There are three types of stem-changing verbs in Spanish that undergo changes in the present tense. Type 1 verbs change e to ie, such as entender which becomes entiendo. Type 2 verbs change e to i, like servir which becomes sirvo. Type 3 verbs change o to ue, for example almorzar becomes almuerzo. Some common stem-changing verbs are pensar, querer, preferir, servir, and dormir. Stem-changing verbs can express desires, preferences, opinions and planned actions when used with different objects and infinitives.
A presentation giving an overview of common and proper nouns, when to capitalise them and how to make plural with an emphasis on the rules for irregular plurals.
A presentation giving an overview of common and proper nouns, when to capitalise them and how to make plural with an emphasis on the rules for irregular plurals.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
1. The Present Tense of Stem-Changing
Verbs: e ie, e i, o ue
(El tiempo presente de los verbos de cambio
radical)
2. There is a fairly large group of verbs in Spanish that undergo
changes in their stem when conjugated in the present tense.
These changes occur only in the first and second persons
singular and third persons singular and plural.
When a line is drawn around the forms that change, the resulting
shape vaguely resembles a boot or high-top shoe; thus, these verbs
are sometimes informally called “boot” or “shoe” verbs.
There are three types or classes of “boot” verbs.
4. Here are some other common e ie verbs:
empezar, comenzar to begin
pensar (+ infinitive) to think; to plan (to
do something)
perder to lose
querer to want, to love
preferir to prefer
5. tengo
tienes
tiene
tenemos
tenéis
tienen
tener, venir
The verbs tener and venir are what might be called partial
stem-changing verbs; the yo forms do not have the stem
change, but they do have an irregularity.
vengo
vienes
viene
venimos
venís
vienen
Tengo exámenes mañana. I have exams tomorrow.
Vengo de la biblioteca. I’m coming from the library.
7. Here are some other common e i verbs:
repetir to repeat, to have a
second helping
pedir to ask for, to request
servir to serve
competir to compete
11. Here are some other common o ue verbs:
volver to return, to
come back
contar* to tell a story, to
count
dormir to sleep
encontrar to find
poder to be able; can
recordar to remember
soñar (con) to dream (about)
12. The verbs querer and preferir
Expressing desires and
preferences
Querer and preferir are important stem-
changing verbs that have multiple uses.
18. Both querer and preferir can be used
with an infinitive directly after them
Rafael quiere esquiar, pero su novia
prefiere patinar.
Rafael wants to ski, but his girlfriend prefers
to skate.
quiero
quieres
quiere
queremos
queréis
quieren
We start with an appropriate person and
number of querer or preferir . . . and then add any infinitive.
estudiar
escribir
viajar
bailar
leer
comer
aprender
dormir
estudiar
20. Thinking and planning
Pensar basically means “to think.”
Me gusta ir al parque para
pensar y descansar.
I like to go to the park to
think and rest.
21. Thinking and planning
¿En qué piensas?
Pensar en means “to think about.”
Gabriela siempre piensa en sus estudios.
Pensamos en el bienestar de la familia.
Gabriela is always thinking about her studies.
We’re thinking about the wellbeing of the family.
What are you thinking about?
22. Thinking and planning
Pensar de means “to think of” (to
have an opinion about.)
¿Qué piensas de las novelas de Márquez?
What do you think of Márquez’s novels?
Pensar que means “to think that” (in answer to
the above question, for example.)
Yo pienso que sus novelas son maravillosas.
I think that his novels are wonderful.
23. pensar + infinitive =
to plan to do something
Thinking and planning
Pensar also has a special use . . .
Pensamos escuchar
música en el parque esta
tarde.
We’re planning to listen
to music in the park this
afternoon.
24. Thinking and planning
¿Qué piensas hacer después de clase?
Después de clase, yo pienso . . .
¿Qué piensas hacer este fin de semana?
Este fin de semana, pienso . . .
¿Qué piensan hacer Uds. (tú y tu familia)
en las vacaciones de verano?
En las vacaciones de verano, pensamos . . .