pronoun endings for regular verbs in the preterite and imperfect. Examples of irregular verbs and their conjugations are also listed. The document concludes with sections on Spanish adverbs, formal commands, and prepositions.
The document provides information on Spanish verb conjugations including the preterite, imperfect, progressive, future, and conditional tenses. It discusses irregular verb forms and uses of different tenses. Tables are included showing pronoun endings for regular verbs in the preterite and imperfect. Examples of irregular verbs and their conjugations are also listed. The document concludes with sections on Spanish adverbs, formal commands, and prepositions.
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 provides an outline of 28 grammar topics in Spanish, including the present tense, stem changers, saber vs conocer, reflexives, diphthongs, uses of por and para, the imperfect versus preterite, commands, and the progressive tenses. It briefly defines each topic and provides examples to illustrate key concepts in Spanish grammar.
This document contains a table of contents for a secondary school textbook divided into 9 units. Each unit covers vocabulary, language notes, communication skills, exercises for vocabulary and grammar, and a concluding test. The vocabulary and grammar topics covered in each unit relate to the world of work, including common job titles, qualifications, and workplace terms. Key language concepts explained in the language notes section include the use of prepositions like "on", "in", and "at" with time expressions and periods.
مذكرة الوحدات اللغة الإنجليزية الصف الثانى الثانوىAbdallah Omar
This document contains a table of contents for a secondary school textbook divided into 9 units. Each unit covers vocabulary, language notes, communication skills, exercises for vocabulary and grammar, and a concluding test. The vocabulary and grammar topics covered in each unit relate to the world of work, including common job titles, qualifications, and workplace terms. Key language concepts explained in the language notes section include the use of prepositions like "on", "in", and "at" with time expressions and periods.
The document outlines Spanish grammar topics including verb conjugations, tenses, stem changes, irregular verbs, pronouns, commands, por vs para, subjunctive, and more. It provides examples and explanations of key concepts such as the present tense, preterite, imperfect, stem changing verbs, saber vs conocer, reflexive verbs, and uses of ser and estar.
The document provides a table of contents and overview for a Spanish grammar book. It lists and defines various grammar topics like the present tense, stem changers, reflexives, diphthongs, por vs. para, commands, and the subjunctive. Examples are given for conjugating different verbs in these tenses and moods. Irregular verbs and their forms are identified. The document also contains tables for stem changer verbs and present tense conjugations.
The document provides a summary of key Spanish grammar topics organized in numbered sections, including: verb conjugations, stem changers, irregular verbs, saber vs conocer, reflexives, the present tense with diphthongs, gustar verbs, verbs ending in -uir/-guir and -cer/-cir, and more advanced topics like the preterite vs imperfect, future vs conditional, por vs para, commands, and the subjunctive mood.
1) The document discusses various tenses in English including the simple present, present continuous, present perfect, present perfect continuous, simple past, past continuous, past perfect, past perfect continuous, simple future, future continuous, and future perfect.
2) It provides examples of how to form each tense and when each tense is used.
3) Key details about each tense like time frames, ongoing vs completed actions, and common words used with each tense are outlined.
This document contains a table of contents that outlines grammatical concepts in Spanish including stem changers, reflexives, saber vs conocer verbs, imperfect versus preterite tenses, and future tense formation. It provides examples of conjugations for regular and irregular verbs in the present, preterite, and future tenses. Key uses of the imperfect tense are defined. Comparisons are explained using mas/menos and tan/tanto.
This document provides an outline of topics covered in a grammar book, including:
1) Present tense verbs and irregular forms
2) Stem-changing verbs
3) Verbs like saber vs conocer, reflexives, and impersonal se
4) Verb conjugations, irregular verbs, and uses of hacer
5) Imperfect, preterite, and future tenses along with comparative and superlative structures.
The document includes examples and explanations of grammatical structures and concepts.
This document contains a summary of Spanish grammar concepts across various tenses and verb types. It includes explanations of regular verbs in the present tense (-ar -er -ir), stem changing verbs, irregular verbs like -go -zco -yo, reflexives, the impersonal 'se', diphthongs, verbs like -uir/-guir and -cer/cir, comparisons, the future tense, commands, the present perfect, double object pronouns, the subjunctive, and progressive tenses using ir, andar and seguir. The document provides examples and explanations of how to conjugate verbs in different tenses and with various concepts in Spanish grammar.
This document provides vocabulary definitions and grammar explanations related to school and education. It defines terms like "attend", "determine", "decide", "depress", and "prepare". It also explains the uses of indefinite ("a", "an") and definite ("the") articles in the English language. The document is intended to help students learn new vocabulary and understand grammar rules.
The document provides information about verb tenses in English, including the past simple, present continuous, past continuous, present perfect, past perfect, present perfect continuous, and past perfect continuous. Key points covered include using the past simple to talk about finished actions, the present continuous to talk about ongoing actions now, and the past continuous to describe a longer action happening at the same time as another past action.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
5. 5
UNIT 2
Present perfect
( Have has + p.p من التام المضارع يتكون
(
( Have has + p.p بين توضع
( ( Already , just , ever , never عالماته
(
الجملة اخر في
. Already تأتي ان يمكن
Ever مع التفضيل صيغة
) Since , for , so far , yet , lately , recently , up till now عالمات
(
Yet والنفي السؤال اخر lately ونفي اثبات recently فقط اثبات
in the last years, over the years. This, المضارع اثر because…
*Since (2008, May, Friday, o’clock, last مدة, yesterday, the age of, فاعل + فعل, birthday,
the last مناسبة holiday, childhood
For (year, month, day, week, the last, hour, ages, over (less)than a year, a long time,
as long as I can remember)
Since ( بسيط ماضي, تام )ماضي تام ماضي since بسيط ماضي
It’s مدة since فاعل + مثبت بسيط ماضي
Have gone to ( been in ) يعد ولم ذهب Have been to وعاد ذهب
Have been in مكان في موجود
Present perfect continuous
(Have has + been + v.ing من المستمر التام المضارع يتكون
(
(Since for + still , not , now , all عالماته
(
أفعال
التام المضارع في توضع قصيرة او عدد بعدها والتي والملكية الحواس
تام ماضي
) ) by + ماضيه سنه بسيط ماضي in سنه تام مضارع since سنه
قاعدتان لهم الزمنية الروابط
(when/after/as soon as/once/by the time/till/until/while)
رابط + تام مضارع بسيط مضارع …………… مستقبل بسيط مضارع امر
رابط + تام ماضي بسيط ماضي …………… بسيط ماضي
6. 6
استخدام عند
the
اسم إلي الصفة تتحول معينة صفات قبل
جمع فعل معه ُستخدميو جمع
:
the poor / the rich / the disabled المعاقين/ the deaf ُمصال/ the blind المكفوفين/ the dumb ُكمبال
/the sick / the dead / the young / the old / the homeless المشردون/ the elderly السن كبار/ the
unemployed العاطلون
The poor are in need of our help. = Poor people are in need of our help.
تستخدم
a
بمعني معينة كلمات قبل
(
لكل أو كل في
)
كلمة مكانها نستخدم أن يمكن وعادة
per
a day / a month / per hour / per person
He earns 500 pounds a month. He drove 70 miles per hour.
اسم وبعدها عدد قبلها جاء إذا اآلتية الكلمات جمع عدم الحظ
:
Week / second / month / year / minute / hour / day
I usually have a ten-minute break for coffee at midday.
a five-hour meeting a three-day trip
نقول ولكننا
:
The trip took three days. The meeting lasted for five hours.
حالة وفي
كلمة وجود
time
نستخدم السابقة الكلمات بعد
's)
)
و المفرد حالة في
(s')
الجمع حالة في
:
in a week's time in two years' time
experience: )جمعُت ال معين عمل خالل من ومهارات معرفة من الشخص يكتسبه (ما الخبرة
experiences : الحياة في خبرات أو حياتية تجارب أو أحداث أو مواقف
They offered me the job because I had a lot of experience.
I had some interesting experiences while I was travelling. (= things that happened to me)
experiment : معينة لنتائج التوصل أو ما شيء صحة إلثبات علمية تجربة
Teachers usually carry out simple experiments in the laboratory.
One of + )مفرد الفعل أن (الحظ جمع اسم
One of the ancient wonders is the Great Pyramid at Giza.
Words often confused:
routine )يوميا الوقت نفس في أعمال من الشخص به يقوم (ما اليومي الروتين
red tape الرسمية اإلجراءات روتين
Dressing is a task which we do every day as a matter of routine.
We must get rid of the red tape in government offices.
Language notes
7. 7
custom: جماعية عادة
It’s the custom for the bride’s father to pay for the wedding
mend )يعمل ال أو تالف (شيء بإصالح يقوم amend قانون أو نص في تغيير أو تعديل بإجراء يقوم
The plumber came to mend the burst pipe.
The constitution الدستورwas amended some time ago.
win (T/I)بـ يفـوز / يكسـب a game/ a race سباق/ a medal / a competition مسابقة / a cup / a match /
a contest مسابقة/ support دعم
/
مساندة
/
تأييد / love / trust ثقة / confidence ثقة / approval استحسان
/war/loyalty والء
/
إخالص / friends
Which year was it that Italy won the World Cup?
beat علي يتغلب / يهزم Holland beat Argentina by 3/1.
gain يكتسب )information / knowledge معرفة/ experience / reputation سمعة (
gain (weight / speed / height )االرتفاع أو الطول/السرعة/(الوزن في )يزداد
earn (money / earn a living) عمل من يكسب
She earns $40,000 a year.
abroad الخارج aboard قطار أو طائرة أو سفينة متن علي
My father travelled abroad on business. They finally went aboard the plane.
other than = except عدا ما
rather than = in preference to / instead of خخر علي شيء مفضال / من بدال
otherwise = or وإال
The form cannot be signed by anyone other than the manager.
I think I'd like to stay at home this evening rather than go out.
You'll have to go now, otherwise you'll miss your bus.
Make or Do?
make friends أصدقاء يتخذ do an operation جراحية بعملية يقوم
make sure يتأكــد do a job وظيفة يؤدي
make contributions بإسهامات يقوم do work بالعمل يقوم
make sense معني له do the shopping يتسوق
make a decision يقرر
/
قرار يتخذ do the homework المدرسية بواجباته يقوم
make a difference to
في اختالف يحدث
/
له يكون
علي تأثير
do wrong يخطئ
8. 8
make a mistake يخطئ
/
خطأ يرتكب do good ُفيـدي
make parts of cars السيارات أجزاء يصنع do harm يضــر
make a fire نارا يشعل do the washing up يقوم
األواني بغسل
make a suggestion اقتراح يقدم do the cleaning بالتنظيف يقوم
make a promise دِعَي do the sweeping بالكنس يقوم
make achievements انجازات يحقق do a favour معروف أو خدمة يقدم
make peace السالم يحقق do a project دراسة أو بحث بعمل يقوم
make war حرب يشن do research أبحاث بعمل يقوم
make lunch/dinner الغداء يعد
/
العشاء do without عن يستغني
Make use of من يستفيد do (his) hair شعره يصفف
make up (his) mind يقرر
do
something/nothing
شيء يفعل
(
شيء ال
)
make a noise ضوضاء يثير do the cooking بالطهي يقوم
Make arrangements بترتيبات يقوم Do your best بوسعك ما تفعل
Make an offer بعرض يتقدم Do sport الرياضة يمارس
Make changes to علي تغييرات ُجريي Do gymnastics القوي ألعاب يمارس
Make a plan خطة ُعدي Do exercises رياضية تمارين يؤدي
Make progress تقدم يحقق Do a survey رأي استطالع ُعدي
Make a phone call تليفونية مكالمة ُجريي Do the dishes األطباق ُنظفي
Make a prediction يتنبأ Do business عمل مهمة في
Make money أمواال يجني
/
أرباحا يحقق Do duties بواجباته يقوم
Make efforts جهود يبذل Do the housework منزلية بأعمال يقوم
Make an invention الختراع يتوصل Do revision ُراجعي
Make a profit ربح يحقق Do repairs باصالحات يقوم
Make a discovery الكتشاف يتوصل
be associated with = be related to = be connected with بـ عالقة له/بـ مرتبط
There are problems which are associated with cancer treatment.
association: مؤسسة / منظمة / جمعية
They set up an association to collect money and build a new school.
بـ المنتهية الصفات تحويل عند ۩ly حال الي adv.:نستخدم
In a + adj. + way/manner
9. 9
fatherly أبوي/ motherly باألم مرتبط/ friendly / cowardly جبان/ neighbourly عطوف/ودود/
lovely / silly / ugly قبيح/ brotherly أخوي/ deadly مميت/ lonely / likely محتمل/ unlikely غير
محتمل/ heavenly سماوي/ manly رجولي/ lively نشيط/حيوي
She spoke in a friendly way.
He behaved in a silly way.
بـ المنتهية األفعال أن الحظ ۩ize بـ ًاأيض تنتهي أن يمكن ise
realize = realise recognize = recognise
organize = organise economize = economise
كلمة تستخدم ۩even:المقارنة حالة في تكون بعدها صفة وجود حالة وفي متوقع غير شيء علي للداللة
He didn't even have enough money to pay the rent.
I haven't even started making dinner.
Frank played well last season and this season he has played even better.
:السنوات ونطق كتابة طريقة الحظ ۩
1908 = Nineteen oh-eight
2015 = two thousand and fifteen / twenty fifteen
Grow up doing something:
Many people have grown up reading the books of Abdel-Tawab Youssef.
Leave someone doing something
The head teacher left him dreaming about his life as a teacher.
rest: راحة فترة
the rest (of): ..بقية
The doctors had told him to have complete bed rest for a whole week.
what do you want to do for the rest of your life?
استخدام الحظ ۩most/least:اآلتية األفعال مع
what do you most/least enjoy/like/love/hate about..?
what do you enjoy/like/love/hate most/least … about..?
What I like/love/enjoy/hate most is/are…
What do you most enjoy about your job? / What do you enjoy most about your job?
What I liked most were the beautiful beaches.
conduct: سلوك
conduct: )الكهرباء/(الحرارة يوصل
conduct (a survey/a study/a poll رأي استطالع/ an experiment): بـ يقوم/جريُي
A conducted tour: )منظمة (جولة مرشد بصحبة سياحية جولة
He was arrested for unlawful conduct. قانوني غير سلوك
This material conducts electricity well.الكهرباء توصل
They conducted a survey to ask local residents المحليون السكانwhat they would like.
:كفعل أو كإسم خدمتُتاس سواء الحروف بنفس تكتب الكلمات من كثير أن الحظ ۩
plan / ache / break / chat / demand / face / use / delay / stay
I plan an introduction and then use steps.
He made a plan for the lesson.
The demand for fish exceeds the supply.العرض عن يزيد
Words Often Confused:
social (issues / problems / reforms) )بالمجتمع عالقة (له اجتماعي
10. 10
sociable )آخرين مع أنشطة فيه مارسُت وقت تصف أن ويمكن – (لألشخاص اجتماعي
Team sports help to develop a child's social skills.
You can join a social club to make friends.
She's a sociable child who'll talk to anyone.
We had a very sociable weekend.
EXERCISES
1.At the age of seven, my parents ……………… me to Jordan.
a. are taking b– were taking c– took d– take
why?............................................................................................
2. At the age of seven, he …………….. a prize for a drawing of an animal.
a. gave b– was given c– has given d– had given
why?............................................................................................
3. Someone phoned me while I ………………. the dinner.
a. cook b– was cooked c– am cooking d– was cooking
why?............................................................................................
4. While my car …………………, I went shopping.
a. was mending b– was being mended c– has mended d– had mended
why?............................................................................................
5.While my mother was doing the washing up, my baby sister …………………… after.
a. was looking b– has been looked c– was being looked d– had looked
why?............................................................................................
6. As soon as he …………………… the photograph, he showed it to his friend.
a. takes b– has taken c– will take d– had taken
why?............................................................................................
7. As soon as the robbers ………………………., they were taken to jail.
a. had arrested b– had been arrested c – were arresting d– are arrested
why?............................................................................................
8. I …………………. him a few days ago.
a. have seen b– saw c– would see d – was seen
why?............................................................................................
9. He ………………... need much sleep, but he does now.
a. didn't use to b- isn't used to c– used d– uses
why?............................................................................................
10.…………………….. you use to play with dolls?
a. Are b– Is c– Did d– Does
why?............................................................................................
11.While he was finishing one story, he ………………. of another one.
a. thinks b– is thinking c– was thinking d– has thought
why?............................................................................................
12.My last e-mail …………………… to six people.
a. send b– was sending c– has sent d– was sent
why?............................................................................................
13.When she ………………………. seven, she wrote a poem which won a prize.
a. is b– was c– was being d– has been
why?............................................................................................
11. 11
14.She …………………………. poetry for 7 years, but now she writes novels.
a. writes b– has written c– wrote d– will write
why?............................................................................................
15.This film ……………………….. by Thomas Wilson.
A. directed b– had directed c– was directed d– was directing
why?............................................................................................
16. This author uses very short sentences. That is his................of writing.
a) routine b) route c) fashion d) style
why?............................................................................................
17. The computer............... a noise and gave us a headache.
a) made b) did c) had d) found
why?............................................................................................
18. How do you think Haqqi’s training as a ................. affected how he wrote?
a) diplomacy b) porter c) diplomat d) politician
why?............................................................................................
19. The prisoner of Zenda was so fantastic that it was made ............ a film?
a) into b) in c) up d) off
why?............................................................................................
20. He ............... an urgent telephone call asking for help.
a) did b) revised c) made d) delivered
why?............................................................................................
21. This survey was ................... by phone and asked people's political opinions.
a) made b) done c) acted d) represented
why?............................................................................................
22. Will you ................. me a favour and post this letter for me?
a) make b) do c) present d) offer
why?............................................................................................
23. We rewarded her as she ............... well in the exam.
a) made b) cheated c) did d) played
why?............................................................................................
24. Yehia Haqqi’s writing is still important today because he ............. a new style of writing
a) did b) discovered c) proved d) created
why?............................................................................................
25. His first short story…............ him as one of the great short story writers of the Arab
world.
why?............................................................................................
a) developed b) did c) provided d) established
26. She got .................... when I asked her some personal questions.
a) confuse b) confusing c) confusion d) confused
why?............................................................................................
27. A……………is someone who produces books , newspapers or magazines.
a) publisher b) beggar c) writer d) editor
why?............................................................................................
28. Has he ................. a decision about buying the car yet?
a) did b) made c) took d) had
why?............................................................................................
29. I spend two or three days ……..... the week’s work until I’m happy with what I’ve written.
a) to check b) checking c) check d) to checking
12. 12
why?............................................................................................
30. He is wealthy as he has been working ……....... for more than 20 years.
a) aboard b) broad c) abroad d) board
why?............................................................................................
31. The government is working on improving access to public transport for ............. people.
a) disabled b) rich c) wealthy d) affluent
why?............................................................................................
32. If you continue to study hard, your knowledge of French will...................
a) prove b) disprove c) approve d) improve
why?............................................................................................
33. His................ seems to be worse when visitors come.
a) behave b) favour c) behaviour d) behold
why?............................................................................................
34. It's.............. to thank the host for his hospitality.
a) traditional b) fake c) unusual d) rarely
why?............................................................................................
35. I ran for ten kilometres yesterday and now my legs ....................... .
a) Ache b) fake c) lake d) itch
why?............................................................................................
36. We .....................to go to Greece for the holidays next year.
a) plan b) planet c) plan e d) plant
why?............................................................................................
37. Dr Ahmed Zewail is an .................... person in the field of science.
a) idle b) impatient c) incorrect d) influential
why?............................................................................................
38. The school secretary is ......................... for sending emails to the parents.
a irresponsible b respected c responsible d awarded
why?............................................................................................
39. My father said that his teacher was very.................... . My father couldn't talk in
his lessons! a serious b strict c fatherly d kind
why?............................................................................................
40. Nabila ....................her grandchildren. She always gives them lots of food and
presents! a annoys b hates c spills d spoils
why?............................................................................................
41. This film is very................. I'd prefer to watch something that will make us laugh!
a sensible b funny c serious d fun
why?............................................................................................
42. He achieved a lot in his field, so the president ................. him.
a) Donated b) imprisoned c) honored d) persuaded
why?............................................................................................
43. Many people think that teaching is difficult, but it is a .......... job.
a) worth b)worthless c) boring d) worthwhile
why?............................................................................................
44. Hazem does not like cold water but we................ him that swimming is good for him!
a) encouraged b) convinced c) confused d) discouraged
why?............................................................................................
a) lived b) lives c) has lived
why?............................................................................................
13. 13
45- Belal is not here. He .............. to the dentist’s. d) have lived
a) went b) has been c) has gone d) goes
why?............................................................................................
46- We haven’t travelled by train...................... years
a) since b) for c) ago d) in
why?............................................................................................
47- Hala cannot play tennis. because she ............. her hand
a) hurts b) hurt c) has hurt d) had hurt
why?............................................................................................
48- It ….................. very cold lately, but it's just beginning to get warmer.
a) was b) has been c) is
why?............................................................................................
49- Basel is not hungry because he ................... a big lunch d) had been
a) eats b) has eaten c) ate d) is eating
why?............................................................................................
50- She has been to America. This means that she …….. there.
a) is still b) is no longer c) will be d) won't be
why?............................................................................................
51- It's more than 20 years ……............. I traveled abroad.
a) while b) before c) when
why?............................................................................................
52- I haven't seen the new adventure film ........................ d) since
a just b yet c already
why?............................................................................................
53- Radwa doesn't know what flying is like because she............ . d never
a) never flies b) has never flown c) has ever flown d) has just flown
why?............................................................................................
54- A long time has passed ……….. I saw him.
a) as long as b) because c) since d) until
why?............................................................................................
55- They ……….. what to do for the holidays yet.
a) hadn't decided b) haven't decided c) don't decide d) won't decide
why?............................................................................................
56- Ahmed ................ London. He is going to return to Cairo next week.
a) has gone b) has been c) has gone to d) has been to
why?............................................................................................
57- Karim has been really good at English............ he went to England on holiday last summer.
a) when b) for c) although d) since
why?............................................................................................
58- My little brother is sad because he ................... his favourite toy.
a) is breaking b) was breaking c) had broken d has broken
why?............................................................................................
59- Ali isn't here. He................... to the park.
a) has been b) has gone c) had been d) had gone
why?............................................................................................
60- My uncle ……….. to Germany lately.
a) is b) will be c) has been d) is being
why?............................................................................................