The document discusses different tenses in English grammar. It explains that tenses denote the time of an action and show when a work is done. There are three main tenses - present, past, and future. Each of these tenses can be simple, continuous, perfect, or perfect continuous. The document then provides examples and explanations of how to form sentences for each tense in English.
Subject-Verb Concord. ... 'Subject' is a noun or pronoun that tells us what the sentence talks about and 'verb' represents the action in the sentence. Then what is 'subject verb concord/agreement'? It means that the subject and verb in a sentence should agree or match, otherwise the sentence will not sound right.
Democratic Politics Chapter I for grade 10 i hope it is going to be more interesting and easier for the students to learn and revise. I hope students of CBSE schools will benefit across the globe.
Subject-Verb Concord. ... 'Subject' is a noun or pronoun that tells us what the sentence talks about and 'verb' represents the action in the sentence. Then what is 'subject verb concord/agreement'? It means that the subject and verb in a sentence should agree or match, otherwise the sentence will not sound right.
Democratic Politics Chapter I for grade 10 i hope it is going to be more interesting and easier for the students to learn and revise. I hope students of CBSE schools will benefit across the globe.
First poem under CBSE English Language & Literature syllabus of Class X. This PowerPoint presentation is prepared with Summary and use of Figures of speech and expected questions.
First poem under CBSE English Language & Literature syllabus of Class X. This PowerPoint presentation is prepared with Summary and use of Figures of speech and expected questions.
This PPT contains the brief and comprehensive presentation on the most important element of English Language / Grammar i.e. Tenses and their Aspects. This video talks about the Present, Past and Future Tense and their Aspects or Sub-tenses with examples.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
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.
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.
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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The French Revolution Class 9 Study Material pdf free download
tenses class 10.pdf
1.
2. Tenses
Tenses denote the time of an action. They show
when the work is done.
There are three types of tenses :
1. Present Tense
2. Past Tense
3. Future Tense
3. They are further divided into :
Present Past Future
Simple
Continuous
Perfect
Perfect
Continuous
Simple
Continuous
Perfect
Perfect
Continuous
Simple
Continuous
Perfect
Perfect
Continuous
4. Present Tense
1. Simple Present Tense :
• Positive Sentence :- S + V1 + s/es + O
• Negative Sentence :- S + do/does not + V1 + O
• Interrogative Sentence :- Do/does + S + V1 + O ?
She writes a letter.
He does not play Football.
Do you like to play guitar ?
5. 2. Present Continuous Tense :
• Positive Sentence :- S + is/am/are + V1 + ing + O
• Negative Sentence :- S + is/am/are + not + V1 + ing + O
• Interrogative Sentence :- Is/Am/Are + V1 + ing ?
My friend is waiting for me.
I am not going to the market.
Are they playing hockey ?
6. 3. Present Perfect Tense :
• Positive Sentence :- S + has/have + V3 + O
• Negative Sentence :- S + has/have + not + V3 + O
• Interrogative Sentence :- Has/Have + V3 + O ?
She has written a letter.
She has not written a letter.
Has she written a letter ?
7. 4. Present Perfect Continuous Tense :
• Positive Sentence :- S + has/have + been + V1 + ing + O
• Negative Sentence :- S + has/have + not + been + V1 + ing + O
• Interrogative Sentence :- Has/Have + S + been + V1 + ing + O ?
She has been practicing since morning.
She has not been writing a letter.
Has she been writing a letter ?
8. 1. Simple Past Tense :
• Positive Sentence :- S + V2+ O
• Negative Sentence :- S + did not + V1 + O
• Interrogative Sentence :- Did + S + V1 + O ?
She wrote a letter.
She did not write a letter.
Did she write a letter ?
Past Tense
9. 2. Past Continuous Tense :
• Positive Sentence :- S + was/were + V1 + ing + O
• Negative Sentence :- S + was/were + not + V1 + ing + O
• Interrogative Sentence :- Was/Were + S + V1 + ing + O ?
They were playing outside.
They were not playing outside.
Were they playing outside ?
10. 3. Past Perfect Tense :
• Positive Sentence :- S + had + V3 + O
• Negative Sentence :- S + had + not + V3 + O
• Interrogative Sentence :- Had + S + V3 + O ?
She had written a letter.
She had not written a letter.
Had she written a letter ?
11. 4. Past Perfect Continuous Tense :
• Positive Sentence :- S + had + been + V1 + ing + O
• Negative Sentence :- S + had + not + been + V1 + ing + O
• Interrogative Sentence :- Had + S + been + V1 + ing + O ?
The poet had been writing poems since morning.
The poet had not been writing poems since morning.
Had the poet been writing poems since morning ?
12. Future Tense
1. Simple Future Tense :
• Positive Sentence :- S + will/shall + V1+ O
• Negative Sentence :- S + will/shall + not + V1+ O
• Interrogative Sentence :- Will/Shall + S + V1 + O ?
I will go to the market.
I will not go to the market.
Will I go to the market ?
13. 2. Future Continuous Tense :
• Positive Sentence :- S + will/shall + be + V1+ ing + O
• Negative Sentence :- S + will/shall + not + be + V1+ ing + O
• Interrogative Sentence :- Will/Shall + S + be + V1 + ing + O ?
Reena will be running in the race.
Reena will not be running in the race.
Will Reena be running in the race ?
14. 3. Future Perfect Tense :
• Positive Sentence :- S + will/shall + have + V3 + O
• Negative Sentence :- S + will/shall + not + have + V3 + O
• Interrogative Sentence :- Will/Shall + S + have + V3 + O ?
I will have cooked the dinner.
I will not have cooked the dinner.
Shall I have eaten the food ?
15. 3. Future Perfect Continuous Tense :
• Positive Sentence :- S + will/shall + have + been + V1 + ing + O
• Negative Sentence :- S + will/shall + not + have + been + V1 + ing + O
• Interrogative Sentence :- Will/Shall + S + have + been + V1 + ing + O ?
She will have been writing a letter.
She will not have been writing a letter.
Will she have been writing a letter ?
16. Last Saturday our school (a) ....................... for the summer vacation. My
brother, Ashish, who (b) .................... in a hostel in Gwalior (c) ....................
by the Shatabdi Express. Mother (d) ................. me to go to the railway
station and (e)....................... him up. I (f) .................. my scooter and left.
(a) (i) closes (ii) closed (iii) will close (iv) is closing
(b) (i) stays (ii) stayed (iii) will stay (iv) will be staying
(c) (i) comes (ii) came (iii) was coming (iv) had come
(d) (i) tells (ii) told (iii) is telling (iv) has told
(e) (i) pick (ii) picked (iii) is picking (iv) will pick
(f) (i) take (ii) will take (iii) am taking (iv) took
