This document provides information about using the simple present tense in English. It discusses the affirmative and negative forms of the simple present tense for singular and plural subjects. It provides examples of affirmative and negative sentences. It also covers yes/no questions and short answers in the simple present tense. The document includes exercises for learners to practice forming sentences in the simple present tense.
Students sit in a circle. Teacher has the music on and give students an object to pass around. When the music stops, the student who is holding the object in his/her hand has to answer the question.
Teacher keeps the game going until the last question.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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
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.
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!
Embracing GenAI - A Strategic ImperativePeter 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.
2. WE USE PRESENT SIMPLETO TALK ABOUT:
facts habits androutines
feelingand emotions general truth
Ex: I live in Poland. Ex:They swim every day.
Ex:They like pizza. Ex: Sunday comes after
Saturday.
5. In general:
Verb + s
Verbs ending in
consonant + y
y ies
Verbs ending in –
o, sh, ch, x, ss:
Verb + es
work works study studies go goes
eat eats cry cries wash washes
play plays try tries watch watches
swim swims fly flies mix mixes
write writes kiss kisses
RULES FOR: HE / SHE / IT
11. SUBJECT DO/DOES NOT VERB
S
I
N
G
U
L
A
R
I DO NOT READ
EVERYDAY.
ONCEA WEEK.
ATHOME.
YOU DO NOT READ
HE / SHE / IT DOES NOT READ
P
L
U
R
A
L
WE DO NOT READ
THEY DO NOT READ
NEGATIVE FORM
12. SUBJECT SHORTFORM VERB
S
I
N
G
U
L
A
R
I DON’T READ
EVERYDAY.
ONCEA WEEK.
ATHOME.
YOU DON’T READ
HE / SHE / IT DOESN’T READ
P
L
U
R
A
L
WE DON’T READ
YOU DON’T READ
THEY DON’T READ
SHORT FORM: do not = don’t
does not = doesn’t
18. Write the affirmative /negative form:
1. Dave …………………………. (not live) in Colombia.
2. Sue ……………………….. (study) English at school.
3. My dad ………………………….. (drive) a red car.
4. We …………………………….. (not walk) to school.
5. The bus ………………………….. (not stop) here.
6. Mr. Brown …………………………. (teach) English.
7. The children ………………………… (play) football.
8. Mary …………………. (wash) the dishes after lunch.
YOUR TURN NOW
doesn’t live
studies
drives
do not walk
doesn’t stop
teaches
play
washes
19. DO/DOES SUBJECT VERB SHORTANSWERS
S
I
N
G
U
L
A
R
DO I PLAY ? Yes,you do. / No,you don’t.
DO YOU PLAY ? Yes, I do. / No, I don’t.
DOES
HE
SHE
IT
PLAY ?
Yes, he/ she/it does.
No,he/she/it doesn’t.
P
L
U
R
A
L
DO WE PLAY ? Yes,we do. / No, we don’t.
DO THEY PLAY ? Yes,they do. / No, they don’t.
YES/NO QUESTIONS & SHORT ANSWERS
20. Questions & Short Answers : study
Does he study every
day?
No, he doesn’t.
21. Questions & Short Answers : like
Does she like shopping?
Yes, she
does.
22. Questions & Short Answers : drink
Does he often drink Pepsi at
work?
No, he doesn’t.
23. Questions & Short Answers : watch
Does he watch TV every
night?
No, he
doesn’t.
25. Your turn now
Correct these sentences if necessary:
1.Tom doesn’t read newspapers.
2. We not like pizza.
3. Do Dave sends e-mails? Yes, he do.
4. Mary often drinks coffee after lunch.
5. My best friend usually plaies the piano.
6. Do you always have breakfast?
7. Dad doesn’t watch TV at night.
8. It doesn’t rains much in summer.
We do not like pizza.
Does Dave send e-mails? Yes, he does.
play plays
rains rain