La siguiente presentación trata sobre la unidad II del curo de inglés 1A del Instituo Universitario Politécnico Santiago Mariño.
Alumna: Beatriz Mendes CI: 27.901.069
Arquitectura, Cód. 41. Inglés 1A
THE SIMPLE PAST, TIME EXPRESIONS AND WH QUESTIONS ANTONY MOUS
El pasado simple encontraras la gramatica y las reglas que lo conforman ademas encontraras los tiempos de expresion y las preguntas cuando, como donde, quien, y que
THE SIMPLE PAST, TIME EXPRESIONS AND WH QUESTIONS ANTONY MOUS
El pasado simple encontraras la gramatica y las reglas que lo conforman ademas encontraras los tiempos de expresion y las preguntas cuando, como donde, quien, y que
Simple past. -What is the simple past? -Uses and forms. -Regular and Irregular verbs. -Affirmative, negative and interrogative sentences with simple past. -Exercises.
Presentation made by: Valeria Martinez (49) V-28315883 English 2A, IUPSM, Porlamar, Venezuela.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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3. WHAT IS THE
“SIMPLE PAST”?
The “simple past” is the form of a verb used to describe an action that
happened before the present time and is no longer happening, the verb
that we use to describe the past, can be a regular or irregular verb.
We use the past simple to talk about past and finished action at a certain
moment or a period in the past:
A week/ a month/ a year ago
Last year/ month/ week
Example: You worked very hard last year.
We ate together last Saturday.
They talked on the phone last week.
I drove to work yesterday.
5. USES OF THE SIMPLE
PAST
We use the past simple to talk about definite time in
the past (often we specify when something happened,
e.g. yesterday, three weeks ago, last year, when I was
young):
Did you watch that film yesterday?
He left at the end of November.
When they were young, they hated meat.
7. VERBS
Verbs are subdivided into two groups, regular
verbs and irregular verbs, on the basis of how their past tense
and past participles are formed. See below for tips on how to
distinguish between them.
REGULAR VERBS:
Most verbs are regular verbs. Regular verbs are those whose past
tense and past participles are formed by adding a -d or an -ed
to the end of the verb.
Example: Arrive – Arrived Fix – Fixed Request – Requested
IRREGULAR VERBS
There is no formula to predict how an irregular verb will form its
past-tense and past-participle forms. There are over 250
irregular verbs in English. Although they do not follow a formula,
8. AFIRMATIVE
SENTENCES:
The word "affirmative" simply means that you are stating
something is so, an affirmative statement is any sentence or
declaration that is positive. To make an affirmative/positive
sentence in simple past you need to follow the rule above:
SUBJECT + PAST VERB (REGULAR/IRREGULAR) + COMPLEMENT
Example: Nancy drove to New Orleans from Florida. (Drove –
Drive: irregular)
I painted my house last weekend. (Painted – Paint:
regular)
9. NEGATIVE
SENTENCES
A negative sentence is a sentence that states that something is
false. In English, we create negative sentences by adding the
word 'not' after the auxiliary, or helping, verb.
To make a negative sentence in simple past, you need to follow
the rules above:
Subject + did not + infinitive verb + complement
Example: She didn’t pass the exam.
He didn’t wash the car.
(didn’t – did not: auxiliary
verb)
10. INTERROGATIVE
SENTENCES
An interrogative sentence asks a direct question and is
punctuated at the end with a question mark. It is one of the four
basic types of sentences, and it's a highly useful one.
Interrogative sentences allow you to gather information and
clear up confusion as well as engage in interesting
conversations with others. To make interrogative sentences in
simple past you need to follow the rule above:
Did + subject + infinitive verb + complement + ?
Example: Did you go to the Mall?
Did you know about the new movies
on Netflix?
12. EXERCISE ON POSITIVE
SENTENCES
WRITE POSITIVE SENTENCES IN SIMPLE PAST.
•he / the question / answer He answered the
question
•you / a question / ask You asked a
question____
•the dog / bark The dog barked _______
•they / us / call They called us__________
•we / a mountain / climb We climbed a
mountain__
•John / stamps / collect John collected
stamps____
•we / in London / live We lived in
London______
13. EXERCISE ON
SIMPLE PAST
ANSWER THE QUESTIONS
When was his English course? His English course was on
Thursday.
When did he go shopping? He went shopping on
Tuesday.
When did he buy flowers? He bought flowers on
Friday.
When was his meeting? His meeting was on
Wednesday.
When did he play football? He played football on
Monday.
When did he ring Jane? He rang Jane on Thursday.
When did he go to the cinema? He went to the cinema on
14. EXERCISE ON QUESTIONS WITH
INTERROGATIVE
ASK FOR THE BOLD PART OF THE SENTENCE.
She pushed her bike. What did she push?
She carried a bag. What did she carry?
We waited in the park. Where did we wait?
We ate fish. Who ate fish?
She watched the match last night. When did she
watch the match?
I opened the door. Who opened the
door?
Cindy had a dog. Who had a dog?
15. EXERCISE ON NEGATIVE
SENTENCES
REWRITE THE SENTENCES IN THE NEGATIVE
They collected postcards. They did not collect
postcards.
You jumped high. You did not jump high.
Albert played squash. Albert did not play
squash.
The teacher tested our English. The teacher did not
test our English.
Fiona visited her grandma. Fiona did not visit her
grandma.
He washed the car. He did not wash the car.
