This document discusses tag questions and how to form them. It explains that tag questions are questions added to the end of a statement to seek confirmation. There are two main purposes for tag questions - to clarify information or signal agreement. The document provides a step-by-step process for forming tag questions based on verb tense, person, affirmative/negative statements, and subjects like "I", "let's", or "nobody". It also notes special cases and examples of using tag questions.
English grammar: Add a question tag.
Learn how to add a question tag. Learn different rules that can be apply.
Though I have tried to include as many rules as possible, they are the main rules especially from exam point of view.
English grammar: Add a question tag.
Learn how to add a question tag. Learn different rules that can be apply.
Though I have tried to include as many rules as possible, they are the main rules especially from exam point of view.
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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.
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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
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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4. • The baby doesn't want to eat her
food, does she?
5. She has done something really
interesting to her hair, hasn't she?
6. TAG QUESTIONSTAG QUESTIONS
A tag question is a questionA tag question is a question
added at theadded at the endend of a sentence.of a sentence.
Speakers use it to make sureSpeakers use it to make sure
their information is correct.their information is correct.
7. What is a tag
question?
• A tag question is a sentence with a
question phrase connected at the
end.
• Example:
It’s windy today, isn’t it?
Sentence part Tag
8. Tag questions have two purposes:
1. To clarify information
(the speaker expects an answer)
Example:
– We have a test tomorrow, don’t we?
– Mr. Davis is coming to the meeting, isn’t
he?
9. 2. To agree with someone
(the speaker does not expect an
answer)
Example:
• You’re falling asleep, aren’t you?
• The party was a lot of fun, wasn’t it?
• I didn’t win the lottery, did I?
11. Step 1:
Identify the verb in the sentence.
Sergio likes to eat at buffets, ______ __?
verb
12. Step 2:
Identify the type of verb.
(Is it the verb “to be”, an auxiliary verb, or
the main verb?)
Sergio likes to eat at buffets, _____ ___?
Main verb
13. Step 3:
Identify the tense of verb.
(Is it in present or past tense?)
Sergio likes to eat at buffets, ______ ___?
Present tense
14. Step 4:
If in present tense, determine if 1st or 3rd
person. If in past tense, use auxiliary “to be” or
“do” in past.
Sergio likes to eat at buffets , _ _ ____?
• Use the auxiliary verb “does”.
Third person
15. Step 5:
Is the verb affirmative or negative?
Sergio likes to eat at buffets, __________?
Write in the opposite.
Affirmative
doesn’t
16. Step 6:
Add the pronoun at the end.
Sergio likes to eat at buffets, doesn’t ?
Noun
he
17. Overview
Step 1:Step 1: Identify the verb in the sentence.
Step 2:Step 2: Identify the type of verb.Identify the type of verb.
Step 3:Step 3: Identify the tense.Identify the tense.
Step 4:Step 4: If in present tense, determineIf in present tense, determine
if 1if 1stst
or 3or 3rdrd
person. If in past tense, useperson. If in past tense, use
auxiliary “to be” or “do” in past.auxiliary “to be” or “do” in past.
Step 5:Step 5: Affirmative or negative?Affirmative or negative?
Step 6:Step 6: Add pronoun.Add pronoun.
19. ❶ She works for a big company, ____ _?
❷ The movie started at 8:00, _____ ___?
❸ This is a good apple, ____ _____?
❹ You've eaten breakfast, _____ ____?
❺ The students are going to take a test
today, ____ ____?
❻ He'll be at the party, ______ ___?
❼ Your car is working now, ______ ____?
❽ John has some money, _______ _____?
❾ You made some coffee, ______ ____?
❿ They've done that before, _____ ___?
21. ❶ You don't have to work today, ___ ___?
❷ She won't get here on time, _____ __?
❸ Your dog hasn't had puppies, ____ ____?
❹ That wasn't a very good movie, _____ __?
❺ The computer isn't on, _____ ____?
❻Tracy and Bill are getting back together, ___ ____?
❼ She is not late, _____ ____?
❽ The alarm didn't go off, _____ _____?
❾ He can't move any heavy furniture, ___ ___?
❿ It doesn't really matter, ____ ___?
22. Let’s Practice
• Lunch was delicious, ?
• Spring break is next week, ______?
• Class finished quickly, _________?
wasn’t it
isn’t it
didn’t it
23. 1. You’ve called the movers,
2. They’re coming tomorrow,
3. This isn’t going to be cheap,
4. You haven’t finished packing,
5. We don’t need any more boxes,
6. Pablo is going to help us,
7. We can put some things in
storage,
8. Jack isn’t buying our
bookcases,
9. We need to disconnect the
phone,
10. The movers aren’t packing the
books for us,
11. We can’t turn off the electricity
yet,
12. Moving is hard,
a. can we?
b. do we?
c. is he?
d. isn’t it?
e. aren’t they?
f. have you?
g. isn’t he?
h. is it?
i. haven’t
you?
j. don’t we?
k. can’t we?
l. are they?
24. Important Notes:
• In the present tense, if the
subject is “ I "“ I ", the auxiliary
changes to areare or aren'taren't.
I'mI'm sitting next to you, aren't Iaren't I?
25. • With let'slet's, the tag question is
shall weshall we.
• Let'sLet's go to the beach, shall weshall we?
26. • With an imperativeimperative, the tag
question is will youwill you.
• Close the window, will you?
27. • We use a positive tag question
after a sentence containing a
negative word such as never,
hardly, nobody.
• NobodyNobody lives in this house, dodo
they?
You'veve nevernever liked me, havehave you?
28. • When the subject is nothingnothing, we
use itit in the tag question.
NothingNothing bad happened, did itit?
29. • When the subject is nobody,
somebody, everybody, no one,
someone, or everyone, we use
they in the tag question.
NobodyNobody asked for me, did theythey?
30. If the main verb in the sentence is
havehave (not an auxiliary verb), it is
more common to use dodo in the
question tag.
You havehave a Ferrari, don'tdon't you?
31. • With used to, we use didn'tdidn't in the
tag question.
You used toused to work here, didn'tdidn't you?
32. We can use positive question tags
after positive sentences to
express a reaction such as
surprise or interest.
You're moving to France, are you?
33. • But you don't really love her, do you?
• This will work, won't it?
• Well, I couldn't help it, could I?
• But you'll tell me if she calls, won't you?
• We'd never have known, would we?
• The weather's bad, isn't it?
• You won't be late, will you?
• Nobody knows, do they?
•Here are some mixed examples:
34. ❶ You should pay your credit card bill, ____ ____?
❷ They have to drive to London next week, __ __?
❸ Those carrots aren't very good, ____ ______?
❹ You love me, ___ ____?
❺ You can't play the piano, ___ ____?
❻ She has to work this evening, ____ ___?
❼ She had to work yesterday too, ____ ___?
❽ Jack will go fishing with us this weekend, __ ___?
❾ You were able to find it on the interent, __ __?
❿ This quiz wasn't too hard, _____ ____?