The document contains a list of grammar topics and examples for each topic, including articles, prepositions, indirect speech, changing voice, modal auxiliaries, question tags, and more. It appears to be teaching materials for an English grammar class at the secondary school level in India.
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kunjungi http://bloghorizonkebumen.blogspot.com
download soal un sma 2014, download soal bahasa inggris un sma,smp,sd tahun 2014, soal un bahasa inggris smp 2014, download soal bahasa inggris 2014, soal bahasa inggris terbaru,prediksi soal un smp bahasa inggris 2014
kunjungi http://bloghorizonkebumen.blogspot.com
This is a summary of the topic "Physical quantities, units and measurement" in the GCE O levels subject: Physics. Students taking either the combined science (chemistry/physics) or pure Physics will find this useful. These slides are prepared according to the learning outcomes required by the examinations board.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
S.s.c. grammer
1. DATTA COMMERCE CLASSES
S.S.C. ENGLISH GRAMMER 2012-13
ARTICLES
1. The little girl carried …………... small bundle of matches in ………….. dark light.
2. I watched the dog helping ……… old woman across ……….road.
3. To win ………. medal in ……….. Olympics is the dream of every sportsperson.
4. I went to …………… railway station and saw ………. long queue there.
5. I saw ………. Snake. …….. snake was very poisonous.
6. She tore at the comic-strip wrapping. [pick out the article]
7. …….important role can be played in ……….. society by woman.
8. …….good hobby is always ………. Source of joy and satisfaction.
9. He received ……… meadal for creating ………. effective work.
10. I have …….. friend. We are in ……. Same class.
PREPOSITION
1. The electricity that we use …….. our houses is produced ………. The power station. [with, in, into]
2. Roshan took photograph ……… the statue ……….. several angles. [from, through, of]
3. The royal umbrella was held …………… the king’s head. [on, upon, over]
4. While Gokhale was ……. Pune he was asked to devote his life ….. the noble work of his teaching.[for,
to at]
5. They like …….. dance and enjoy themselves ……. the shower of rain.[into, in, to]
6. First …… all you have to type …….. your message in the column at the top.[into, in, of]
7. Mr. patil ……… Mumbai ………..car. [for, by, to]
INDIRECT SPEECH
1. “Don’t leave the village till I come tomorrow morning”, said Jim to the villagers.
2. “I won’t pay you the fee,” said the lady; ”the treatment is not complete.”
3. “Have you mercy for your children?” the king asked the man.
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4. “You will have to pay Haribhau his wages,” Vasu said to Vandu.
5. “will you shut the window, Anil?” said father.
6. Rajesh : Are you waiting for someone? Rakesh : No, I am alone.
7. He asked them to emulate the example of Kalpana Chawla.
8. “Do you have cough and cold, Ankita ?” said the doctor.
9. The doctor thought, “that is the kind of love I want in my life.”
CHANGE THE VOICE
1. They supply the timber for the railways.
2. Your brain recalled the mathematical operations.
3. I opened my piggy bank.
4. She introduced me to the class. [Begin with ‘I’]
5. The Rayat Shikshan Sanstha acquired waste land.
6. His students respected him. [Beginning with ‘He….’]
7. The dancer is directed by the natuvanar.
8. By November 14, 2002, he completed the target.
9. Daddy will take you to school.
10. The vegetables should be cut into large pieces.[Begin with ‘We …….’]
11. I took his vital signs.
12. Each computer read the e-mail address.
13. The government offered him the post of Principal Scientific Adviser.
14. People have made some innovation..
15. He is posed in Jammu and Kashmir.[State the Voice]
16. Sports play an important role in our lives.
MODAL AUXILIARY
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1. Fleshy roots are high in energy. [Showing “possibility”]
2. I would evaluate his wound.[Showing ‘compulsion’]
FRAME A ‘WH-QUESTION’
1. A few decades ago, traveling was the privilege of a rich view.
2. The town is famous for its Shiva Temple.
3. The two broad aspect of classical dancing are the tandava and the lasya.
4. She wanted to study in the U.S.A.
5. Flying would start early morning.
6. Kathak means story-teller.
7. He decided to send Bhaurao to Kolhapur.
8. A brass lamp is fed with coconut oil.
9. Everyone agreed that hitting into Bala’s means out.
‘NOT ONLY - BUT ALSO’
1. They cultivated waste land acquired by the Rayat Shikshan Sanstha and reaped a rich harvest.
2. I talked to one of the doctors; got the needed supplies.
3. The thoughts and action of people mould society.
4. It is both right and wrong.
5. He felt rewarded and comfortable in their company.
6. For two years I worked and slaved like a miser.
7. You should be confident and full of warmth in your approach.
8. He had a word of advice for parents and teachers.
9. Both men and women danced.
10. Art services as a means of communication and creative expression of men.
11. Baba Amte took the leper home and looked after him.
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ADD A QUESTIONS TAG
1. Units provide cultural, adventurous and world life experiences to tourists.
2. Vegetables are valuable in maintaining alkaline reserve in the body.
3. The work of building is not easy.
4. Out of the past grows the present.
5. Power and force are typical of tandava.
6. Your limp makes you self-conscious.
7. Kalam travelled all over the country.
8. The lift came down.
9. I could never learn the art of copying.
10. Tour operator and travel agencies employ representatives.
11. Many friends have indeed gone away.
12. It was a very cold night.
13. It became a court dance.
14. Mass emigration has solved population problem.
15. People think of performers as heroes.
16. The number of international tourists is increasing day by day.
17. You will help me.
18. Major Sharma was born in Jhansi in uttar Pradesh.
19. Flying was in his blood.
20. Two singers provide the vocal music.
21. There are different kinds of vegetables.
22. He saw a leper living in a ditch.
23. It became a court dance.
24. It was a much awaited moment.
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25. Dream will transform into thoughts.
26. It is not for ourselves alone.
PICK OUT THE INFINITIVE
1. He decided to send his eldest son Bhaurao to Kolhapur.
2. I moved fast and grabbed her hair.[use infinitive]
3. There are accepted ways to charge the food we eat.
USE ‘ABLE TO’
1. You can change the bad.
2. You can send e-mail to practically anyone with an e-mail address.
3. Rahul could get first class in the examination.
4. You can send e-mail from within many application.
5. No one could give him any help.
6. He could not spare much time for teaching them.[Use ‘unable to’]
7. I could not recall. [Use ‘unable to’]
8. He could not spare much time for teaching them.
USE UNLESS
1. Doctors can make their jobs better if they talk nicely to their patients.
2. Doctors treating patients can make their job better, if they choose to talk nicely to their patients.
USE ‘WOULD’ OR ‘USED TO’
1. His father would pinch him.
2. Whenever he fell asleep, his father would pinch him.
3. We would try to adjust the timing for him.
4. Young ones went for a walk every morning.[ would]
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TENSE
1. He insisted on it. [Present Perfect Continuous Tense]
2. He established a network of colleges. [Past Perfect Tense]
3. He gave me the bobby pins.[Present Perfect Tense]
4. I would evaluate his wound. [past perfect tense]
5. The future is calling you. [Simple present tense]
CHANGE THE DEGREE
1. Lai Haroba is the oldest dance drama of Manipur.
2. Curiosity is one of the noblest instincts of man.
3. Bharata Natyam is the oldest and most popular dance-form of India.
4. The e-mail is cheaper than the postal route.
5. Children who watch television while eating eat fewer vegetables than others.
6. I’ m as Indian as the postman.
7. E-mail is delivered faster than the conventional mail.
8. Bharata Natyam is the most popular dance- form of India.
9. Tourism is one of the largest industries in the world.
10. Tourism is the largest industry.
11. E-mail is cheaper than the postal route.
12. Nagpur is the hottest city in Maharashtra.
USE AS WELL AS
1. Both men and women danced.
2. It protects antibodies and regulates the temperature.
3. Sports provide entertainment, thrill and joy.
4. Your speech should be clear and unambiguous.
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S.S.C. ENGLISH GRAMMER 2012-13
5. The singer who accompanies the kathak dancer not only sings but reproducing the drum syllables
also.
MAKE POLITE REQUEST
1. Come.
NO SOONER ----------THAN
1. They finished the job and I got into the lift.
2. As soon as I scrambled out of the pool, Mala accused me.
3. I saw him looking at his watch. I decided to evaluate his wound.
USE NEITHER-------NOR OR EITHER-------------OR
1. He thought of becoming a lawyer or an engineer.
2. You can send or receive personal messages.
3. Most doctors are serious or stern.
4. India is not just the land, mountains and the rivers.
MAKE IT NEGATIVE
1. It is hard to answer.
2. It was in vain.
3. You find it difficult to see them.
4. It is a diverse field.
5. She refused it.
6. It is fast and easy to use.
7. It is good to have regular food habits.
MAKE IT ASSERTIVE
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1. Have you forgotten that they didn’t even allow us to search for the ball?
2. How awful I feel!
3. Don’t I have wonderful children?
4. Don’t these terms sound rather rought?
MAKE IT AFFIRMATIVE
1. They would not be appropriate.
2. They definitely would not do.
3. They did not consider it below dignity , to do manual job.
4. Many women do not get a balanced diet.
5. He couldn’t convince Abhishek’s father.
6. He could not spare much time to teach them.
7. Drinking too much water with food is not advisable.
8. Father did not like the word ‘circus’.
9. He showed no hatred for the people who kept him there.
10. The work of building is not easy.
11. It is not necessary to remain absent from schools.
12. India is not just the land , mountain and rivers.
REWRITE USING A VERB IN THE ‘……..ING’ FORM
1. Abhishek looked behind and then waved back.
2. I moved fast and grabbed her hair.
3. I went into my bedroom and opened my piggy bank.
MAKE A COMPLEX
1. I love Mumbai. It is always fresh and alive.
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2. There were encouraging screams. Suresh hit the second ball to the Mantra wall. [Use ‘when’]
USE IF------NOT
1. The porter would not let him go in unless he promised to share half of his reward.
2. Never eat food unless you are hungry.
UNDERLINE THE SUBORDINATE CLAUSE AND NAME IT
1. In front there is verandah where the family used to sit and chat, usually after dinner.
2. The dancer is directed by the natuvanar , who is a musician.
3. He was in a hurry as he had an appointment at 9 a.m.
4. You should keep in mind that you may be require to work during odd hours. [noun clause]
5. We have two entrepreneurs who have feelings for flights and heights. [adjective clause]
6. He told the children that success would always follow dream.
USE BECAUSE
1. I didn’t have a dorm room, so I slept on the floor in friend’s rooms.
2. I shall promote him as he is efficient.
MAKE IT EXCLAMATORY
1. Vana Mahotsava is an important step.
2. I was happy to get a seat next to Mala.
3. His life is very empty.
4. Anaemia is a very common disease.
5. Snakes are wonderful creatures.
6. The womens costumes are extremely picturesque.
7. You are brave girl.
8. It was a busy morning.
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9. Vegetables are very valuable.
PUNCTUATE THE SENTENCE
1. mother asked chitra why did meena go to the village
2. the mother said to her son to come into the kitchen I shall give you something to eat
3. what are you talking about so seriously asked leela
4. i feel great im really happy lara said
5. gopi said to john i dont like swimming
USE HARDLY----------------WHEN
1. We had reach the top of the hill. It started raining.
2. As soon as I reached the class, I gave the letter to the teacher.
USE SO
1. The children face several health problem. They watch television while eating.
2. He moved to Chennai to fulfil his wish.
REWRITE AS A QUESTIONS
1. We should not read books of fiction only. [Beginning with must]
USE ‘THOUGH
1. So many of my fellow Indians have been born here, and yet they think nothing of leaving the land.
2. People asked about more matches but Abhishek did not falter.
USE’ AS SOON AS’
1. My eyes filled with tears when I heard the reply.
2. I came to the pool to swim. I found Kala drowning.
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REMOVE ‘TOO’
1. Hero worship in India is too big.
2. Kala was too heavy for me to pull her up.
USE IF
1. Mention any match in the world cup and Abhishek will tell you the statis.
2. Never eat food unless you are hungry.
USE CAN
1. Computers have a role to play wherever information is gathered, edited and stored.
2. The bird is able to decide the best time to make the long sea crossing.
PICK OUT THE VERB AND IDENTIFY THE TENSE
1. Computers have entered almost all walks of life.
2. I went to England.
USE AS
1. When I come back to Mumbai, I can see the difference.
MAKE A QUESTION
1. We should treat snakes as our friends.
2. Dr Kalam focussed on evolving a plan for implementing IMM2020 .[Yes/No type]
USE GOING TO
1. Ashwini will solve the paper tomorrow.
2. They will leave the mountains for the plains.
3. The teacher will divide the class into four groups.
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S.S.C. ENGLISH GRAMMER 2012-13
REMOVE IT
1. It was during his stay at Kolhapur that Bhaurao came under the influence of Satya Sodhak Samaj.
MAKE AN IMPERATIVE SENTENCE
1. Vegetables should not be exposed to atmospheric air.
USE SHOULD
1. Take care to thoroughly clean the sweaty areas like the space between toes.
USE ‘HAVE TO’
1. The children of today must continue this work.
USE ‘BUT’
1. Though swine flue has become terror, it is a mild disease.
USE’WHO’
1. Singhania was a young man with a passion for flying.
2. Tourist officers working for the central or state government are recruited through a competitive
selection process.
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S.S.C. ENGLISH GRAMMER 2012-13
S.S.C EXAM TIME TABLE 2012-13
Subject Date Time
02-March-2013, Saturday 11.00 a.m. to 2.00 p.m.
05-March-2013, Tuesday 11.00 a.m. to 2.00 p.m.
English 07-March-2013, Thursday 11.00 a.m. to 2.00 p.m.
( ) 09-March-2013, Saturday 11.00 a.m. to 2.00 p.m.
12-March-2013, Tuesday 11.00 a.m. to 1.30 p.m.
11.00 a.m. to 1.30 p.m.
14-March-2013, Thursday
3.00 p.m. to 5.30 p.m.
11.00 a.m. to 1.30 p.m.
16-March-2013, Saturday
3.00 p.m. to 5.30 p.m.
- 19-March-2013, Tuesday 11.00 a.m. to 1.00 p.m.
- 21-March-2013, Thursday 11.00 a.m. to 1.00 p.m.
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