The document discusses cities and neighborhoods. It provides goals of describing your city or town, explaining what makes a good neighborhood, and discussing an action plan. It also mentions making predictions about cities in the future. The document then discusses using "will" to talk about decisions made in the present and for general predictions. It provides examples of time clauses and how the future tense is not used in time clauses, instead becoming the present perfect. Exercises are included to practice using time clauses and the future tense.
Free English Lesson
https://curious.com/jsaenz/simple-past-statements-with-be/in/intermediate-english-for-esl-students?ref=Q86D15FCP30
Hi , My name is Joe, I'm a native English teacher from the United States. Nowadays English is an enabling tool that will help you compete globally. If you would like to become fluent in this language; I can help you reach your language goals via private one on one English lessons on the internet.
I'm a respected Online English Teacher. I have been teaching English for 10 years and online since 2012
If you are interested in receiving one on one private English lessons with me ( The first class is absolutely free ) : Fill out this form with your information so that I can contact you:
Link To Form: https://docs.google.com/forms/d/1eLr-YQwPV9TAS-WuZIVJZ3ytHsHoOEHOOi2EDnnOK5g/viewform
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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!
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.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
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.
2. UNIT GOALSUNIT GOALS
DESCRIBE YOUR CITY OR TOWNDESCRIBE YOUR CITY OR TOWN
EXPLAIN WHAT MAKES A GOOD NEIGHBORHOODEXPLAIN WHAT MAKES A GOOD NEIGHBORHOOD
DISCUSS AN ACTION PLANDISCUSS AN ACTION PLAN
MAKE PREDICTIONS ABOUT CITIES IN THE FUTUREMAKE PREDICTIONS ABOUT CITIES IN THE FUTURE
3. WILLWILL
"Will":"Will":
El futuro conEl futuro con "will""will" se utiliza para hablar de decisiones que sese utiliza para hablar de decisiones que se
toman mientras se habla:toman mientras se habla:
Ejemplos:Ejemplos:
I need to get my medicine. II need to get my medicine. I will gowill go to the pharmacy tonight.to the pharmacy tonight.
Necesito comprar mi medicina. Iré a la farmacia esta noche.Necesito comprar mi medicina. Iré a la farmacia esta noche.
I need some cash. II need some cash. I will paywill pay with my debit card and ask for cashwith my debit card and ask for cash
back.back.
Necesito algo de efectivo. Pagaré con mi tarjeta débito y pediréNecesito algo de efectivo. Pagaré con mi tarjeta débito y pediré
efectivo de vuelta.efectivo de vuelta.
4. También es usado paraTambién es usado para
decir predicciones dedecir predicciones de
carácter general:carácter general:
II’’m sure itm sure it will rainwill rain tomorrow.tomorrow.
Estoy seguro de que va a llover mañana.Estoy seguro de que va a llover mañana.
Gerardo GómezGerardo Gómez will winwill win the election.the election.
Gerardo Gómez va a ganar las elecciones.Gerardo Gómez va a ganar las elecciones.
6. TIME CLAUSESTIME CLAUSES
The time clauses in the English language areThe time clauses in the English language are
introduced by conjunctions such as after, as soon as,introduced by conjunctions such as after, as soon as,
before, till, until, when, whenever, while or timebefore, till, until, when, whenever, while or time
expressions such as the minute, the moment etc.expressions such as the minute, the moment etc.
We do not use theWe do not use the future tensefuture tense (will) in a time clause(will) in a time clause
to describe future activities (in this respect, it itto describe future activities (in this respect, it it
similar tosimilar to if clausesif clauses).).
7. Compare:Compare:
I'll come back home and I'll do it. x I'll do it when I comeI'll come back home and I'll do it. x I'll do it when I come
back home. (when I come is the time clause)back home. (when I come is the time clause)
You will push this button and the door will open. x AsYou will push this button and the door will open. x As
soon as you push this button the door will open.soon as you push this button the door will open.
Don't stand up. First I'll tell you. x Don't stand up till (until)Don't stand up. First I'll tell you. x Don't stand up till (until)
I tell you.I tell you.
You'll need my car. Take it. x Whenever you need my carYou'll need my car. Take it. x Whenever you need my car
you can take it.you can take it.
You'll tidy up the house and I'll do the shopping. x You'llYou'll tidy up the house and I'll do the shopping. x You'll
tidy up the house while I do the shopping.tidy up the house while I do the shopping.
You will drop the bomb and it will explode. x The momentYou will drop the bomb and it will explode. x The moment
you drop the bomb it will explode.you drop the bomb it will explode.
8. TheThe future perfect simple and continuousfuture perfect simple and continuous become thebecome the
present perfect simple and continuous.present perfect simple and continuous.
I'll have finished my grammar exercises in ten minutes.I'll have finished my grammar exercises in ten minutes.
Then I'll go out. x After I have finished my grammarThen I'll go out. x After I have finished my grammar
exercises I'll go out.exercises I'll go out.
They will have repaired our car by the weekend. And weThey will have repaired our car by the weekend. And we
will go for a trip. x As soon as they have repaired our carwill go for a trip. x As soon as they have repaired our car
we will go for a trip.we will go for a trip.
Be careful!Be careful!
If when introduces a noun clause which is the object of aIf when introduces a noun clause which is the object of a
verb, it is followed by a future tense.verb, it is followed by a future tense.
I don't know when she will arrive. I can't remember whenI don't know when she will arrive. I can't remember when
the race will start. You must decide when you will meetthe race will start. You must decide when you will meet
them.them.
In all these sentences the question is: What? not When? (IIn all these sentences the question is: What? not When? (I
don't know what, I can't remember what, You must decidedon't know what, I can't remember what, You must decide
what.)what.)
