This document provides examples of using the demonstrative pronouns "this is", "these are", "that is", and "those are" in English. It explains their Swahili translations and gives examples of their use in sentences. Students are then given exercises to change sentences from Swahili to English using the correct demonstrative pronoun.
This document provides examples for using possessive pronouns like "his", "her", and "hers" in Swahili. It discusses when to use these pronouns with singular and plural nouns, and whether the pronoun or noun should come first in different constructions. For "his" and "her", the pronoun must match the noun. But for "hers", the noun can come first. The examples show questions using these pronouns and the expected answers using the corresponding pronoun and noun.
This document discusses possessive adjectives and possessive pronouns in English. It provides examples of how to use possessive adjectives before nouns like "my pen" and "your pencil" to indicate ownership. It also explains how to use possessive pronouns like "mine", "yours", and "theirs" without stating the noun, when the noun is understood from context. The document includes exercises for learners to practice replacing possessive adjectives and nouns with the correct possessive pronouns in different sentences.
The document discusses pronouns in Thai. It explains that pronouns are used to replace nouns referring to people, animals, or objects. The main types of pronouns discussed are subject pronouns, object pronouns, and possessive pronouns. Examples of each type of pronoun are provided for singular and plural forms. Possessive pronouns can be either possessive adjectives or possessive pronouns. Several worksheets with exercises on identifying and using different pronouns in sentences are also included.
The document provides information on pronouns in English, including personal pronouns like I, you, he, she, it; possessive pronouns like my, your, his, her; demonstrative pronouns like this, that; and wh- questions words like what, when, where, who, whom, whose. It explains the functions and examples of different types of pronouns and question words in 3 pages of detailed notes and examples.
Adaptability is key in today's business environment. Very few individuals can claim to be in one track of business, and the BA is not immune to this reality. As a result, the 'hardcore' generalist or specialist business analysts are making way for a need breed of BA...the Hybrid! The Hybrid BA is able to combine multiple disciplines to bring a unique perspective to their projects and workplace, setting themselves apart from the crowd. Like the generalist and specialist BA's, the Hybrid is able to converse in multiple 'languages'...but rather than liaising between business and technology, they are navigating between project management, Lean and Six Sigma, and any number of other disciplines. This enables the hybrid to be a valuable contributor to successful project delivery. In this workshop, participants will discuss the many types of hybrid BAs, as well as examining the similarities between disciplines that might allow you to take that next step without too much difficulty.
The document is a fishbone diagram template that can be used to structure a cause-and-effect analysis. It includes branches labeled A through E, with sub-branches and sections labeled for additional details. The document encourages customizing the template by replacing the example text placeholders with individualized text.
English grammar & exercises for thai students 276pFocus On
This document provides instruction on English nouns for Thai students. It defines nouns and divides them into two categories: countable nouns and uncountable nouns. Countable nouns can be singular or plural, while uncountable nouns only have a singular form. The document then explains the rules for making countable nouns plural by adding "s", "es", or changing the spelling. It provides examples of irregular plural forms and nouns that can be either singular or plural depending on the meaning. Finally, there are exercises for students to practice making nouns plural.
The document provides information about regular verbs ending in "ir" in Spanish. It explains how to conjugate regular ir verbs by dropping the ir ending and adding a new ending based on the subject. Several example verbs like escribir (to write) are given and fully conjugated in the present tense. Practice conjugation sections for 6 verbs follow with fill-in-the-blank and matching letter block activities to reinforce conjugations.
This document provides examples for using possessive pronouns like "his", "her", and "hers" in Swahili. It discusses when to use these pronouns with singular and plural nouns, and whether the pronoun or noun should come first in different constructions. For "his" and "her", the pronoun must match the noun. But for "hers", the noun can come first. The examples show questions using these pronouns and the expected answers using the corresponding pronoun and noun.
This document discusses possessive adjectives and possessive pronouns in English. It provides examples of how to use possessive adjectives before nouns like "my pen" and "your pencil" to indicate ownership. It also explains how to use possessive pronouns like "mine", "yours", and "theirs" without stating the noun, when the noun is understood from context. The document includes exercises for learners to practice replacing possessive adjectives and nouns with the correct possessive pronouns in different sentences.
The document discusses pronouns in Thai. It explains that pronouns are used to replace nouns referring to people, animals, or objects. The main types of pronouns discussed are subject pronouns, object pronouns, and possessive pronouns. Examples of each type of pronoun are provided for singular and plural forms. Possessive pronouns can be either possessive adjectives or possessive pronouns. Several worksheets with exercises on identifying and using different pronouns in sentences are also included.
The document provides information on pronouns in English, including personal pronouns like I, you, he, she, it; possessive pronouns like my, your, his, her; demonstrative pronouns like this, that; and wh- questions words like what, when, where, who, whom, whose. It explains the functions and examples of different types of pronouns and question words in 3 pages of detailed notes and examples.
Adaptability is key in today's business environment. Very few individuals can claim to be in one track of business, and the BA is not immune to this reality. As a result, the 'hardcore' generalist or specialist business analysts are making way for a need breed of BA...the Hybrid! The Hybrid BA is able to combine multiple disciplines to bring a unique perspective to their projects and workplace, setting themselves apart from the crowd. Like the generalist and specialist BA's, the Hybrid is able to converse in multiple 'languages'...but rather than liaising between business and technology, they are navigating between project management, Lean and Six Sigma, and any number of other disciplines. This enables the hybrid to be a valuable contributor to successful project delivery. In this workshop, participants will discuss the many types of hybrid BAs, as well as examining the similarities between disciplines that might allow you to take that next step without too much difficulty.
The document is a fishbone diagram template that can be used to structure a cause-and-effect analysis. It includes branches labeled A through E, with sub-branches and sections labeled for additional details. The document encourages customizing the template by replacing the example text placeholders with individualized text.
English grammar & exercises for thai students 276pFocus On
This document provides instruction on English nouns for Thai students. It defines nouns and divides them into two categories: countable nouns and uncountable nouns. Countable nouns can be singular or plural, while uncountable nouns only have a singular form. The document then explains the rules for making countable nouns plural by adding "s", "es", or changing the spelling. It provides examples of irregular plural forms and nouns that can be either singular or plural depending on the meaning. Finally, there are exercises for students to practice making nouns plural.
The document provides information about regular verbs ending in "ir" in Spanish. It explains how to conjugate regular ir verbs by dropping the ir ending and adding a new ending based on the subject. Several example verbs like escribir (to write) are given and fully conjugated in the present tense. Practice conjugation sections for 6 verbs follow with fill-in-the-blank and matching letter block activities to reinforce conjugations.
The document contains exercises from an English language textbook for year 5 students. It includes exercises on listing spending plans with $500, planning purchases for a camping trip with a $100 budget, categorizing statements as examples of saving, spending or sharing money, and filling in blanks and answering questions about passages on responsible spending habits. The exercises focus on key concepts around personal finance for children such as earning, saving, spending and donating money.
This document provides instructions for a student to complete a scavenger hunt using the SIRS Researcher database. The student is directed to select a topic to research from the A-Z list, read the topic overview and definitions. They are then asked to find and list key events in the topic's timeline and global issues related to the topic. The student chooses a pro/con issue related to their topic and finds an article supporting one side of the issue. They summarize key points from the article and add citations to their growing works cited list. The document explains how the student can access articles again via email or printing.
This document provides instruction on the present continuous tense in English. It includes:
1) Examples of affirmative, negative, and interrogative sentences in the present continuous tense with the verbs "to write", "to do", and "to watch".
2) Exercises for students to complete sentences in the present continuous tense in its affirmative, negative, and interrogative forms.
3) An explanation of the structure and formation of the present continuous tense, including use of the auxiliary verb "to be" plus the main verb in the "-ing" form.
Cut out the vocabulary words from the document and put them in alphabetical order. Use each word in a sentence and staple the words into a booklet to take home and study.
This document contains an exercise about hobbies and interests. It includes puzzles to identify hobbies, filling in short forms of words like "I'm" and "she's", matching questions to answers, identifying true or false statements, and completing sentences about likes and dislikes. The overall content is focused on vocabulary related to hobbies, interests, and getting to know yourself and others.
The document provides examples of sentences to complete about one's genealogical tree and family. It includes prompts to write sentences in the plural and singular form, perform math equations, complete sentences with vocabulary words, identify hidden words in images, complete sentences using demonstrative pronouns, conjugate the verb "to drink" in different subjects, and provide examples of beverages to drink. The document is a language exercise focusing on family, verbs, pronouns, math, and vocabulary in Portuguese.
This document provides information about regular ER verbs in Spanish, including their conjugation patterns and examples. It gives the present tense conjugation of the verb "comer" (to eat) and lists other common ER verbs. Several exercises are included for students to practice conjugating ER verbs in sentences.
The document provides examples of using the phrase "to be going to" to talk about future plans and predictions. It gives sample sentences filling in the blanks with "to be going to" followed by verbs. It then provides questions to ask based on the sample sentences. Finally, it rearranges word orders to form additional sentences in affirmative, negative, and interrogative forms with "to be going to". The document is focused on practicing different constructions with this future tense phrase.
The document is an English formative test that addresses various topics related to environmental issues and recycling. It contains multiple choice questions, short answer questions, word definitions, modal verb exercises, and a short writing prompt. The test examines the student's understanding of concepts like reducing consumption, reusing items, recycling, and the impact of human behavior on issues like pollution and climate change. It suggests students should consider more sustainable choices and ways to limit waste in order to help address the world's growing environmental problems.
1. The document describes various products and possessions. It includes exercises where students match products like wood, glass, and metal to their definitions and uses.
2. Students are asked to describe things they own and complete sentences about products being made of certain materials and used for certain purposes.
3. The document covers vocabulary related to products, including unscrambling words like "global" and "design" and writing past tenses. Students are asked to correct sentences about where certain products come from.
This document contains a work book with various language learning activities in English and Spanish. The activities include writing one's full name, practicing common phrases, completing sentences with numbers and dates, identifying errors in sentences, writing questions, matching articles and demonstrative adjectives to nouns, and filling blanks with prepositions of place. The final activities involve unscrambling sentences to form questions and matching columns. The document provides exercises to practice foundational grammar, vocabulary, and language structures.
The document provides instructions for students to cut out vocabulary words from a provided list, put them in alphabetical order, write a sentence using each word, and staple the words into a booklet to study and review at home. It includes a vocabulary study booklet template for students to fill out with their name and sentences using the vocabulary words.
This document appears to be an English exam for a primary school student. It contains two sections - Section A with questions about piranhas, and Section B with language questions about the piranha passage. The exam tests the student's reading comprehension, vocabulary, grammar, and punctuation skills. It covers topics like where piranhas live, what they eat, how many species there are, and whether they are truly as dangerous as believed.
This document contains a Latin exercise with various grammar and vocabulary activities. Students are asked to identify letters in words, match words with their definitions, conjugate verbs, decline adjectives, write out numbers, and complete sentences with provided vocabulary. The exercise covers topics such as professions, places, family relationships, and physical/mental states. The goal is to practice foundational Latin grammar and vocabulary.
This document contains an exercise with multiple parts about verbs in Spanish. The exercise includes filling in forms of verbs like "to be" and "have" in affirmative, negative, and interrogative forms. It also contains sentences to complete and questions to answer about people's characteristics, occupations, locations, possessions and more. The goal is to practice using different verb forms and tenses in Spanish.
The document provides exercises to practice verbs in the present tense. It includes putting verbs in brackets into the correct present tense form, correcting incorrect sentences, forming questions from sentences, and rewriting sentences using the present simple and present continuous tenses.
This document discusses demonstrative determiners in English. It provides examples of singular and plural demonstrative determiners followed by singular and plural verbs. Students are asked to complete sentences with the correct demonstrative determiners and answer questions to identify objects using demonstrative determiners.
This document discusses demonstrative determiners in English. It provides examples of singular and plural demonstrative determiners followed by singular and plural verbs. Students are asked to complete sentences with the correct demonstrative determiners and answer questions to identify objects using demonstrative determiners.
The document provides instructions for students to create a vocabulary study booklet. It tells students to cut out vocabulary words from a provided list, arrange them alphabetically, write a sentence using each word, and staple the words into a booklet to take home and study. It includes a list of vocabulary words and spaces for students to write sentences using the words.
The document provides examples for using prepositions like "at", "in", and "on" with verbs like "be", "will be", "was", and "have been" to indicate location in Swahili-English translations. It gives question and answer pairs with places like "home", "town", "school", and countries to demonstrate how to ask and answer "where" questions in both languages. Key rules covered are using "at" for specific locations and "in" for larger areas, and selecting the correct verb form based on whether the question is about the present, future or past time.
The document contains exercises from an English language textbook for year 5 students. It includes exercises on listing spending plans with $500, planning purchases for a camping trip with a $100 budget, categorizing statements as examples of saving, spending or sharing money, and filling in blanks and answering questions about passages on responsible spending habits. The exercises focus on key concepts around personal finance for children such as earning, saving, spending and donating money.
This document provides instructions for a student to complete a scavenger hunt using the SIRS Researcher database. The student is directed to select a topic to research from the A-Z list, read the topic overview and definitions. They are then asked to find and list key events in the topic's timeline and global issues related to the topic. The student chooses a pro/con issue related to their topic and finds an article supporting one side of the issue. They summarize key points from the article and add citations to their growing works cited list. The document explains how the student can access articles again via email or printing.
This document provides instruction on the present continuous tense in English. It includes:
1) Examples of affirmative, negative, and interrogative sentences in the present continuous tense with the verbs "to write", "to do", and "to watch".
2) Exercises for students to complete sentences in the present continuous tense in its affirmative, negative, and interrogative forms.
3) An explanation of the structure and formation of the present continuous tense, including use of the auxiliary verb "to be" plus the main verb in the "-ing" form.
Cut out the vocabulary words from the document and put them in alphabetical order. Use each word in a sentence and staple the words into a booklet to take home and study.
This document contains an exercise about hobbies and interests. It includes puzzles to identify hobbies, filling in short forms of words like "I'm" and "she's", matching questions to answers, identifying true or false statements, and completing sentences about likes and dislikes. The overall content is focused on vocabulary related to hobbies, interests, and getting to know yourself and others.
The document provides examples of sentences to complete about one's genealogical tree and family. It includes prompts to write sentences in the plural and singular form, perform math equations, complete sentences with vocabulary words, identify hidden words in images, complete sentences using demonstrative pronouns, conjugate the verb "to drink" in different subjects, and provide examples of beverages to drink. The document is a language exercise focusing on family, verbs, pronouns, math, and vocabulary in Portuguese.
This document provides information about regular ER verbs in Spanish, including their conjugation patterns and examples. It gives the present tense conjugation of the verb "comer" (to eat) and lists other common ER verbs. Several exercises are included for students to practice conjugating ER verbs in sentences.
The document provides examples of using the phrase "to be going to" to talk about future plans and predictions. It gives sample sentences filling in the blanks with "to be going to" followed by verbs. It then provides questions to ask based on the sample sentences. Finally, it rearranges word orders to form additional sentences in affirmative, negative, and interrogative forms with "to be going to". The document is focused on practicing different constructions with this future tense phrase.
The document is an English formative test that addresses various topics related to environmental issues and recycling. It contains multiple choice questions, short answer questions, word definitions, modal verb exercises, and a short writing prompt. The test examines the student's understanding of concepts like reducing consumption, reusing items, recycling, and the impact of human behavior on issues like pollution and climate change. It suggests students should consider more sustainable choices and ways to limit waste in order to help address the world's growing environmental problems.
1. The document describes various products and possessions. It includes exercises where students match products like wood, glass, and metal to their definitions and uses.
2. Students are asked to describe things they own and complete sentences about products being made of certain materials and used for certain purposes.
3. The document covers vocabulary related to products, including unscrambling words like "global" and "design" and writing past tenses. Students are asked to correct sentences about where certain products come from.
This document contains a work book with various language learning activities in English and Spanish. The activities include writing one's full name, practicing common phrases, completing sentences with numbers and dates, identifying errors in sentences, writing questions, matching articles and demonstrative adjectives to nouns, and filling blanks with prepositions of place. The final activities involve unscrambling sentences to form questions and matching columns. The document provides exercises to practice foundational grammar, vocabulary, and language structures.
The document provides instructions for students to cut out vocabulary words from a provided list, put them in alphabetical order, write a sentence using each word, and staple the words into a booklet to study and review at home. It includes a vocabulary study booklet template for students to fill out with their name and sentences using the vocabulary words.
This document appears to be an English exam for a primary school student. It contains two sections - Section A with questions about piranhas, and Section B with language questions about the piranha passage. The exam tests the student's reading comprehension, vocabulary, grammar, and punctuation skills. It covers topics like where piranhas live, what they eat, how many species there are, and whether they are truly as dangerous as believed.
This document contains a Latin exercise with various grammar and vocabulary activities. Students are asked to identify letters in words, match words with their definitions, conjugate verbs, decline adjectives, write out numbers, and complete sentences with provided vocabulary. The exercise covers topics such as professions, places, family relationships, and physical/mental states. The goal is to practice foundational Latin grammar and vocabulary.
This document contains an exercise with multiple parts about verbs in Spanish. The exercise includes filling in forms of verbs like "to be" and "have" in affirmative, negative, and interrogative forms. It also contains sentences to complete and questions to answer about people's characteristics, occupations, locations, possessions and more. The goal is to practice using different verb forms and tenses in Spanish.
The document provides exercises to practice verbs in the present tense. It includes putting verbs in brackets into the correct present tense form, correcting incorrect sentences, forming questions from sentences, and rewriting sentences using the present simple and present continuous tenses.
This document discusses demonstrative determiners in English. It provides examples of singular and plural demonstrative determiners followed by singular and plural verbs. Students are asked to complete sentences with the correct demonstrative determiners and answer questions to identify objects using demonstrative determiners.
This document discusses demonstrative determiners in English. It provides examples of singular and plural demonstrative determiners followed by singular and plural verbs. Students are asked to complete sentences with the correct demonstrative determiners and answer questions to identify objects using demonstrative determiners.
The document provides instructions for students to create a vocabulary study booklet. It tells students to cut out vocabulary words from a provided list, arrange them alphabetically, write a sentence using each word, and staple the words into a booklet to take home and study. It includes a list of vocabulary words and spaces for students to write sentences using the words.
The document provides examples for using prepositions like "at", "in", and "on" with verbs like "be", "will be", "was", and "have been" to indicate location in Swahili-English translations. It gives question and answer pairs with places like "home", "town", "school", and countries to demonstrate how to ask and answer "where" questions in both languages. Key rules covered are using "at" for specific locations and "in" for larger areas, and selecting the correct verb form based on whether the question is about the present, future or past time.
This document provides examples of how to use the question word "how" in Swahili to English translations. It gives rules for forming questions about manner or means using "how" plus the subject and a present/past/future verb form. Examples are provided asking and answering how someone will/is/did/does go to Songea without a bus fare, and how someone will/is/did/does/does build a house without a permit.
1. The document provides examples for using the question word "what" to ask about something in different tenses in Swahili and their English translations. It covers what + subject + noun + present/past/future tense forms.
2. Students are given exercises to change Swahili questions and answers into English following the provided rules for tense translation. Examples include questions like "What will/is/did Sammy buy?" and answers like "Sammy will/is/did buy a plate."
3. The document emphasizes remembering to use "anything" with negative forms like "will/is/has not" and "nothing" without the negative for questions about what something or someone will/is/has.
This document provides examples and rules for using "where" to ask questions about location in English using different tenses in Swahili. It covers questions using "where" with future tense ("will"), present continuous tense ("is/are"), present perfect tense ("has/have"), simple past tense ("did"), and present simple tense ("do/does"). Each section provides examples of questions using "where", examples of answers using verbs of motion or sending/placing, and notes on using "anywhere" and "nowhere" in negative responses. Exercises are included to practice changing the Swahili examples into English following the provided rules.
This document provides rules for changing Swahili sentences into English sentences in the simple past tense. It gives examples of Swahili sentences and their English equivalents using the patterns of N+T(PT) for active sentences and S+N+T(BF) for questions. It also provides examples of answering yes and no to questions using the patterns of YES+N+T(PT) and NO+N+S/DIDN'T+T(BF). The document aims to teach English grammar rules for the simple past tense to Swahili speakers and Swahili grammar to English speakers through examples without the need for a teacher.
This document provides instructions for conjugating verbs in the present perfect tense active voice in both Swahili and English. It gives examples of sentences using the tenses and their translations. The rules provided are:
1. In Swahili, the structure is N + S + T(PP) where N is the subject, S is nime, tume etc., and T(PP) is the past participle of the verb.
2. In English, the structure is N + S + T(PP) where N is the subject, S is have/has, and T(PP) is the past participle of the verb.
3. Exercises are provided to change Swahili sentences in
1. The document provides examples of sentences in Swahili using the present continuous tense in the active voice. It gives the structure as N + S + T(CONT) and provides Swahili examples and their English translations.
2. Questions in the present continuous tense in Swahili are formed as S + N + T(CONT). Examples of questions and answers are provided in both Swahili and English.
3. Exercises are given to change Swahili sentences into English using the present continuous tense rules. Multiple sentences are provided with their English translations.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Somo la 14
1. Somo la 14
Ufuatao ni mfano wa matumizi this is, tamka (dhisi izi) , these are, tamka (dhizi a),
that is, tamka (dhati izi) na those are, tamka (dhozi a) ndani ya Kiingereza fasaha:-
(1). Ufuatao ni mfano wa matumizi ya this is – tamka (dhisi iz) kwa tafsiri ya hiki ni:-
(1). (i). Kiswahili: Hiki ni kitabu.
Kiingereza: This is a text book.
Tamka: (Dhisi iz e teksti buku).
(1). (ii). Swali: Je, hiki ni kitabu?
Kiingereza: Is this a text book?
Tamka: (Iz dhisi e teksti buku)?
(1). (iii). Jibu: Ndiyo, hiki ni kitabu.
Kiingereza: Yes, this is a text book.
Tamka: (Yesi, dhisi izi e teksti buku).
(1). (iv). Jibu: Hapana, hiki siyo kitabu, ila hili ni daftari la mazoezi.
Kiingereza: No, this is not a text book, but this is an exercise book.
Tamka: (No, dhisi iz noti e teksti buku, bati dhisi izi ani eksisaizi buku).
Hapa tumeona kwamba this is imeonesha kitu kilichopo karibu. Pia tumeona katika sentensi ya
kawaida this ndiyo imeanza na katika swali is ndiyo imeanza. Katika mfano huu this is imekuwa
na tafsiri ya hiki ni, hii ni kwasababu imeonesha kitu, kama ingekuwa imemuonesha mtu, basi
ingekuwa na tafsiri ya huyu ni, na siyo hiki ni kama ilivyo hapo juu.
ZOEZI LA 14.
Change into English, tamka (Cheji intu Inglishi) – Badilisha kwa Kiingereza.
Swali namba (1).
(1). (i). Kiswahili: Hii ni nyumba.
- {Nyumba – a house, tamka (e hausi)}.
Kiingereza: ____________________________________________________________
____________________________________________________________
(1). (ii). Swali: Je, hii ni nyumba?
Kiingereza: ________________________________________________________________
________________________________________________________________
(1). (iii). Jibu: Ndiyo, hii ni nyumba.
Kiingereza: _________________________________________________________________
__________________________________________________________________
(1). (iv). Jibu: Hapana, hii siyo nyumba, ila huu ni uwanja wa taifa.
- {Uwanja wa taifa – The national stadium tamka (Dhe neshino stedyum)}.
Kiingereza: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(1).
2. (2). Ufuatao ni mfano wa matumizi ya this is – tamka (dhisi izi) kwa tafsiri ya huyu ni:-
(2).(i). Kiswahili: Huyu ni mvulana wa kitanzania.
Kiingereza: This is a Tanzanian boy.
Tamka: (Dhisi iz e Tanzaniani boi).
(2). (ii). Swali: Je, huyu ni mvulana wa kitanzania?
Kiingereza: Is this a Tanzanian boy?
Tamka: (Iz dhisi e Tanzaniani boi)?
(2). (iii). Jibu: Ndiyo, huyu ni mvulana wa kitanzania.
Kiingereza: Yes, this is a Tanzanian boy.
Tamka: (Yesi, dhisi izi e Tanzaniani boi).
(2). (iv). Jibu: Hapana, huyu siyo mvulana wa Kitanzania, ila huyu ni mvulana wa Kenya.
Kiingereza: No, this is not a Tanzanian boy, but this is a Kenya’s boy.
Tamka: (No, dhisi iz noti e Tanzaniani boi, bati dhisi izi e Kenyazi boi).
Hapa tumeona kwamba this is imeonesha mtu aliye karibu. Katika sentensi ya kawaida this
ndiyo imeanza na katika swali is ndiyo imeanza. Katika mfano huu this is imekuwa na tafsiri ya
huyu ni , hii ni kwasababu imeonesha mtu, kama ingekuwa imeonesha kitu basi tafsiri yake
ingekuwa hiki ni, na siyo huyu ni kama ilivyo hapo juu.
ZOEZI LA 14.
Change into English, tamka (Cheji intu Inglishi) – Badilisha kwa Kiingereza.
Swali namba (2).
(2).(i). Kiswahili: Huyu ni mwizi.
- {Mwizi – a thief, tamka (e dhiifu)}.
Kiingereza: _____________________________________________________________
_____________________________________________________________
(2). (ii). Swali: Je, huyu ni mwizi?
Kiingereza: ________________________________________________________________
________________________________________________________________
(2). (iii). Jibu: Ndiyo, huyu ni mwizi.
Kiingereza: _______________________________________________________________
_________________________________________________________________
(2). (iv). Jibu: Hapana, huyu siyo mwizi, huyu ni mtu mwema.
- {Mtu mwema – a good person, tamka (e gudi pesoni)}.
Kiingereza: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(2).
3. (3). Ufuatao ni mfano wa matumizi these are – tamka (dhizi a) kwa tafsiri ya hivi ni:-
(3). (i). Kiswahili: Hivi ni vitabu.
Kiingereza: These are text books.
Tamka: (Dhizi a teksti buksi).
(3). (ii). Swali: Je, hivi ni vitabu?
Kiingereza: Are these text books?
Tamka: (A dhizi teksti buksi)?
(3). (iii). Jibu: Ndiyo, hivi ni vitabu.
Kiingereza: Yes, these are text books.
Tamka: (Yesi, dhizi a teksti buksi).
(3). (iv). Jibu: Hapana, hivi siyo vitabu, ila hizi ni daftari za mazoezi.
Kiingereza: No, these are not text books, but these are exercise books.
Tamka: (No, dhizi a noti teksti buksi, bati dhizi a eksisaizi buksi).
Hapa tumeona kwamba these are imeonesha vitu vilivyopo karibu. Pia tumeona katika sentensi
ya kawaida these ndiyo imeanza na katika swali are ndiyo imeanza. Katika mfano huu these are
imekuwa na tafsiri ya hivi ni, hii ni kwasababu imeonesha vitabu, kama ingekuwa imeonesha
watu, basi ingekuwa na tafsiri ya hawa ni, na siyo hivi ni kama ilivyo hapo juu.
ZOEZI LA 14.
Change into English, tamka (Cheji intu Inglishi) – Badilisha kwa Kiingereza.
Swali namba (3).
(3). (i). Kiswahili: Hizi ni nyanya.
- {Nyanya – tomatoes, tamka (tomatozi)}.
Kiingereza: ________________________________________________________________
(3). (ii). Swali: Je, hizi ni nyanya?
Kiingereza: __________________________________________________________________
(3). (iii). Jibu: Ndiyo, hizi ni nyanya.
Kiingereza: ___________________________________________________________________
(3). (iv). Jibu: Hapana, hizi siyo nyanya, hizi ni embe.
- {Embe – mangoes, tamka (mengozi)}
Kiingereza: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(3).
4. (4). Ufuatao ni mfano wa matumizi ya these are – tamka (dhizi a) kwa tafsiri ya hawa ni:-
(4).(i). Kiswahii: Hawa ni wavulana wa kitanzania..
Kiingereza: These are Tanzanian boys.
Tamka: (Dhizi a Tanzaniani boiz).
(4). (ii). Swali: Je, hawa ni wavulana wa kitanzania?
Kiingereza: Are these Tanzanian boys?
Tamka: (A dhizi Tanzaniani boiz)?
(4). (iii). Jibu: Ndiyo, hawa ni wavulana wa kitanzania.
Kiingereza: Yes, these are Tanzanian boys.
Tamka: (Yesi, dhizi a Tanzaniani boiz).
(4). (iv). Jibu: Hapana, hawa siyo wavulana wa Kitanzania, ila hawa ni wavulana wa Kenya.
Kiingereza: No, these are not Tanzanian boys, but these are Kenya’s boys.
Tamka: (No, dhizi a noti Tanzaniani boiz, bati dhizi a Kenyazi boiz)
Hapa tumeona kwamba these are imeonesha watu walio karibu. Katika sentensi ya kawaida
these ndiyo imeanza na katika swali are ndiyo imeanza. Katika mfano huu these are imekuwa na
tafsiri ya hawa ni , hii ni kwasababu imeonesha watu, kama ingekuwa imeonesha vitu basi tafsiri
yake ingekuwa hivi ni, na siyo hawa ni kama ilivyo hapo juu
ZOEZI LA 14.
Change into English, tamka (Cheji intu Inglishi) – Badilisha kwa Kiingereza.
Swali namba (4).
(4).(i). Kiswahili: Hawa ni wanyama pori.
- {Wanyama pori – wild animals, tamka (widi animozi)}.
Kiingereza: ________________________________________________________________
________________________________________________________________
(4). (ii). Swali: Je, hawa ni wanyama pori?
Kiingereza: __________________________________________________________________
__________________________________________________________________
(4). (iii). Jibu: Ndiyo, hawa ni wanyama pori.
Kiingereza: ___________________________________________________________________
___________________________________________________________________
(4). (iv). Jibu: Hapana, hawa siyo wanyama pori, ila hawa ni wanyama wafugwao.
- {Wanyama wafugwao – domestic animals, tamka (domestiki animozi)}
Kiingereza: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(4).
5. (5). Ufuatao ni mfano wa matumizi ya that is - tamka (dhat izi) kwa tafsiri ya kile ni/hicho ni:-
(5). (i). Kiswahili: Kile/hicho ni kitabu.
Kiingereza: That is a text book.
Tamka: (Dhati iz e teksti buku).
(5). (ii). Swali: Je, kile/hicho ni kitabu?
Kiingereza: Is that a text book?
Tamka: (Iz dhati e teksti buku)?
(5). (iii). Jibu: Ndiyo, kile/hicho ni kitabu.
Kiingereza: Yes, that is a text book.
Tamka: (Yesi, dhati izi e teksti buku).
(5). (iv). Jibu: Hapana, kile/hicho siyo kitabu, ila lile/hilo ni daftari la mazoezi.
Kiingereza: No, that is not a text book, but that is an exercise book.
Tamka: (No, dhiti iz noti e teksti buku, bati dhati izi ani eksisaizi buku).
Hapa tumeona kwamba that is imeonesha kitu kilichopo mbali. Katika sentensi ya kawaida that
ndiyo imeanza na katika swali is ndiyo imeanza. Katika mfano huu that imekuwa na tafsiri ya kile
au hicho, hapa ina maana kwamba, kama anayeoneshwa atakuwa pamoja na muoneshaji
basi tafsiri yake itakuwa kile, ila endapo anayeoneshwa atakuwa mbali na muoneshaji lakini
atakuwa karibu na kitu, basi tafsiri yake itakuwa hicho.Tafsiri hii ya kile au hicho imetokana na
that is kuonesha kitu ingekuwa imeonesha mtu basi ingekuwa na tafsiri ya yule au huyo.
ZOEZI LA 14.
Change into English, tamka (Cheji intu Inglishi) – Badilisha kwa Kiingereza.
Swali namba (5).
(5). (i). Kiswahili: Ile/hiyo ni nyumba.
Kiingereza: ____________________________________________________________
____________________________________________________________
(5). (ii). Swali: Je, ile/hiyo ni nyumba?
Kiingereza: ________________________________________________________________
________________________________________________________________
(5). (iii). (a). Jibu: Ndiyo, ile ni nyumba.
Kiingereza: _______________________________________________________________
_______________________________________________________________
(5). (iii). (b). Jibu: Ndiyo hii ni nyumba.
Kiingereza: _______________________________________________________________
_______________________________________________________________
(5). (iv). (a). Jibu: Hapana, ile siyo nyumba, ila ule ni uwanja wa taifa.
- {Uwanja wa taifa – national stadium, tamka (neshino stedyum)}.
Kiingereza: _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(5).
6. (6). Ufuatao ni mfano wa matumizi ya that is - tamka (dhati izi) kwa tafsiri ya yule au huyo:-
(6).(i). Kiswahili: Yule/huyo ni mvulana wa kitanzania.
Kiingereza: That is a Tanzanian boy.
Tamka: (Dhati iz e Tanzaniani boi).
(6). (ii). Swali: Je, yule/huyo ni mvulana wa kitanzania?
Kiingereza: Is that a Tanzanian boy?
Tamka: (Iz dhati e Tanzaniani boi)?
(6). (iii). Jibu: Ndiyo, yule/huyo ni mvulana wa kitanzania.
Kiingereza: Yes, that is a Tanzanian boy.
Tamka: (Yesi, dhati izi e Tanzaniani boi).
(6).(iv). Hapana, yule/huyo siyo mvulana wa Kitanzania, ila yule/huyo ni mvulana wa Kenya.
Kiingereza: No, that is not a Tanzanian boy, but that is a Kenya’s boy.
Tamka: (No, dhati iz noti e Tanzaniani boi, bati dhati izi e Kenyazi boi).
Hapa tumeona kwamba that is imeonesha mvulana aliye mbali. Tumeona pia katika sentensi ya
kawaida that ndiyo imeanza na katika swali is ndiyo imeanza. Katika mfano huu that is imekuwa
na tafsiri ya yule au huyo, hapa ina maana kwamba, kama anayeoneshwa atakuwa pamoja na
muoneshaji basi tafsiri yake itakuwa yule, ila endapo anayeoneshwa atakuwa mbali na
muoneshaji lakini atakuwa karibu na mvulana, basi tafsiri yake itakuwa huyo.Tafsiri hii ya yule
au huyo imetokana na that is kuonesha mvulana ingekuwa imeonesha kitu basi ingekuwa na
tafsiri ya kile au hicho.
ZOEZI LA 14.
Change into English, tamka (Cheji intu Inglishi) – Badilisha kwa Kiingereza.
Swali namba (6).
(6).(a).(i). Kiswahili: Yule ni mwizi.
Kiingereza: _____________________________________________________________
_____________________________________________________________
(6). (a). (ii). Swali: Je, yule ni mwizi?
Kiingereza: _____________________________________________________________
_____________________________________________________________
(6). (a). (iii).Jibu: Ndiyo, yule ni mwizi.
Kiingereza: _______________________________________________________________
_______________________________________________________________
(6). (a).(iv). Jibu: Hapana, yule siyo mwizi, yule ni mtu mwema.
- {Mtu mwema – a good person, tamka (e gudi pesoni)}.
Kiingereza: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(6).
7. (6).(b).(i). Kiswahili: Huyo ni mwizi.
Kiingereza: _____________________________________________________________
_____________________________________________________________
(6). (b). (ii). Swali: Je, huyo ni mwizi?
Kiingereza: _____________________________________________________________
_____________________________________________________________
(6). (b). (iii). Jibu: Ndiyo, huyu ni mwizi.
Kiingereza: _______________________________________________________________
_______________________________________________________________
(6). (b).(iv). Jibu: Hapana, huyu siyo mwizi, huyu ni mtu mwema.
- {Mtu mwema – a good person, tamka (e gudi pesoni)}.
Kiingereza: ________________________________________________________________
________________________________________________________________
________________________________________________________________
(7). Ufuatao ni mfano wa matumizi ya those are – tamka (dhozi a) kwa tafsiri ya vile/hivyo :-
(7). (i). Kiswahili: Vile/hivyo ni vitabu.
Kiingereza: Those are text books.
Tamka: (Dhozi a teksti buksi).
(7). (ii). Swali: Je, vile/hivyo ni vitabu?
Kiingereza: Are those text books?
Tamka: (A dhozi teksti buksi)?
(7). (iii). Jibu: Ndiyo, vile/hivyo ni vitabu.
Kiingereza: Yes, those are text books.
Tamka: (Yesi, dhozi a teksti buksi).
(7). (iv). Jibu: Hapana, vile/hivyo siyo vitabu, ila yale/hayo ni madaftari ya mazoezi.
Kiingereza: No, those are not text books, but those are exercise books.
Tamka: (No, dhozi a noti teksti buksi, bati dhozi a eksisaizi buksi).
Hapa tumeona kwamba those are imeonesha vitabu vilivyo mbali. Pia tumeona kwamba katika
sentensi ya kawaida those ndiyo imeanza na katika swali are ndiyo imeanza. Katika mfano huu
those imekuwa na tafsiri ya vile au hivyo, hapa ina maana kwamba, kama anayeoneshwa
atakuwa pamoja na muoneshaji basi tafsiri yake itakuwa vile, ila endapo anayeoneshwa
atakuwa mbali na muoneshaji lakini atakuwa karibu na vitabu, basi tafsiri yake itakuwa
hivyo.Tafsiri hii ya vile na hivyo imetokana na those are kuonesha vitabu ingekuwa
imeonesha watu basi tafsiri yake ingekuwa wale au hao.
(7).
8. ZOEZI LA 14.
Change into English, tamka (Cheji intu Inglishi) – Badilisha kwa Kiingereza.
Swali namba (7).
(7). (a).(i). Kiswahili: Zile ni nyanya.
Kiingereza: _____________________________________________________________
(7). (a).(ii). Swali: Je, zile ni nyanya?
Kiingereza: _______________________________________________________________
(7). (a).(iii). Jibu: Ndiyo, zile ni nyanya.
Kiingereza: _______________________________________________________________
(7). (a).(iv). Jibu: Hapana, zile siyo nyanya, zile ni embe.
Kiingereza: __________________________________________________________________
__________________________________________________________________
(7). (b).(i). Kiswahili: Hizo ni nyanya.
Kiingereza: _____________________________________________________________
(7). (b).(ii). Swali: Je, hizo ni nyanya?
Kiingereza: __________________________________________________________________
(7). (b). (iii). Jibu: Ndiyo, hizi ni nyanya.
Kiingereza: ___________________________________________________________________
(7). (b). (iv). Jibu: Hapana, hizi siyo nyanya, hizi ni embe.
Kiingereza: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(8).Ufuatao ni mfano wa matumizi ya those are-tamka (dhozi a) kwa tafsiri ya wale ni/hao ni:-
(8).(i). Kiswahili: Wale/hao ni wavulana wa kitanzania..
Kiingereza: Those are Tanzanian boys.
Tamka: (Dhozi a Tanzaniani boiz).
(8). (ii). Swali: Je, wale/hao ni wavulana wa kitanzania?
Kiingereza: Are those Tanzanian boys?
Tamka: (A dhozi Tanzaniani boiz)?
(8). (iii). Jibu: Ndiyo, wale/hao ni wavulana wa kitanzania.
Kiingereza: Yes, those are Tanzanian boys.
Tamka: (Yesi, dhozi a Tanzaniani boiz).
(8). (iv). Hapana, wale/hao siyo wavulana wa Kitanzania, ila wale/hao ni wavulana wa Kenya.
Kiingereza: No, those are not Tanzanian boys, but those are Kenya’s boys.
Tamka: (No, dhozi a noti Tanzaniani boiz, bati dhozi a Kenyazi boiz)
Hapa tumeona kwamba those are imeonesha wavulana walio mbali. Katika sentensi ya kawaida
those ndiyo imeanza na katika swali are ndiyo imeanza. Katika mfano huu those imekuwa na
tafsiri ya wale au hao, hapa ina maana kwamba, kama anayeoneshwa atakuwa pamoja na
muoneshaji basi tafsiri yake itakuwa wale, ila endapo anayeoneshwa atakuwa mbali na
muoneshaji lakini atakuwa pamoja na wavulana, basi tafsiri yake itakuwa hao.Tafsiri hii ya wale
na hao imetokana na those are kuonesha wavulana, lakini ingekuwa imeonesha vitabu basi
tafsiri yake ingekuwa vile au hivyo.
(8).
9. ZOEZI LA 14.
Change into Englis, tamka (Cheji intu Inglishi) – Badilisha kwa Kiingereza.
Swali namba (8).
(8). (a).(i).Kiswahili: Wale ni wanyama pori.
- {Wanyama pori – wild animals, tamka (wildi animozi)}.
Kiingereza: ________________________________________________________________
________________________________________________________________
(8).(a) (ii). Swali: Je, wale ni wanyama pori?
Kiingereza: _______________________________________________________________
_______________________________________________________________
(8).(a). (iii). Jibu: Ndiyo, wale ni wanyama pori.
Kiingereza: _______________________________________________________________
_______________________________________________________________
(8).(a). (iv). Jibu: Hapana, wale siyo wanyama pori, ila wale ni wanyama wafugwao.
- {Wanyama wafugwao – domestic animals, tamka (domestiki animozi)}.
Kiingereza: _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(8). (b).(i). Kiswahili: Hao ni wanyama pori.
- {Wanyama pori – wild animals, tamka (wildi animozi)}.
Kiingereza: ________________________________________________________________
________________________________________________________________
(8).(b) (ii). Swali: Je, hao ni wanyama pori?
Kiingereza: _______________________________________________________________
_______________________________________________________________
(8).(b). (iii). Jibu: Ndiyo, hao ni wanyama pori.
Kiingereza: _______________________________________________________________
_______________________________________________________________
(8).(b). (iv). Jibu: Hapana, hawa siyo wanyama pori, ila hawa ni wanyama wafugwao.
- {Wanyama wafugwao – domestic animals, tamka (domestiki animozi)}.
Kiingereza: _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Somo hili ni sehemu ya kitabu kilichoandikwa na Ras Simba kiitwacho “Let the World Speak English and
Swahili”, kitabu ambacho kikiwa pamoja na video yake kitamuwezesha mtanzania yeyote kuongea na
kuandika Kiingereza fasaha bila ya kufundishwa na mwalimu, na kumuwezesha mzungumzaji yeyote wa
Kiingereza kujua Kiswahili bila ya kufundishwa na mwalimu, kitauzwa Tanzania, Uingereza na Marekani
kwa bei ya sh. laki 2. Kitabu hiki kwa upande wa kufundisha Kiingereza kanuni zake huitwa N+S+T au
P+H+V, lakini kwa upande wa kufundisha Kiswahili kanuni zake huitwa P+H+V tu. Ukiwa tayari kulipa
kabla hakijatoka utalipa sh. laki moja tu na utakabidhiwa kitabu na video yake siku ya uzinduzi wake
rasmi. Kitabu hiki ni kizuri sana kwa watu wasio na nafasi ya kuhudhuria darasani. Kama upo tayari kulipa
kabla ni vizuri sana kwani utachangia mtaji wake. Malipo yote ya kabla hufanywa kwa Ras Simba
mwenyewe kupitia akaunti zake za Barclays, CRDB, NMB au tigo pesa 0714 – 69 29 69.
(9).