This document provides a lesson on using the simple past tense of the verb "to be" in English. It includes:
1) Grammar rules for forming the simple past of "to be" with subjects and complements, including affirmative, negative, and interrogative forms.
2) Examples showing the use of was/were in affirmative, negative, interrogative and WH- question sentences.
3) Information on forming the past tense of regular and irregular verbs, including using the auxiliary "did" in interrogative sentences.
4) Examples of simple past sentences with regular and irregular verbs in affirmative, negative, interrogative and WH- question forms.
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
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.
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.
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.
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
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
2. SIMPLE PAST- TO BE
GRAMMAR- REVIEW
+ / PRONOUNS - VERB TOBE (WAS-WERE)- COMPLEMENT
SIMPLE PAST
- / PRONOUNS – VERB TOBE (WAS-WERE) – NOT - COMPLEMENT
SIMPLE PAST
¿? / VERB TOBE (WAS-WERE)- PRONOUNS- COMPLEMENT- ?
SIMPLE PAST
WH / WH QUESTION - VERB TOBE (WAS-WERE)- PRONOUNS- COMPLEMENT- ?
QUESTION SIMPLE PAST
3. SIMPLE PAST- TO BE
EXAMPLE
+ / HE WAS TO DRIVE MY RED CAR
WE WERE TO WIN LAST YEAR
- / HE WAS NOT (WASN`T) TO DRIVE MY RED CAR
WE WERE NOT (WEREN´T ) TO WIN LAST YEAR
¿? / WAS HE TO DRIVE MY RED CAR ? - YES, HE WAS / NO, HE WASN´T
WERE YOU TO WIN LAST YEAR ? - YES, WE WERE / NO, WE WEREN´T
WH / WHY WAS HE DRIVE MY RED CAR ? - BECAUSE, HE WANTED TO GO AT SCHOOL.
WHAT WERE YOU WIN LAST YEAR ? - WE WERE TO WIN THE CHAMPION.
4. PAST SIMPLE – INTERROGATIVE (TO BE)
•AS IN THE PRESENT SIMPLE, TO MAKE QUESTIONS USING
“WAS” OR “WERE” WE ONLY HAVE TO WRITE “WAS/WERE”
AT THE BEGINNING OF THE SENTENCE AND THEN THE
SUBJECT:
EX. WERE YOU AT SCHOOL YESTERDAY?
WAS HE WITH YOU THIS MORNING?
5. INTERROGATIVE
WAS I ?
WERE YOU?
WAS HE?
WAS SHE?
WAS IT?
WERE WE?
WERE YOU?
WERE THEY?
PAST SIMPLE – INTERROGATIVE (TO BE)
8. GRAMMAR TO THE REGULAR VERBS
• SE AGREGA D, SI EL VERBO TERMINA EN E
EXAMPLE: BAILAR - TO DANCE
I DANCED IN THE DISCO
• SI EL VERBO TERMINA EN ¨ Y¨ PRECEDIDA DE CONSONANTE, SE CAMBIA LAY POR LA
TERMINACIÓN IED.
EXAMPLE: LLORAR - TO CRY
• THE BABY CRIED LAST NIGHT
9. SIMPLE PAST - REGULAR- IRREGULAR
GRAMMAR- REVIEW
+ / PRONOUNS - VERB IN PAST- COMPLEMENT (PAST EXPRESSION)
- / PRONOUNS – AUX DID- NOT - VERB INFT - COMPLEMENT
(DIDN´T)
¿? / AUX DID - PRONOUNS- VERB INFT- COMPLEMENT- ?
WH / WH QUESTION - AUX DID - PRONOUNS- VERB INFT- COMPLEMENT- ?
10. SIMPLE PAST - REGULAR- IRREGULAR
EXAMPLE- REVIEW
+ / YOU WALKED IN THE PARK.
SHE CRIED FOR THE MOVIE.
- / YOU DIDN´T WALK IN THE PARK.
SHE DIDN´T CRY FOR THE MOVIE.
¿? / DID YOU WALK IN THE PARK LAST WEEKEND ? - YES, I DID / NO, I DIDN´T
DID SHE CRY FOR THE MOVIE TONIGHT? - YES, SHE DID / NO, SHE DIDN´T
WH / WHERE DID YOU WALK IN THE PARK? - I WALKED IN THE PARK THIS MORNING.
WHY DID SHE CRY? - SHE CRIED, BECAUSE FOR THE ROMANTIC MOVIE.
11. PAST SIMPLE – INTERROGATIVE
TO FORM THE INTERROGATIVE FORM IN THE PAST
OF REGULAR AND IRREGULAR VERBS, WE NEED THE
AUXILIARY “DID”. WE WRITE IT AT THE
BEGINNING OF THE SENTENCE.
REMEMBER THAT WHEN WE USE THE
AUXILIARY “DID” THE MAIN VERB IN THE
SENTENCE STAYS IN THE INFINITIVE FORM.
EX. DID HE GO TO SCHOOL YESTERDAY?
12. PAST SIMPLE- INTERROGATIVE
(REGULAR AND IRREGULAR VERBS)
INTERROGATIVE
DID I RUN?
DID YOU BREAK?
DID HE STOP?
DID SHE BUY?
DID IT DRINK?
DID WE WATCH?
DID YOU STUDY?
DID THEY SEE?