'Chitchat' was my initiation at the office to help juniors and colleagues to improve their English Communication Skills. There are two PPTs covering tenses and basic sentence structure. Along with that we have created an environment at workplace where team has to communicate in English, Write letters on their favorite topics (reviewed by other people of the team having good skills), and tea time group discussions.
This PPT is designed in very general manner and can be used in school, college, and even in office (like we do) to boost people with English.
This is a graphic explanation on present simple: affirmative sentences, negative sentences and yes/no questions. Each explanation includes 1 page of controlled practice activities. Check out more in: https://www.teacherspayteachers.com/Store/Elena-Gonzalez-4455
'Chitchat' was my initiation at the office to help juniors and colleagues to improve their English Communication Skills. There are two PPTs covering tenses and basic sentence structure. Along with that we have created an environment at workplace where team has to communicate in English, Write letters on their favorite topics (reviewed by other people of the team having good skills), and tea time group discussions.
This PPT is designed in very general manner and can be used in school, college, and even in office (like we do) to boost people with English.
This is a graphic explanation on present simple: affirmative sentences, negative sentences and yes/no questions. Each explanation includes 1 page of controlled practice activities. Check out more in: https://www.teacherspayteachers.com/Store/Elena-Gonzalez-4455
A reworking of my original slideshow, with some additions and a new look. I'm working on an audio version of this which I will add to make it a slide cast. Updated on April 12, 2014
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. 8/28/2020 By Teacher Danitza 2
Reported speech or indirect speech is used
when we talk about the past. We use speech
marks (“”) to identify a person’s exact words
(Direct Speech).
Definition
4. 8/28/2020 By Teacher Danitza 4
Say or Tell?
We use SAY (THAT) to report what someone
said.
E.g.: He said (that) she loved him.
We use TELL to report information about the
person who is talking to. The noun or name
always goes after the verb TELL.
E.g.: He told me (that) she loved him.
*In both examples, THAT is optional*
5. 8/28/2020 By Teacher Danitza 5
Helen
said she wanted to tell something about
her holiday in Santiago.
told her she wanted to tell her something
about her holiday in Santiago.
Helen: “I want to tell something about
my holiday in Santiago”
Look at the following
examples
Helen to Pamela: “I want to tell you something
about my holiday in Santiago”
6. 8/28/2020 By Teacher Danitza 6
Basic Tense Chart
The tenses generally move
backshift. Look the following slides with
some verb tenses examples.
The tense on the left changes
to the tense on the right:
7. 8/28/2020 By Teacher Danitza 7
Watch the following
changes...
PRESENT SIMPLE
I'm a teacher.
PAST SIMPLE
He said he was a
teacher.
PRESENT
CONTINUOUS
I'm having lunch
with my parents.
PAST
CONTINUOUS
He said he was
having lunch with
his parents.
8. 8/28/2020 By Teacher Danitza 8
Watch the following changes..
PRESENT PERFECT
SIMPLE
I have written
books.
PAST PERFECT
SIMPLE
She said she had
written books.
PAST SIMPLE
I went to the
party.
PAST PERFECT
SIMPLE
She said she had
gone to the party.
9. 8/28/2020 By Teacher Danitza 9
Watch the following
changes...
FUTURE WILL
I will help you.
WOULD
She said he would
help me.
CAN
I can live alone.
COULD
He said he could
live alone.
MAY
I may work at
home.
MIGHT
She said she
might work at home.
10. 8/28/2020 By Teacher Danitza 10
Can all the tenses change?
Not all direct speech move one tense back. When
reporting facts or general truths, there is no
backshift. This is common when using words like
say or warn.
“Less people will buy books in the future” warns
the publisher.
The publisher warns that less people will buy
books in the future.
11. 8/28/2020 By Teacher Danitza 11
What about the
imperatives?
IMPERATIVES
AS REQUESTS
Please give
me some
money.
ASK + INFINITIVE
He asked me to
give him some
money.
12. 8/28/2020 By Teacher Danitza 12
What about the
imperatives?
POSITIVE
IMPERATIVES
Shut up!
TELL + INFINITIVE
He told me to
shut up.
13. 8/28/2020 By Teacher Danitza 13
What about the
imperatives?
NEGATIVE
IMPERATIVE
Don’t open the
window!
TELL + NOT +
INFINITIVE
He told me not
to open the
window.
14. 8/28/2020 By Teacher Danitza 14
How can we report
questions?
In this case we use a different word order,
we don’t use auxiliaries like do /did or does,
and there is no inversion of the subject with the verb
or the use of question marks (?).
“When did she buy that handbag?”
She asked me when she had bought that handbag.
(When is kept)
“Will you study for your test?
He asked me if/whether I would study for my test.
(Will changed into if or whether)
15. 8/28/2020 By Teacher Danitza 15
Time and Place Changes
Now Then
Right now Right then
Today That day
Tomorrow The next day
At the moment At that moment
Here There
This That
This week That week
17. 8/28/2020 By Teacher Danitza 17
Report the following
clauses.
1. Caroline: “I’m reading a new book”
_______________________________________
_
2. JP to Conny: “You can do it!”
_______________________________________
_
3. Dad to me: “You’ll speak English”
_______________________________________
_
18. 8/28/2020 By Teacher Danitza 18
1. Caroline: “I’m reading a new book”
Caroline said she was reading a new
book.
2. JP to Conny: “You can do it!”
JP told Conny (her) she could do it!
3. Dad to me: “You’ll speak English”
Dad told me I would (‘d) speak English.
19. 8/28/2020 By Teacher Danitza 19
Report the following
clauses.
4.Francia: “I’ll bring a pasta salad”
_________________________________________
5. Danny: “Mark’s going to install solar
panels in our house”
_________________________________________
6. Mary to her sister: “It’s raining”
_________________________________________
20. 8/28/2020 By Teacher Danitza 20
4. Francia: “I’ll bring a pasta salad”
Francia said she would bring pasta salad.
5. Danny: “Mark’s going to install solar
panels in our house”
Danny said Mark (he) was going to install
Solar panels in their house.
6. Mary to her sister: “It’s raining”
Mary told her sister (her) it was raining.
21. 8/28/2020 By Teacher Danitza 21
Report the following
clauses.
7. Betty to Andrea: “What time is it?”
_________________________________________
8. Benito to JP: “Did you bring my food?”
_________________________________________
9. Mermelada to Danny: “Do you love me?”
_________________________________________
22. 8/28/2020 By Teacher Danitza 22
7. Betty to Andrea: “What time is it?”
Betty asked her what time it was.
8. Benito to JP: “Did you bring my food?”
Benito asked JP if he had brought his food.
9. Mermelada to Danny: “Do you love me?”
Mermelada asked Danny if she loved him.
23. 8/28/2020 By Teacher Danitza 23
Material created by
Danitza Lazcano Flores
Teacher of English,
Master in Education and
Educational and
Vocational Counselor.