The document discusses a speaking club and provides instructions to look at pictures and describe what the people in the pictures are doing. It also mentions an English club for the 2016-2017 period under the guidance of Professor Sofiak.
English direct and indirect object slidejishaarun74
A direct object receives the action of a verb, such as "computer" in the sentence "Dany fixes computer." An indirect object is the noun or pronoun for which the action is done, such as "for his family" in the sentence "Dany fixes computer for his family." The document provides examples of identifying direct and indirect objects in sentences.
The main objective of this PPT is to know when you use one or the other or these tenses. A revision of irregular tenses is necessary, too in order not to make mistakes (spelling, ...)
Phrasal verbs are verbs that combine with adverbs or prepositions, called particles, to extend or change the meaning of the verb. Phrasal verbs can be used in four main structures: with a particle and no object, with a particle and object, with an object and particle, or with a particle and prepositional phrase. The document provides examples of different phrasal verb structures and their meanings.
This document lists common English verbs and the prepositions they can be used with. It provides examples of verbs that work with prepositions like "at", "to", "in", "into", "on", "with", "of", "for", and "from". Some verbs like "start", "stop", and "like" can be used with both infinitives and gerunds but have different meanings. Verbs followed by "-ing" forms after them include "stop", "enjoy", and "quit".
The document discusses the changes that are made when converting direct speech to indirect speech in English. It notes that quotation marks and speech markers are removed in indirect speech. Pronouns may change based on the speaker, and verb tenses typically change from present to past. Other changes can include references to time and place. The document provides examples of direct and indirect speech to demonstrate these common changes.
The document discusses the meaning and use of the modal verb "should". It explains that should is used to give suggestions and has the structure of subject + should + verb (in base form) + complement. Examples are provided such as "She should take an aspirin" and "Her son should go to the doctor". The document also notes that should can be used in affirmative, negative, yes/no questions and wh- questions.
This document discusses the use of the expressions "wish" and "if only" to express wishes or desires. It provides examples of different structures used with "wish" and "if only" to convey different meanings: wishing to change the present, expressing regret about the past, making polite requests, and showing desire for ability. The structures are wish/if only + past simple/continuous, wish/if only + past perfect, wish/if only + would, and wish/if only + could. The document concludes by providing an exercise to write a 250-word composition using these different wish structures.
This document discusses subject-verb agreement in business English. It provides objectives and general principles for subject-verb agreement, including that a verb must agree with its subject in person (first, second, third) and number (singular, plural). It then discusses rules for specific grammatical structures like singular/plural subjects, compound subjects, collective nouns, measurements, and sentences beginning with here/there to determine the correct verb form. The document aims to help the reader properly select verbs that agree with different subject types in business communication.
English direct and indirect object slidejishaarun74
A direct object receives the action of a verb, such as "computer" in the sentence "Dany fixes computer." An indirect object is the noun or pronoun for which the action is done, such as "for his family" in the sentence "Dany fixes computer for his family." The document provides examples of identifying direct and indirect objects in sentences.
The main objective of this PPT is to know when you use one or the other or these tenses. A revision of irregular tenses is necessary, too in order not to make mistakes (spelling, ...)
Phrasal verbs are verbs that combine with adverbs or prepositions, called particles, to extend or change the meaning of the verb. Phrasal verbs can be used in four main structures: with a particle and no object, with a particle and object, with an object and particle, or with a particle and prepositional phrase. The document provides examples of different phrasal verb structures and their meanings.
This document lists common English verbs and the prepositions they can be used with. It provides examples of verbs that work with prepositions like "at", "to", "in", "into", "on", "with", "of", "for", and "from". Some verbs like "start", "stop", and "like" can be used with both infinitives and gerunds but have different meanings. Verbs followed by "-ing" forms after them include "stop", "enjoy", and "quit".
The document discusses the changes that are made when converting direct speech to indirect speech in English. It notes that quotation marks and speech markers are removed in indirect speech. Pronouns may change based on the speaker, and verb tenses typically change from present to past. Other changes can include references to time and place. The document provides examples of direct and indirect speech to demonstrate these common changes.
The document discusses the meaning and use of the modal verb "should". It explains that should is used to give suggestions and has the structure of subject + should + verb (in base form) + complement. Examples are provided such as "She should take an aspirin" and "Her son should go to the doctor". The document also notes that should can be used in affirmative, negative, yes/no questions and wh- questions.
This document discusses the use of the expressions "wish" and "if only" to express wishes or desires. It provides examples of different structures used with "wish" and "if only" to convey different meanings: wishing to change the present, expressing regret about the past, making polite requests, and showing desire for ability. The structures are wish/if only + past simple/continuous, wish/if only + past perfect, wish/if only + would, and wish/if only + could. The document concludes by providing an exercise to write a 250-word composition using these different wish structures.
This document discusses subject-verb agreement in business English. It provides objectives and general principles for subject-verb agreement, including that a verb must agree with its subject in person (first, second, third) and number (singular, plural). It then discusses rules for specific grammatical structures like singular/plural subjects, compound subjects, collective nouns, measurements, and sentences beginning with here/there to determine the correct verb form. The document aims to help the reader properly select verbs that agree with different subject types in business communication.
Presentación adapta con OpenOffice para utilizar en equipos con S.O. basados en Linux.
Explicación Gramatical de la Voz Pasiva para alumnado de 2º Bachillerato
Free English Lesson
https://curious.com/jsaenz/simple-past-statements-with-be/in/intermediate-english-for-esl-students?ref=Q86D15FCP30
Hi , My name is Joe, I'm a native English teacher from the United States. Nowadays English is an enabling tool that will help you compete globally. If you would like to become fluent in this language; I can help you reach your language goals via private one on one English lessons on the internet.
I'm a respected Online English Teacher. I have been teaching English for 10 years and online since 2012
If you are interested in receiving one on one private English lessons with me ( The first class is absolutely free ) : Fill out this form with your information so that I can contact you:
Link To Form: https://docs.google.com/forms/d/1eLr-YQwPV9TAS-WuZIVJZ3ytHsHoOEHOOi2EDnnOK5g/viewform
This document discusses definite and indefinite articles in English. It provides examples of using "a/an" versus "one" when referring to singular countable nouns like bicycle and elephant. It also shows how to use "the" when something has already been mentioned or is unique in the context.
The document reviews the 12 verb tenses in English. It explains the meaning and usage of each tense including the simple present, present progressive, simple past, past progressive, present perfect, present perfect progressive, past perfect, past perfect progressive, future, future progressive, future perfect, and future perfect progressive tenses. Examples are provided to illustrate when each tense is used.
This document provides a lesson on present tense continuous (progressive) verbs in English. It introduces the verb forms using "be" + verb+ing, provides examples of affirmative and negative sentences, and interrogative forms. Key spelling rules for adding "-ing" to verbs are also listed. The lesson emphasizes that the present continuous tense is used to describe actions happening now. Students are given example sentences to practice forming sentences in this tense.
The document discusses the uses of the present perfect simple and present perfect continuous tenses in English. The present perfect simple is used to talk about experiences or actions completed at an unspecified time in the past or questions about those experiences. It can also focus on a finished action, the number of times an action has occurred, or be used with certain verbs. The present perfect continuous is used to talk about uncompleted or ongoing actions, emphasize how long something has been happening, or describe a recent activity with visible results.
The document discusses family relationships and vocabulary. It provides terms for different family members like parents, children, grandparents, and relatives. It then presents a family tree for Alan's family and asks the reader to draw their own. It poses a thought-provoking question about whether a person loves their spouse or children more which is meant to show parenting is not always fun.
The document defines and provides examples of the present perfect tense. The present perfect tense is used to talk about actions that began in the past and have relevance to the present. It discusses the forms of the present perfect tense for both verbal and nominal clauses. Examples are given for positive, negative, and question forms. Common words used with the present perfect tense are defined, including "since," "already," "ever," "for," "just," and "yet."
The document provides an overview and examples of how to express future time in English using various verb constructions such as "be going to", "will", the present progressive, the simple present, and "be about to". It discusses the differences between these constructions and how they indicate varying levels of certainty or immediacy about future events. Examples are provided to illustrate proper usage of each construction for expressing future time in sentences, questions, and parallel verb phrases.
The document provides information about the passive voice in English and examples of its use. It discusses different tenses in the passive voice like present simple passive, past simple passive, future simple passive, present continuous passive and present perfect passive. It also gives examples of when the passive voice is used, such as when the action is more important than the agent or when the agent is unknown.
So do I and neither do I are used to agree or disagree with statements made by another person. So do I is used to agree with affirmative statements, expressing that you have something in common, while neither do I is used to agree with negative statements. These phrases are followed by an auxiliary verb and the main verb.
Presentación1 preposition of place by teacher iexi arauziexi
This document provides information about prepositions of place:
1. It defines prepositions of place as words used to show the position or location of one thing in relation to another. Examples of common prepositions of place include at, on, behind, in front of, by, next to, between, under, and into.
2. Examples are given to illustrate the use of several prepositions of place, such as "The teacher stands in front of the students" and "The number 5 is between the number 4 and 6."
3. A short reading passage is included that uses multiple prepositions of place to describe the layout and contents of rooms in a house.
Here is a 15 sentence crime scene report using the Present Perfect Tense:
1. The victim has been attacked in the alleyway behind the restaurant.
2. Footprints in the dirt show that someone has fled the scene on foot.
3. Upon searching the area, it seems that the assailant has disposed of the weapon in a nearby dumpster.
4. Police dogs have been brought in to try and track the scent of the perpetrator.
5. So far they have not been able to pick up a trail but the search continues.
6. Witnesses report that a man matching the description given by the victim has been seen lurking around the block earlier in the evening.
The document discusses the present continuous tense in English. It is used to describe actions that are happening now or ongoing at the present time. Specifically, the present continuous can express actions occurring right at this moment or actions that are in the process of happening but not necessarily at this exact second, such as longer term activities currently in progress. It provides examples of using the present continuous to talk about what someone is doing now with verbs like "eating", "skiing", or "not dancing", as well as longer term activities like "studying to become a doctor."
This document discusses the uses of the simple present tense in English. It is used to describe repeated or habitual actions, general facts or truths, scheduled events in the near future, and with non-continuous verbs to describe things happening now. Some examples are provided for each use case, such as "I play tennis" to describe a habitual action, "Windows are made of glass" stating a general fact, "The train leaves tonight at 6 PM" for a scheduled future event, and "I am here now" to describe a present situation.
The document discusses defining relative clauses, which are parts of sentences that provide a definition using a subject and verb. It provides examples of defining relative clauses using the subject "earring", including "It's a ring which you put in your ear" and "It's a ring which goes in your ear". It also gives an example of a defining relative clause in a sentence about a shy person named John, saying "John's a shy person who wears a lot of earrings."
This document provides an introduction to using the verb "to be" in English. It discusses the five principal uses of the verb: giving personal information, talking about permanent states, talking about feelings, describing things, and talking about locations. It then explains how to conjugate the verb "to be" for the subject pronouns I, you, he/she/it, we, you, and they in affirmative, negative, and interrogative forms. Examples are given for each. Finally, links are provided to exercises to practice using the verb "to be".
Adjective clauses, also known as relative clauses, are subordinate clauses that act as adjectives to modify nouns or pronouns. They are introduced by relative pronouns like who, whom, whose, which, or that. Adjective clauses can be used as subjects or objects and to join together separate sentences while omitting repeated words. Some examples of adjective clauses and exercises on filling in relative pronouns and joining sentences are also provided.
The document discusses the past continuous tense in English. It provides examples of how to form the past continuous tense using affirmative, negative and interrogative sentences. It also explains different uses of the past continuous tense, including:
1) Describing an action that was in progress at a specific time in the past.
2) Talking about an action that was interrupted by another past action.
3) Talking about two actions that were happening at the same time in the past.
4) Using the past continuous to describe background activities.
5) Expressing irritation about something that often happened in the past using words like "always" or "constantly".
This document is about a speaking club at Asil Koleji that focused heavily on food. It mentions food multiple times and lists the club, year, and a professor but provides no other details about the club, its purpose, or activities.
The alphabet is a set of letters used to write words and languages. It originated from the Phoenician alphabet and was adapted by the Greeks, who developed the first true alphabet. Over time, the alphabet has evolved and spread throughout the world, becoming the basis for writing systems in many modern languages.
Presentación adapta con OpenOffice para utilizar en equipos con S.O. basados en Linux.
Explicación Gramatical de la Voz Pasiva para alumnado de 2º Bachillerato
Free English Lesson
https://curious.com/jsaenz/simple-past-statements-with-be/in/intermediate-english-for-esl-students?ref=Q86D15FCP30
Hi , My name is Joe, I'm a native English teacher from the United States. Nowadays English is an enabling tool that will help you compete globally. If you would like to become fluent in this language; I can help you reach your language goals via private one on one English lessons on the internet.
I'm a respected Online English Teacher. I have been teaching English for 10 years and online since 2012
If you are interested in receiving one on one private English lessons with me ( The first class is absolutely free ) : Fill out this form with your information so that I can contact you:
Link To Form: https://docs.google.com/forms/d/1eLr-YQwPV9TAS-WuZIVJZ3ytHsHoOEHOOi2EDnnOK5g/viewform
This document discusses definite and indefinite articles in English. It provides examples of using "a/an" versus "one" when referring to singular countable nouns like bicycle and elephant. It also shows how to use "the" when something has already been mentioned or is unique in the context.
The document reviews the 12 verb tenses in English. It explains the meaning and usage of each tense including the simple present, present progressive, simple past, past progressive, present perfect, present perfect progressive, past perfect, past perfect progressive, future, future progressive, future perfect, and future perfect progressive tenses. Examples are provided to illustrate when each tense is used.
This document provides a lesson on present tense continuous (progressive) verbs in English. It introduces the verb forms using "be" + verb+ing, provides examples of affirmative and negative sentences, and interrogative forms. Key spelling rules for adding "-ing" to verbs are also listed. The lesson emphasizes that the present continuous tense is used to describe actions happening now. Students are given example sentences to practice forming sentences in this tense.
The document discusses the uses of the present perfect simple and present perfect continuous tenses in English. The present perfect simple is used to talk about experiences or actions completed at an unspecified time in the past or questions about those experiences. It can also focus on a finished action, the number of times an action has occurred, or be used with certain verbs. The present perfect continuous is used to talk about uncompleted or ongoing actions, emphasize how long something has been happening, or describe a recent activity with visible results.
The document discusses family relationships and vocabulary. It provides terms for different family members like parents, children, grandparents, and relatives. It then presents a family tree for Alan's family and asks the reader to draw their own. It poses a thought-provoking question about whether a person loves their spouse or children more which is meant to show parenting is not always fun.
The document defines and provides examples of the present perfect tense. The present perfect tense is used to talk about actions that began in the past and have relevance to the present. It discusses the forms of the present perfect tense for both verbal and nominal clauses. Examples are given for positive, negative, and question forms. Common words used with the present perfect tense are defined, including "since," "already," "ever," "for," "just," and "yet."
The document provides an overview and examples of how to express future time in English using various verb constructions such as "be going to", "will", the present progressive, the simple present, and "be about to". It discusses the differences between these constructions and how they indicate varying levels of certainty or immediacy about future events. Examples are provided to illustrate proper usage of each construction for expressing future time in sentences, questions, and parallel verb phrases.
The document provides information about the passive voice in English and examples of its use. It discusses different tenses in the passive voice like present simple passive, past simple passive, future simple passive, present continuous passive and present perfect passive. It also gives examples of when the passive voice is used, such as when the action is more important than the agent or when the agent is unknown.
So do I and neither do I are used to agree or disagree with statements made by another person. So do I is used to agree with affirmative statements, expressing that you have something in common, while neither do I is used to agree with negative statements. These phrases are followed by an auxiliary verb and the main verb.
Presentación1 preposition of place by teacher iexi arauziexi
This document provides information about prepositions of place:
1. It defines prepositions of place as words used to show the position or location of one thing in relation to another. Examples of common prepositions of place include at, on, behind, in front of, by, next to, between, under, and into.
2. Examples are given to illustrate the use of several prepositions of place, such as "The teacher stands in front of the students" and "The number 5 is between the number 4 and 6."
3. A short reading passage is included that uses multiple prepositions of place to describe the layout and contents of rooms in a house.
Here is a 15 sentence crime scene report using the Present Perfect Tense:
1. The victim has been attacked in the alleyway behind the restaurant.
2. Footprints in the dirt show that someone has fled the scene on foot.
3. Upon searching the area, it seems that the assailant has disposed of the weapon in a nearby dumpster.
4. Police dogs have been brought in to try and track the scent of the perpetrator.
5. So far they have not been able to pick up a trail but the search continues.
6. Witnesses report that a man matching the description given by the victim has been seen lurking around the block earlier in the evening.
The document discusses the present continuous tense in English. It is used to describe actions that are happening now or ongoing at the present time. Specifically, the present continuous can express actions occurring right at this moment or actions that are in the process of happening but not necessarily at this exact second, such as longer term activities currently in progress. It provides examples of using the present continuous to talk about what someone is doing now with verbs like "eating", "skiing", or "not dancing", as well as longer term activities like "studying to become a doctor."
This document discusses the uses of the simple present tense in English. It is used to describe repeated or habitual actions, general facts or truths, scheduled events in the near future, and with non-continuous verbs to describe things happening now. Some examples are provided for each use case, such as "I play tennis" to describe a habitual action, "Windows are made of glass" stating a general fact, "The train leaves tonight at 6 PM" for a scheduled future event, and "I am here now" to describe a present situation.
The document discusses defining relative clauses, which are parts of sentences that provide a definition using a subject and verb. It provides examples of defining relative clauses using the subject "earring", including "It's a ring which you put in your ear" and "It's a ring which goes in your ear". It also gives an example of a defining relative clause in a sentence about a shy person named John, saying "John's a shy person who wears a lot of earrings."
This document provides an introduction to using the verb "to be" in English. It discusses the five principal uses of the verb: giving personal information, talking about permanent states, talking about feelings, describing things, and talking about locations. It then explains how to conjugate the verb "to be" for the subject pronouns I, you, he/she/it, we, you, and they in affirmative, negative, and interrogative forms. Examples are given for each. Finally, links are provided to exercises to practice using the verb "to be".
Adjective clauses, also known as relative clauses, are subordinate clauses that act as adjectives to modify nouns or pronouns. They are introduced by relative pronouns like who, whom, whose, which, or that. Adjective clauses can be used as subjects or objects and to join together separate sentences while omitting repeated words. Some examples of adjective clauses and exercises on filling in relative pronouns and joining sentences are also provided.
The document discusses the past continuous tense in English. It provides examples of how to form the past continuous tense using affirmative, negative and interrogative sentences. It also explains different uses of the past continuous tense, including:
1) Describing an action that was in progress at a specific time in the past.
2) Talking about an action that was interrupted by another past action.
3) Talking about two actions that were happening at the same time in the past.
4) Using the past continuous to describe background activities.
5) Expressing irritation about something that often happened in the past using words like "always" or "constantly".
This document is about a speaking club at Asil Koleji that focused heavily on food. It mentions food multiple times and lists the club, year, and a professor but provides no other details about the club, its purpose, or activities.
The alphabet is a set of letters used to write words and languages. It originated from the Phoenician alphabet and was adapted by the Greeks, who developed the first true alphabet. Over time, the alphabet has evolved and spread throughout the world, becoming the basis for writing systems in many modern languages.
The Asil Speaking club is presenting an event about having fun. Their presentation will likely focus on ways to have fun, the importance of fun, and how fun activities can enrich people's lives. The short title "Having Fun" indicates the presentation topic without providing many other details.
The document discusses the Cambridge English exams, which include four test types: listening, reading, writing, and speaking. It focuses on the reading and writing sections, listing the different exam levels (Movers, Flyers, KET, PET) and answering common questions about the format and rules for the reading and writing tests, such as time limits, use of dictionaries and erasers, and whether blanks can be left or cheating is allowed.
Los opuestos son pares de características contrarias como lleno y vacío, bonito y feo, alto y bajo, largo y corto, inflado y desinflado, caro y barato, grueso y delgado, grande y pequeño.
La lista enumera varios verbos comunes que describen acciones cotidianas como escuchar, leer, comer, saltar, hablar, dormir, mirar, caminar, jugar, correr, bailar, escribir y cantar. El documento parece ser una lista de verbos para practicar o enseñar acciones diarias.
This document provides instructions for a project on creating a short film about food. Students are asked to watch a sample film, complete a script by filling in missing words, choose a situation to develop a 2-scene conversation for, and then record their conversation as a movie following a tutorial on the filmmaking platform. The script provided is about two friends deciding what to eat for dinner when one is starving and their options are limited. Students are to pick one of four situations involving friends and food for their conversation script.
This document contains speaking test sheets for various levels (Nivel Intermedio) of Spanish language exams. Each test sheet provides instructions for two speaking tasks: a monologue on a given topic and a dialogue on various topics related to relationships, opinions, daily life situations, travel and transportation. The monologues and dialogues present scenarios for students to practice describing, explaining and debating in Spanish.
The document describes the daily routines of 7 individuals. Each individual wakes up between 7-10:30am, has breakfast, and engages in various morning activities like showering, making their bed, chatting with friends, or going for a hike. For lunch, they eat and some go to class or their mother's house. Evenings involve dinner, sleeping, and usually watching TV before bed.
Bernardo lives in Rome and likes hats. One day at a market near the Colosseum, he stops and says "I like that hat!" He buys the hat and wears it home. When he arrives home, he asks his wife Natalie if she likes his new hat. Natalie thinks "No!" but says "Why do you want another hat, Bernardo? You have 20!" Bernardo replies that he likes hats and likes this hat.
This document discusses how to use reported speech when recounting what another person has said. It notes that reported speech does not use quotation marks or the exact words, and verb tenses, pronouns, time and place words may change. It provides examples of how present, past, future and conditional verbs change between direct and reported speech, as well as how pronouns, places and times are altered for reported versus direct speech. The purpose is to accurately recount what someone said or thought without using their exact words.
This document contains a list of common adjectives used to describe pictures, people, objects, and situations. It also provides examples of correcting sentences by replacing adjectives that inaccurately describe something with more accurate adjectives.
This document discusses how to report orders, commands, and requests in indirect speech. It provides examples of changing direct commands like "Get plenty of rest" to the reported form "The doctor told me to get plenty of rest." For requests, the reported form uses "asked" instead of "told," such as changing "Can you help me cook dinner?" to "My sister asked me to help her cook dinner." The document explains that the infinitive form is used without past tense for both commands and requests in indirect speech.
The document discusses the criteria for an effective activities of daily living (ADL) scale for elderly patients. It presents the Townsend Functional Ability Scale as an example that meets the criteria. The scale contains 6 tasks ranked by difficulty. Scores on each task are ordered, creating a meaningful total score that is predictive of disability levels. An effective ADL scale should be simple to use, have ordered item scores to allow meaningful interpretation of total scores, and be able to detect disability early. The Townsend scale meets these goals through its hierarchical structure validated using item response theory.
Este documento presenta el alfabeto español, incluyendo las letras mayúsculas y minúsculas, así como sus correspondientes sonidos. Explica las particularidades de letras como la c, g, h, ll, ñ, q, r, x, y z y cómo se pronuncian. Además, brinda curiosidades sobre el acento y los signos de interrogación y exclamación en español.
A little girl was surfing the Internet and commenting on her daily activities, including dancing with a man for the first time, going for a walk with him, needing to finish work before 5pm but being almost out of time, being tired after 20 rounds of something, nearly falling down while holding an expensive laptop, wondering why people kill each other every day, being able to relax at work because her boss was absent, being too old to read small letters and needing help, and being too busy to change clothes to exercise.
The document describes a typical daily routine, including waking up at 6am, having a shower by 7am, eating breakfast at 7am, leaving home by 8am, arriving at work at 9am, having lunch at 1pm, sometimes leaving work at 6pm, arriving home at 6:30pm, often eating dinner at 8pm, usually watching TV at 10pm, and always going to sleep at 10:15pm.
This document provides tips and guidelines for describing pictures in English. It discusses using vocabulary to describe people, objects, actions and locations. Specific language structures are recommended for describing appearances, actions, opinions, predictions and more. Examples of picture descriptions are included to demonstrate these tips. Suggestions are also made for classroom activities involving picture description.
Este documento lista diferentes tipos de animales como mariposas, patos, abejas, hormigas, tiburones, lobos, ballenas, hipopótamos, cebras, serpientes, gorilas, águilas, iguanas, ardillas, pingüinos, osos, cocodrilos y jaguares.
Este documento lista los objetos y elementos comunes encontrados en una escuela, incluyendo el aula, los estudiantes, profesores, libros, cuadernos, útiles de escritura como lápices, bolígrafos y plumas, así como otros materiales como gomas de borrar, colores, sacapuntas, pegamento, tijeras, reglas, estuches, mochilas, mapas, pizarras, tizas, borradores, computadoras, relojes, papeleras, proyectores, sillas, mesas, pupitres, libr
El documento lista los tipos de comidas principales en Turquía como desayuno, almuerzo y cena, e incluye ejemplos comunes de alimentos en cada comida como huevos, queso, pan y fruta para el desayuno y sopa, ensalada, carne, pescado y pasta para el almuerzo y la cena. También menciona comidas tradicionales de diferentes partes del mundo como el asado argentino, el kabsa árabe, el mole mexicano y el borsch ruso.
Este documento lista diferentes animales como perros, gatos, conejos, hamsters, canarios, peces, tortugas, elefantes, pandas, jirafas, koalas, caballos, delfines, leones, monos, panteras y tigres.
La lista enumera diferentes tipos de verduras como pepino, zanahoria, lechuga, berenjena, rabano, alcachofa, cebolla, tomate, pimiento, calabaza, puerro, coliflor, brocoli, ajo, hongos, chile, maíz, calabacín y patata. La lista fue creada por Profesorasofiak en 2019-2020.
La lista incluye 19 frutas diferentes como piña, aguacate, ciruela, higo, coco, melocotón, fresa, frambuesa, kiwi, mandarina, mango, manzana, melón, naranja, pera, sandía, plátano y uva. La lista fue creada por Profesorasofiak en 2019-2020.
Este documento lista diferentes características físicas de las personas como la estatura, atractivo, color de piel, color y tipo de cabello, edad, peso, tipo de pelo, uso de anteojos o barba. Las características incluyen opciones como bajo, alto, guapo, feo, moreno, rubio, castaño, bebé, adulto, gordo, delgado, rizado, liso, corto, largo y tener pecas, gafas o barba.
Este documento enumera las principales partes del cuerpo humano, incluyendo la cabeza, pelo, ojos, boca, lengua, dientes, nariz, orejas, cuello, hombros, brazos, manos, dedos, panza, piernas y pies.
Presente progresivo, continuo, gerundio, şimdiki zamanprofesorasofiak
El documento proporciona instrucciones sobre el uso del presente progresivo (estar + gerundio) en español. Explica las formas del verbo estar para cada persona y cómo se forma el gerundio para verbos terminados en -AR, -ER e -IR. Además, incluye ejemplos de oraciones en el presente progresivo y preguntas sobre lo que alguien está haciendo en ese momento.
El documento lista una serie de actividades diarias comunes como despertar, bañarse, vestirse, desayunar, estudiar, comer, leer, jugar, beber, bailar, hacer la tarea, trabajar, limpiar, cantar, escuchar música, cocinar, regresar a casa y dormir, así como verbos como hablar, rezar y ver televisión.
El documento lista los días de la semana, los meses del año y las estaciones. También describe diferentes tipos de clima como soleado, nublado, lluvioso, tormentoso y nevado.
Este documento explica la diferencia entre los verbos ser y estar en español. Ser se usa para características permanentes como la nacionalidad, características físicas, profesión y relaciones, mientras que estar se usa para condiciones temporales, emociones, acciones y ubicaciones. Incluye ejemplos como "Yo soy Sofía" y "Nosotros estamos en Turquía" para ilustrar los usos correctos de cada verbo.
This document lists various musical instruments including trumpet, flute, drums, saxophone, piano, tambourine, guitar, violin, and bass. It appears to be a list of musical instruments compiled by someone named Profesorasofiak for the school year 2018-2019.
This document lists the different parts of a school including art room, cafeteria, computer room, music room, library, bathroom, classroom, gym, auditorium. It provides a simple list of common areas found within a typical school building.
Counting from 1 to 5 is an important early math skill taught in 1st grade. Students learn to recognize each number and say them in order. They also practice one-to-one correspondence by matching each object to a number.
This document lists various activities that one can do in their free time such as going shopping, reading books, riding a bicycle, watching DVDs, painting and drawing, listening to music, staying at home, surfing the internet, playing with pets, playing musical instruments. The document appears to be a 4th grade student's list of hobbies and pastimes.
The document lists the subjects taught at a school including English, Turkish, Maths, Science, History, Geography, Religion, Drama, Swimming, Music, Art, and Physical Education.
The document lists different parts of a school including the computer lab, library, cafeteria, art room, and music room. It appears to be an outline or list of areas within a school building for the 2018-2019 school year created by someone named Profesorasofiak.
This document provides tips for students to get along in their class and school community. It recommends paying attention to teachers, raising your hand to speak, smiling instead of frowning, being nice to others, not making funny faces, listening when others speak, making eye contact, not bragging or teasing others, covering your mouth when coughing or sneezing, saying please and thank you, and waiting patiently in line. The document asks students to think of additional classroom etiquette rules.
This document provides tips for teachers on how to survive their first week of teaching a language after summer vacation. It recommends introducing yourself and the language, assessing students' levels, and teaching basic vocabulary like personal pronouns and school-related terms. It also suggests covering grammar topics like verb tenses and imperatives. Additionally, it lists resources for lesson planning, including school vocabulary lists, listening activities, and flashcard games.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
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
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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 ...
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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.