The document discusses various English grammar concepts including tense, aspect, perfect and progressive forms, passive voice, modality, conditional sentences, and techniques for emphasis. It provides examples and explanations of these concepts and the differences between them. For example, it explains the difference between tense and aspect, how perfect and progressive forms combine with tenses, and how to form the passive voice and complex passive sentences.
This video explains the definitions of active voice and passive voice. The difference is also explained very easily. Why should we have two different voices in communication and in how many ways can we write passive voice for all 12 Tenses are explained.
The PPT use in this video can be accessed here
http://www.slideshare.net/bjvegeta/mmn-a-special-memory-technique
Kevin's Spoken English aims to teach quality, easy, fun and effective Spoken English Classes for free online. Kevin's Spoken English is the only course ever made to cover 9 areas of Language development like Reading, Understanding, Translation, Remembering, Speaking, Writing and Listening, apart from Grammar.
Traditional Spoken English classes focus on just Grammar. But at Kevin's we have a Parameters based approach. It is a complete Language Learning System and most of all, it is free.
Not just that, we would upload loads of motivational and inspirational videos from time to time to help you in your journey of learning and life as whole. Avi Person Business Personality Development Institute is an sister initiative of Kevin's Spoken English.
If online learning is not your cup of tea, you can visit our Spoken English classes in Dilshukngar, Hyderabad. You may contact us at 9059 949 657 or email me at venky1921@yahoo.com
Also, I blog at www.venky1921.wordpress.com discussing my ideas about nation development and individual upliftment. Thanks for dropping by.
The video for this file is available here:
http://youtu.be/KRFf0p66Ues
In this slide conjunctions are taught. onjunctions are words thatjoin two sentences or two nouns. Examples for conjunctions are and, but, though...yet, although, so, as therefore, since , because and so on.
Kevin's Spoken English aims to teach quality, easy, fun and effective Spoken English Classes for free online.
Kevin's Spoken English is the only course ever made to cover 9 areas of Language development like Reading, Understanding, Translation, Remembering, Speaking, Writing and Listening, apart from Grammar.
Traditional Spoken English classes focus on just Grammar. But at Kevin's we have a Parameters based approach. It is a complete Language Learning System and most of all, it is free.
Not just that, we would upload loads of motivational and inspirational videos from time to time to help you in your journey of learning and life as whole. Avi Person Business Personality Development Institute is an sister initiative of Kevin's Spoken English.
If online learning is not your cup of tea, you can visit our Spoken English classes in Dilshukngar, Hyderabad. You may contact us at 9059 949 657 or email me at venky1921@yahoo.com
Also, I blog at www.venky1921.wordpress.com discussing my ideas about nation development and individual upliftment. Thanks for dropping by.
This video explains the definitions of active voice and passive voice. The difference is also explained very easily. Why should we have two different voices in communication and in how many ways can we write passive voice for all 12 Tenses are explained.
The PPT use in this video can be accessed here
http://www.slideshare.net/bjvegeta/mmn-a-special-memory-technique
Kevin's Spoken English aims to teach quality, easy, fun and effective Spoken English Classes for free online. Kevin's Spoken English is the only course ever made to cover 9 areas of Language development like Reading, Understanding, Translation, Remembering, Speaking, Writing and Listening, apart from Grammar.
Traditional Spoken English classes focus on just Grammar. But at Kevin's we have a Parameters based approach. It is a complete Language Learning System and most of all, it is free.
Not just that, we would upload loads of motivational and inspirational videos from time to time to help you in your journey of learning and life as whole. Avi Person Business Personality Development Institute is an sister initiative of Kevin's Spoken English.
If online learning is not your cup of tea, you can visit our Spoken English classes in Dilshukngar, Hyderabad. You may contact us at 9059 949 657 or email me at venky1921@yahoo.com
Also, I blog at www.venky1921.wordpress.com discussing my ideas about nation development and individual upliftment. Thanks for dropping by.
The video for this file is available here:
http://youtu.be/KRFf0p66Ues
In this slide conjunctions are taught. onjunctions are words thatjoin two sentences or two nouns. Examples for conjunctions are and, but, though...yet, although, so, as therefore, since , because and so on.
Kevin's Spoken English aims to teach quality, easy, fun and effective Spoken English Classes for free online.
Kevin's Spoken English is the only course ever made to cover 9 areas of Language development like Reading, Understanding, Translation, Remembering, Speaking, Writing and Listening, apart from Grammar.
Traditional Spoken English classes focus on just Grammar. But at Kevin's we have a Parameters based approach. It is a complete Language Learning System and most of all, it is free.
Not just that, we would upload loads of motivational and inspirational videos from time to time to help you in your journey of learning and life as whole. Avi Person Business Personality Development Institute is an sister initiative of Kevin's Spoken English.
If online learning is not your cup of tea, you can visit our Spoken English classes in Dilshukngar, Hyderabad. You may contact us at 9059 949 657 or email me at venky1921@yahoo.com
Also, I blog at www.venky1921.wordpress.com discussing my ideas about nation development and individual upliftment. Thanks for dropping by.
Words that mostly appear on the Word Formation part of FCE exam, Use of EnglishEmily Telcuk
The file consists of 23 slides containing nouns, verbs, adjectives and adverbs that can be found in the Use of English paper of the FCE exam.
It's recommended to revise the words bit by bit everyday so that you extend your vocabulary and prepare to the exam.
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
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.
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
3. Perfect and Progressive forms
• Aspect
• They give us a perspective on a situation.
• PERFECT: Action is complete
• PROGRESSIVE: Action is ongoing / in progress
• Perfect and Progressive combine with all the
TENSES (present, past and future)
4. Difference: Tense or Aspect?
• I am ill
• I was ill
• I have worked
• I’m working
• I study English
• I had studied English.
5. Difference: Tense or Aspect?
• I am ill
• I was ill
• I have worked
• I’m working
• I study English
• I had studied English.
• Tense
• Aspect
• Tense and Aspect
6. Perfect forms
• It’s the first time I have been on a plane.
• When I arrived, the guests had left.
• By this time tomorrow, I will have finished
my exams.
• He must have left his office hours ago.
• Having studing German, I was able to work in
Berlin that summer.
7. Progressive forms
• John is listening to the radio.
• At this time yesterday, John was listening to
the radio.
• At this time tomorrow, John will be listening
to the radio.
• The thief appers to be hiding in the
countryside.
• They have been running three miles.
8. Perfect progressive forms
• They have been running three miles.
• They have run three miles.
• They are running three miles.
9. Special uses of the progressive
• Future value
• Annoyance
• Polite distancing
10. Future value
• I’m visting my in-laws this weekend.
• I was meeting my friends that afternoon.
(future in the past)
12. Polite distancing
• I was wondering whether you could give me a
hand with the project.
13.
14. Conjunctions AND, BUT, OR
• If we have any of these conjuntions, both clauses
must be in the same tense and aspect.
• He arrived late and the teacher punished
him.
• I don’t like going shopping but skiing.
• Do you prefer walking or running?
15.
16. Voices
• Active voice I bought a house.
• Passive voice A house was bought (by me).
• In passive voice:
▫ Be + past participle
▫ Object becomes the subject
▫ Subject becomes a by-phrase (optional)
• I’ll write a paper A paper will be written.
17. Complex passive voice
• People think that she is a good student –
ACTIVE
• It’s thought that she is a good student –
PASSIVE
• She is thought to be a good student – PASSIVE
18. Complex passive voice
• Complex passive sentences usually involves
REPORTING VERBS
• The focus is on the information, not on who
thinks, reports, believes, etc.
• We use perfect infinitive to express anteriority.
• We use progressive infinitive to express
ongoingness.
19. Double passive sentences
• S + V + IO + DO
• I give Mary a pen - Active
• S + V + DO + IO
• I give a pen to Mary - Active
20. Double passive sentences
• Both objects can be the subject.
• I give Mary a pen. – ACTIVE
• A pen is given to Mary (by me) – PASSIVE
• Mary is given a pen (by me) – PASSIVE
21.
22. Finite and non-finite forms
• Finite forms express tense (present, past,
future): she sings
• Non-finite forms don’t express tense:
▫ Infinitive: to sing
▫ Bare infinitive: sing
▫ Past participle: sung
▫ Present participle / gerund: singing
23. Complex forms: finite or not?
• I am leaving
▫ Am: Finite
▫ Leaving: Non-finite
▫ Finite
• If there’s any finite
form, then this is a
finite complex
form.
• Having finished
▫ Having: Non-finite
▫ Finished: Non-finite
▫ Non-finite
• If there’s none finite
form, then this is a
non-finite complex
form.
24.
25. Two types
• Deontic modality
▫ Obligation (must, have to)
▫ Ability (can, be able to)
▫ Permition (can, may)
▫ Advice (should, ought to)
• Epistemic modality
▫ Probability (might, may)
27. MAY: Deontic or epistemic?
• You may go.
▫ Permition
DEONTIC
• It may rain.
▫ Probability
EPISTEMIC
28. NEED: A tricky verb
• NEED can be a LEXICAL VERB or a MODAL
VERB.
• You don’t need to be tall to play football.
▫ General lack of necessity
• You don’t need to come if you are tired.
• You needn’t come if you are tired.
▫ Specific lack of necessity
29. NEED: A tricky verb
• In past:
• It was sunny when I left. I didn’t need to take
my umbrella. (so I didn’t)
• It stopped raining five minutes after I left. I
needn’t have taken my umbrella. (but I took it)
31. Kinds of verbs
Lexical verbs Modal and Auxiliary verbs
• Followed by an infinitve with
TO
▫ I need to go.
• Negation with DO + NOT
▫ I don’t want to leave.
• Question formed with DO.
▫ Do I leave tomorrow?
• Verb agreement with subject.
▫ I go, he goes.
• Followed by the bare infinitive
▫ You may go.
• Negation with NOT
▫ I may not go.
• Question formed by inversion.
▫ May Susan go?
• Verb doesn’t agree with
subject.
▫ I can, he can.
34. I wish…
• I wish [+ Past (Simple, Progressive, Perfect, etc)]
▫ I wish I had travelled more when I was young.
35. Some sentences to practise
• I would like to be able to afford a country
house.
▫ I wish… I was able to afford a country house.
• It’s a pity I didn’t bring my camera with me.
• I would like to go out more at the weekend.
• I would love tobe lying on a beach in the
Bahamas right now.
36. Some sentences to practise
• It’s a pity I didn’t bring my camera with me.
▫ I wish I had brought my camera with me.
• I would like to go out more at the weekend.
• I would love tobe lying on a beach in the
Bahamas right now.
37. Some sentences to practise
• It’s a pity I didn’t bring my camera with me.
• I would like to go out more at the weekend.
▫ I wish I went out more at the weekend.
• I would love tobe lying on a beach in the
Bahamas right now.
38. Some sentences to practise
• It’s a pity I didn’t bring my camera with me.
• I would like to go out more at the weekend.
• I would love tobe lying on a beach in the
Bahamas right now.
▫ I wish I was lying on a beach in the Bahamas right
now.
39. Rather / Better
• Two different structures:
▫ WOULD RATHER + Infinitive (without TO)
▫ HAD BETTER + Infinitive (without TO)
• Both can be written as “ ’d ”.
▫ I’d rather = I would rather
▫ I’d better = I had better
40. Rather / Better
• I would prefer to travel abroad this summer.
▫ RATHER: I’d rather travel abroad this summer.
• He should pay more attention in class.
▫ BETTER: He’d better pay more attention in class.
41. Let’s practice!
• She would prefer not to work on Saturdays.
▫ RATHER:
• She should not skip classes.
▫ BETTER:
• I would prefer that you stopped playing the
piano in the evenings.
▫ RATHER:
42. Let’s practice!
• She would prefer not to work on Saturdays.
▫ RATHER: I would rather not work on Saturdays.
• She should not skip classes.
• I would prefer that you stopped playing the
piano in the evenings.
43. Let’s practice!
• She would prefer not to work on Saturdays.
• She should not skip classes.
▫ BETTER: She had better not skip classes.
• I would prefer that you stopped playing the
piano in the evenings.
44. Let’s practice!
• She would prefer not to work on Saturdays.
• She should not skip classes.
• I would prefer that you stopped playing the
piano in the evenings.
▫ RATHER: I’d rather you stopped playing the
piano in the evenings.
45.
46. Emphasis techniques
• We emphasise information by means of:
▫ INTONATION.
▫ ADVERBIALS.
▫ WORD ORDER.
Fronting
Clefting
Inversion
47. Intonation
• He saw you in Barcelona.
• He saw YOU in Barcelona.
• He SAW you in Barcelona.
• HE saw you in Barcelona.
48. Adverbials
• I’m sure you were there.
• I’m ABSOLUTELY sure I saw you.
• I’m EXTREMELY sure I saw you.
• I’m TOTALLY sure I saw you.
50. Fronting
• The basic sentence word order is S + V + O.
• I don’t care what he wants.
• What he wants, I don’t care.
51. Fronting: Try yourself!
• The climbers went up the rocky slope.
• It’s unbelievable that he passed the exam.
• It’s my dream to visit Japan.
52. Fronting: Try yourself!
• The climbers went up the rocky slope.
▫ Up the rocky slope went the climbers.
• It’s unbelievable that he passed the exam.
▫ That he passed the exam is unbelievable.
• It’s my dream to visit Japan.
▫ Visiting Japan is my dream.
▫ To visit Japan is my dream. (Subject: Pres. Part.)
53. Clefting
• I need a holiday.
• My brother sent a letter.
• I just want to sleep.
• She hid the money under the mattress
• I came to say goodbye.
54. Clefting
• I need a holiday.
▫ What I need is a holiday.
• My brother sent a letter.
• I just want to sleep.
• She hid the money under the mattress
• I came to say goodbye.
55. Clefting
• I need a holiday.
• My brother sent a letter.
▫ It was my brother who sent a letter.
• I just want to sleep.
• She hid the money under the mattress
• I came to say goodbye.
56. Clefting
• I need a holiday.
• My brother sent a letter.
• I just want to sleep.
▫ All I want is to sleep.
• She hid the money under the mattress
• I came to say goodbye.
57. Clefting
• I need a holiday.
• My brother sent a letter.
• I just want to sleep.
• She hid the money under the mattress
▫ The place where she hid the money was under the
mattress.
• I came to say goodbye.
58. Clefting
• I need a holiday.
• My brother sent a letter.
• I just want to sleep.
• She hid the money under the mattress
• I came to say goodbye.
▫ The reason why I came is to say goodbye.
59. Inversion
• I have never seen such a beautiful place!
▫ Never have I seen such a beautiful place!
• Adverb phrase / Prep phrase + Auxiliary / Modal / Verb “to be” + Subject.
60. Inversion
• I have seldom heard something so convincing!
▫ Seldom have I heard something so convincing!
• You can’t tell her the result.
▫ Under no circumstances can you tell the result.
• I was able to truly appreciate him when he dead.
▫ Only after his death was I able to truly appreciate
him.
61. Inversion
• We understood only then what she meant.
▫ Only then did we understand what she meant.
• Hardly had I arrived when the telephone.
• No sooner had they closed the door than the
alarm went off.
• Not until he read her diary did he fully
understand how much she had loved him.