The document provides information about an online virtual class, including class schedules, student naming conventions, and special dates. It discusses two class periods from 9-10:30 and 14-15:30. It notes students should prepare headphones and use a name format of first name + last name with punctuation (e.g. Hưng Phạm, Thảo Nguyễn) for the virtual class. The document also lists several special dates throughout the year.
1. The document outlines goals for planning special days, holidays, life plans, and expressing wishes and plans. It provides examples of activities people usually do on birthdays, anniversaries, and holidays.
2. Grammar concepts around using "be going to" for making plans and "would like to" for expressing wishes are explained. Examples are given of conversations using these structures to talk about upcoming events.
3. The reading passage profiles people from different cultures and their wishes and plans, such as a 15-year-old girl who wants to study acting, a South African woman planning to get married, and a Ukrainian couple celebrating their 50th wedding anniversary.
This document provides examples of how to express plans and intentions in English using different structures like the simple future tense, "would like", and "would rather". It gives the definitions and forms of these structures and provides sample sentences to demonstrate their use for expressing one's own plans and asking about others' plans. Some key intentions and plans mentioned include going fishing, practicing baking cookies, staying home, reading a lot over the summer, and going to Bali or Lombok for a holiday.
This document provides instructions and questions for an online language learning activity. It begins with a prompt to visit a website for language learning. It then asks questions about relationships between people in an image and where and why they are together. It provides multiple choice answers for selecting adjectives to describe conversations and asks the reader to listen to conversations and identify topics. It continues asking questions about meeting new people, starting conversations, questions to ask others, and provides examples of questions using different verb forms. The document covers a range of grammar and language learning topics in a question and example format.
This document provides information on future verb forms, separable and inseparable verbs, articles, past tense, yes/no questions, information questions, and the usage of "used to". It discusses the pattern of "S + going to + verb" to express predictions, plans, intentions and yes/no responses. Examples are given to demonstrate affirmative and negative forms. Guidelines are also given on using definite and indefinite articles as well as questions forms.
The document provides an English lesson on future tense verbs, including examples of positive, negative, and question forms using "will" and "going to". It also includes exercises asking students to write sentences in the future tense based on prompts. Vocabulary and celebrations are discussed, with examples of common activities associated with events like birthdays, weddings, and holidays.
WHAT IS INTENTION ???
Merriam-Webster.com defines intention as a determination to act in a certain way.
As shared in “When your Relationships are Good, your Life is Good”, an intention is a clear and positive statement of an outcome you want to experience.
An intention is a goal, or vision, that guides your activities, thoughts, attitudes, and choices.
Language features
To express intention , we usually use :
Simple Future Tense
Would like …
Would rather…
Examples of expressing intention
-I'm going to ...-I would like to ...- (Yes, I think) I will ...- I am planning to ...- I have decided ...- I'm thinking of ...- I intend to ....- My intention is to ...- Perhaps/ May be I will ..
The document discusses expressing intentions through language. It defines intention as a determination to act in a certain way or a clear statement of an outcome one wants. Some common ways to express intentions in English include using simple future tense, phrases like "would like to" and "would rather." Examples are provided of expressing intentions with "I'm going to", "I intend to", and questions like "What will you do?" Guidance is also given on using simple future tense and the phrases "would like" and "would rather."
The document provides information about an online virtual class, including class schedules, student naming conventions, and special dates. It discusses two class periods from 9-10:30 and 14-15:30. It notes students should prepare headphones and use a name format of first name + last name with punctuation (e.g. Hưng Phạm, Thảo Nguyễn) for the virtual class. The document also lists several special dates throughout the year.
1. The document outlines goals for planning special days, holidays, life plans, and expressing wishes and plans. It provides examples of activities people usually do on birthdays, anniversaries, and holidays.
2. Grammar concepts around using "be going to" for making plans and "would like to" for expressing wishes are explained. Examples are given of conversations using these structures to talk about upcoming events.
3. The reading passage profiles people from different cultures and their wishes and plans, such as a 15-year-old girl who wants to study acting, a South African woman planning to get married, and a Ukrainian couple celebrating their 50th wedding anniversary.
This document provides examples of how to express plans and intentions in English using different structures like the simple future tense, "would like", and "would rather". It gives the definitions and forms of these structures and provides sample sentences to demonstrate their use for expressing one's own plans and asking about others' plans. Some key intentions and plans mentioned include going fishing, practicing baking cookies, staying home, reading a lot over the summer, and going to Bali or Lombok for a holiday.
This document provides instructions and questions for an online language learning activity. It begins with a prompt to visit a website for language learning. It then asks questions about relationships between people in an image and where and why they are together. It provides multiple choice answers for selecting adjectives to describe conversations and asks the reader to listen to conversations and identify topics. It continues asking questions about meeting new people, starting conversations, questions to ask others, and provides examples of questions using different verb forms. The document covers a range of grammar and language learning topics in a question and example format.
This document provides information on future verb forms, separable and inseparable verbs, articles, past tense, yes/no questions, information questions, and the usage of "used to". It discusses the pattern of "S + going to + verb" to express predictions, plans, intentions and yes/no responses. Examples are given to demonstrate affirmative and negative forms. Guidelines are also given on using definite and indefinite articles as well as questions forms.
The document provides an English lesson on future tense verbs, including examples of positive, negative, and question forms using "will" and "going to". It also includes exercises asking students to write sentences in the future tense based on prompts. Vocabulary and celebrations are discussed, with examples of common activities associated with events like birthdays, weddings, and holidays.
WHAT IS INTENTION ???
Merriam-Webster.com defines intention as a determination to act in a certain way.
As shared in “When your Relationships are Good, your Life is Good”, an intention is a clear and positive statement of an outcome you want to experience.
An intention is a goal, or vision, that guides your activities, thoughts, attitudes, and choices.
Language features
To express intention , we usually use :
Simple Future Tense
Would like …
Would rather…
Examples of expressing intention
-I'm going to ...-I would like to ...- (Yes, I think) I will ...- I am planning to ...- I have decided ...- I'm thinking of ...- I intend to ....- My intention is to ...- Perhaps/ May be I will ..
The document discusses expressing intentions through language. It defines intention as a determination to act in a certain way or a clear statement of an outcome one wants. Some common ways to express intentions in English include using simple future tense, phrases like "would like to" and "would rather." Examples are provided of expressing intentions with "I'm going to", "I intend to", and questions like "What will you do?" Guidance is also given on using simple future tense and the phrases "would like" and "would rather."
The document discusses various holidays and celebrations, asking questions about how the student celebrates and decorates for events like birthdays, Halloween, and Christmas. It also provides prompts for pair tasks about the environment and favorite books. For the environment task, it gives words to use to ask 5 questions about their partner's ideas for caring for the environment. And for books, it provides words to ask 5 questions about their partner's favorite book.
The document discusses the use of the "be going to" construction and present continuous tense to talk about plans and arrangements in the future. It provides examples of how to use "be going to" to express plans and intentions, and the present continuous to talk about fixed arrangements and schedules in the near future. It notes that sometimes there is little difference between "be going to" and the present continuous when talking about future plans, though "be going to" is not typically used with the verb "to go". It concludes with a reminder that either "be going to" or the present continuous should be used, not "will", when asking someone about their plans.
The document provides biographical and health-related information about Ashley Rianne Wong. It includes details about her family history, birthplace, physical fitness scores, daily activities, social relationships, and progression of photos from childhood to age 15. The document also shares an interview with her mother discussing health, fitness, diet and lifestyle in high school during the 1970s.
This document provides an autobiographical portfolio for Ashley Rianne Wong. It includes sections on her personal health history, family tree, fitness data and nutrition standards, social and emotional health, future aspirations to become a pediatrician and cure cancer, and reflections on how media influences society's standards and her desire to think independently.
The document provides examples of common English phrases used in everyday situations such as greetings, goodbyes, making plans, asking questions, offering opinions, and dining. It compares formal and informal phrases and gives natural informal alternatives. For example, when greeting a boss one may say "hello" formally but "hey" informally. It also suggests modifying pronunciation for a more casual tone, such as saying "whaddya doing?" instead of "what are you doing?".
The document discusses the past simple tense in English. It provides examples of using "be" verbs like "was" and "were" in both affirmative and negative forms. It also discusses regular and irregular past tense verbs. Examples are given of using past tense verbs in sentences, questions, and negatives. The document includes an exercise filling in a conversation using past tense verbs correctly.
The document provides information about using past tense and used to for habitual past actions. It includes examples of forming the past simple of regular and irregular verbs. There are also exercises for students to practice using was/were, wasn't/weren't as well as used to to talk about past habits.
This document provides examples of giving and asking for instructions. It defines procedure texts and lists the generic structure which includes the goal, materials needed, and methods or steps. It then gives examples of different ways to give instructions such as using imperatives, modal verbs, or introductory phrases. Sequencing words are also provided to make instructions clear. Ways to ask for instructions are provided. The document concludes with a full example of instructions for making a cup of coffee.
This document provides a simplified guide to using the "be going to" construction in English. It explains that be going to is used to talk about intentions or planned future events. It outlines the affirmative, negative, and interrogative forms of be going to and provides examples. Contractions of be going to are also covered. Finally, it assigns writing sentences using be going to to describe future plans as practice.
The document discusses celebrations and holidays, providing examples of how to talk about birthdays and other events in the future using phrases like "going to" and the present continuous tense. It also covers using indirect object pronouns like "me", "you", "him", and "her". Special days and their associated activities are listed, like blowing out candles on a cake or getting a degree. Finally, it discusses using the present continuous and "going to" to talk about plans and predictions for holidays and future events.
This document provides a guide to using the "be going to" construction in English to talk about future plans and predictions. It explains that "be going to" is used to talk about intentions, decisions that have already been made, and predictable future situations. It provides examples of affirmative, negative and interrogative forms of "be going to" and covers contractions. It concludes by assigning writing 10 sentences using "be going to" to talk about future plans.
David is a university student studying medicine. In class, a woman named Susan introduces herself to David while the teacher is talking. David writes Susan a note asking her to meet him at the mall after class at 5:30. That evening, David and Susan meet at a restaurant. They are eating salads and looking at each other, and Susan is smiling. David wonders what Susan is thinking, while Susan is thinking about her salad.
presentación modulo 6 Traveller unidades 6 a la 8MarcelaKGarca
The document provides information about an English module including:
- Classes will be held from 5:00 to 8:00 pm with a 5 minute tolerance.
- Students must complete platform activities.
- The module finishes on July 30th.
This guided journal is meant to help a person record their memories by answering prompts and questions about their life. It covers topics like family, childhood, schooling, relationships, career, faith, important life events and lessons. The prompts are optional to answer and can be supplemented with drawings, photos or other creative additions. The goal is for the journal writer to have fun documenting their memories and later sharing the journal with loved ones.
The document provides examples of adverbs and how they are used to modify verbs, adjectives, and other adverbs. It gives sentences using adverbs to describe how something was done, when it was done, where it was done, and how often it was done. It then prompts the reader to complete sentences using adverbs and asks questions for readers to practice identifying what question was asked based on a response.
This document provides instruction on the proper uses of "will" and "going to" to talk about the future in English. It notes that "will" is used for promises and offers, while "will" and "going to" can both be used for predictions and decisions, depending on whether the prediction or decision was planned or based on evidence. The document includes several exercises for learners to practice using "will" and "going to" in different contexts involving offers, predictions, and decisions.
This document provides an English lesson on special occasions. It discusses learning vocabulary related to special events and occasions, as well as how to correctly accept or decline invitations. The lesson includes expressions to use for making, accepting, and declining invitations. It also has links to practice quizzes and videos about special occasions vocabulary. The document encourages sharing memories of special occasions and provides pictures to describe. The overall goal is to learn skills for social interactions related to special events.
The document discusses the use of "going to" and "will" to express future actions and events in English. It provides examples of using "going to" to talk about plans and decisions made at the present time, as well as using "will" to make predictions based on present evidence, offer promises, and express willingness. It then presents some exercises for learners to practice using these future forms in sentences.
Grammar important lesson unit five journeys second tern.pptamrmansour55
The document discusses the use of "going to" and "will" to express future actions and events in English. It provides examples of using "going to" to talk about plans and decisions made at the present time, as well as using "will" to make predictions based on present evidence, offer promises, and express willingness. It then presents some exercises for learners to practice using these future forms in sentences.
The document discusses various holidays and celebrations, asking questions about how the student celebrates and decorates for events like birthdays, Halloween, and Christmas. It also provides prompts for pair tasks about the environment and favorite books. For the environment task, it gives words to use to ask 5 questions about their partner's ideas for caring for the environment. And for books, it provides words to ask 5 questions about their partner's favorite book.
The document discusses the use of the "be going to" construction and present continuous tense to talk about plans and arrangements in the future. It provides examples of how to use "be going to" to express plans and intentions, and the present continuous to talk about fixed arrangements and schedules in the near future. It notes that sometimes there is little difference between "be going to" and the present continuous when talking about future plans, though "be going to" is not typically used with the verb "to go". It concludes with a reminder that either "be going to" or the present continuous should be used, not "will", when asking someone about their plans.
The document provides biographical and health-related information about Ashley Rianne Wong. It includes details about her family history, birthplace, physical fitness scores, daily activities, social relationships, and progression of photos from childhood to age 15. The document also shares an interview with her mother discussing health, fitness, diet and lifestyle in high school during the 1970s.
This document provides an autobiographical portfolio for Ashley Rianne Wong. It includes sections on her personal health history, family tree, fitness data and nutrition standards, social and emotional health, future aspirations to become a pediatrician and cure cancer, and reflections on how media influences society's standards and her desire to think independently.
The document provides examples of common English phrases used in everyday situations such as greetings, goodbyes, making plans, asking questions, offering opinions, and dining. It compares formal and informal phrases and gives natural informal alternatives. For example, when greeting a boss one may say "hello" formally but "hey" informally. It also suggests modifying pronunciation for a more casual tone, such as saying "whaddya doing?" instead of "what are you doing?".
The document discusses the past simple tense in English. It provides examples of using "be" verbs like "was" and "were" in both affirmative and negative forms. It also discusses regular and irregular past tense verbs. Examples are given of using past tense verbs in sentences, questions, and negatives. The document includes an exercise filling in a conversation using past tense verbs correctly.
The document provides information about using past tense and used to for habitual past actions. It includes examples of forming the past simple of regular and irregular verbs. There are also exercises for students to practice using was/were, wasn't/weren't as well as used to to talk about past habits.
This document provides examples of giving and asking for instructions. It defines procedure texts and lists the generic structure which includes the goal, materials needed, and methods or steps. It then gives examples of different ways to give instructions such as using imperatives, modal verbs, or introductory phrases. Sequencing words are also provided to make instructions clear. Ways to ask for instructions are provided. The document concludes with a full example of instructions for making a cup of coffee.
This document provides a simplified guide to using the "be going to" construction in English. It explains that be going to is used to talk about intentions or planned future events. It outlines the affirmative, negative, and interrogative forms of be going to and provides examples. Contractions of be going to are also covered. Finally, it assigns writing sentences using be going to to describe future plans as practice.
The document discusses celebrations and holidays, providing examples of how to talk about birthdays and other events in the future using phrases like "going to" and the present continuous tense. It also covers using indirect object pronouns like "me", "you", "him", and "her". Special days and their associated activities are listed, like blowing out candles on a cake or getting a degree. Finally, it discusses using the present continuous and "going to" to talk about plans and predictions for holidays and future events.
This document provides a guide to using the "be going to" construction in English to talk about future plans and predictions. It explains that "be going to" is used to talk about intentions, decisions that have already been made, and predictable future situations. It provides examples of affirmative, negative and interrogative forms of "be going to" and covers contractions. It concludes by assigning writing 10 sentences using "be going to" to talk about future plans.
David is a university student studying medicine. In class, a woman named Susan introduces herself to David while the teacher is talking. David writes Susan a note asking her to meet him at the mall after class at 5:30. That evening, David and Susan meet at a restaurant. They are eating salads and looking at each other, and Susan is smiling. David wonders what Susan is thinking, while Susan is thinking about her salad.
presentación modulo 6 Traveller unidades 6 a la 8MarcelaKGarca
The document provides information about an English module including:
- Classes will be held from 5:00 to 8:00 pm with a 5 minute tolerance.
- Students must complete platform activities.
- The module finishes on July 30th.
This guided journal is meant to help a person record their memories by answering prompts and questions about their life. It covers topics like family, childhood, schooling, relationships, career, faith, important life events and lessons. The prompts are optional to answer and can be supplemented with drawings, photos or other creative additions. The goal is for the journal writer to have fun documenting their memories and later sharing the journal with loved ones.
The document provides examples of adverbs and how they are used to modify verbs, adjectives, and other adverbs. It gives sentences using adverbs to describe how something was done, when it was done, where it was done, and how often it was done. It then prompts the reader to complete sentences using adverbs and asks questions for readers to practice identifying what question was asked based on a response.
This document provides instruction on the proper uses of "will" and "going to" to talk about the future in English. It notes that "will" is used for promises and offers, while "will" and "going to" can both be used for predictions and decisions, depending on whether the prediction or decision was planned or based on evidence. The document includes several exercises for learners to practice using "will" and "going to" in different contexts involving offers, predictions, and decisions.
This document provides an English lesson on special occasions. It discusses learning vocabulary related to special events and occasions, as well as how to correctly accept or decline invitations. The lesson includes expressions to use for making, accepting, and declining invitations. It also has links to practice quizzes and videos about special occasions vocabulary. The document encourages sharing memories of special occasions and provides pictures to describe. The overall goal is to learn skills for social interactions related to special events.
The document discusses the use of "going to" and "will" to express future actions and events in English. It provides examples of using "going to" to talk about plans and decisions made at the present time, as well as using "will" to make predictions based on present evidence, offer promises, and express willingness. It then presents some exercises for learners to practice using these future forms in sentences.
Grammar important lesson unit five journeys second tern.pptamrmansour55
The document discusses the use of "going to" and "will" to express future actions and events in English. It provides examples of using "going to" to talk about plans and decisions made at the present time, as well as using "will" to make predictions based on present evidence, offer promises, and express willingness. It then presents some exercises for learners to practice using these future forms in sentences.
Similar to Speaking Praatise UNIT 11 PRE BASIC .pptx (20)
Brian says he really likes hip-hop music. When asked who his favorite singer is, he replies Jay-Z. Marissa then says she does not like hip-hop very much.
This document provides conversation exercises and grammar lessons about using the present perfect tense in English. It includes two sample conversations where characters ask each other questions using the present perfect to inquire about past experiences. The grammar sections explain how to form the present perfect using "have/has + past participle" and how it differs from the simple past tense. Examples are provided of questions using already, yet, ever, and time expressions like "for" and "since". Activities are suggested for students to practice forming and responding to questions using the present perfect.
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
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
4. Vocabularies I
Nouns
Months
• January
• February
• March
• April
• May
• June
• July
• August
• September
• October
• November
• December
Holidays,
festivals, and
special
occasions
• birthday
• Christmas
• Halloween
• Independenc
e Day
• New Year’s
Day/Eve
• Thanksgiving
• Valentine’s
Day
• wedding
Other
• birthday cake
• boyfriend
• dance
• fireworks
• flour
• gift
• girlfriend
• letter
• parade
• party
• picnic
• present
• Queen
• restaurant
• sugar
• surprise
Expression
Talking about
future plans
• Are you going
to do anything
exciting this
weekend?
• Yes, I am. I’m
going to . . .
• No, I’m not. I’m
going to . . .
• What are your
plans?
• What are you
going to do?
• I’m going to . . .
Talking about
dates
• When is your
birthday?
• It’s August 9th.
• Wishing
someone a
good birthday
• Happy birthday!
• Expressing
anticipation
• I hope so!
• Exchanging
information
• How about
you?
5. A : When’s your birthday?
B : It’s July twenty-first. When’s yours?
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7. Conversation 1
(birthday plans)
Anggie : Are you going to do anything exciting this weekend?
Christine : Well, l'm going to celebrate my birthday.
Angie : Oh, happy birthday! When is it, exactly?
Christine : It's August ninth - Sunday.
Angie : So what are your plans?
Christine : l'm going to go to my friend Kayla's house.
She's going to cook a special dinner for me.
Angie : Nice! Is she going to bake a cake, too?
Christine : Bake a cake? Oh l'm not sure .
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8. GRAMMAR FOCUS
8
Yes/no questions
(is/am/are + S + going to + V1)
Statement
(S + is/am/are + going to + V1)
Are you going to do anything this
weekend?
Yes, I am. I’m going to celebrate my
birthday.
No, I’m not. I’m going to stay home.
Is Kayla going to cook dinner for you? Yes, she is. She’s going to cook a special
dinner.
No, she’s not. She’s going to order takeout.
10. A : Are you going to have a party?
B: No. l'm going to meet a friend.
A: Are you going to go to a restaurant?
B: Yes. We're going to go to Nick's cafe.
PRONONCIATION
(reduction of ‘going to)
Going to (gonna) /gənə/
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11. Survey for the members!
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REGULAR CLASS
11
12. Survey for the members!
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PRIVATE CLASS
12
14. Vocabularies II
Other Words
Pronoun
• anything
Adjectives
• Dates
• (1st–31st)
• See Exercise
1 on page 72.
Other
• fancy
• special
• traditional
Verbs
• order
• take
(someone)
out
• ask
• bake
• celebrate
• cook
• decorate
• give
• go on a picnic
• invite
Adverbs
• next month
• next summer
• next week
• next year
• this weekend
• tomorrow
• tomorrow
afternoon
• tomorrow
night
• tonight
Expressions
• Talking about
dates
• When is your
birthday?
• It’s August 9th.
• Wishing
someone a
good birthday
• Happy birthday!
• Expressing
anticipation
• I hope so!
• Exchanging
information
• How about
you?
• Expressing
approval
• (That) sounds
like fun.
• Nice!
• That’s nice.
• How fancy!
• Wow!
15. What are some special holidays in your country?
What’s your favorite holiday?
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16. Conversation 1
(have a good Valentine’s day)
Mona : So,Tyler, do you have any plans for Valentine's day?
Tyler : Yes I do. l'm going to take my girlfriend out for dinner.
Mona : Oh, really? Where are you going to eat?
Tyler : At Laguna's. It's her favorite restaurant.
Mona : How fancy! She is going to like that!
Tyler : How about you? What are you going to do?
Mona : Well, l'm not going to go to restaurant. l'm going to go a
dance.
Tyler : Sounds like fun. Well, have a good Valentine's day.
Mona : Thanks. You too.
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17. GRAMMAR FOCUS
17
Wh-questions with be going to
(5W 1H + is/am/are + going to + V1)
What are you going to do for
Valentine’s Day?
I'm going to go to a dance.
I’m not going to go to a restaurant.
How is Kayla going to get to the
dance?
She’s going to drive.
She’s not going to take the bus.
Where are Taylor and his girlfriend
going to eat?
They’re going to eat at Laguna’s.
They’re not going to eat at
Laguna’s.
18. “
1. A : Where are you going to spend (spend) summer vacation?
B : My parents and l _____________ (visit) my grandparents.
2. A : Who ____ you ________ (invite) to Thanksgiving dinner?
B : l _____________ (ask) my family and some good friends.
3. A : What ____ you _____________ (do) for Halloween ?
B : l don't know. l _____________ (not do ) anything special.
4. A : How _____ your parents __________ (celebrate) New Year’s
Eve?
B : They _____________ (go) to their neighbor's party.
5. A : What ____ your sister _____________ (do) for her birthday?
B : Her boyfriend _____________ (take) her out to dinner.
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Let’s do the exercise!
19. Speak up
time!
Choose any holiday or festival!
What is the holiday or festival?
When is it?
What are you going to do?
Where are you going to do?
Who’s going to be there?
When are you going to go?
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