Used to / usually through memes
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This illustrates the use of "used to" when talking about the past. It also gives examples of its opposite for the present, "usually", which is a point learners find it difficult to deal with.
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2) It provides examples of using "I wish" with different verb tenses like simple past, past perfect, and present conditional to express wishes, regrets, and things one wants to change.
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The document discusses the use of wishes in English. It provides examples of how to express wishes about present, future and past situations using different verb tenses after "wish". Wishes about the present or future use "wish" followed by the past simple tense. Wishes about the past use "wish" followed by the past perfect tense. The document also discusses using "wish" with other verbs like "would", "hope", and "want" as well as in fixed expressions.
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The document discusses different ways to use wishes in English based on the tense and subject. It explains that "wish + past simple" is used to talk about present or future situations for yourself, such as "I wish I had more money." "Wish + would/could + infinitive" is used to talk about another person's present actions you want to change, like "I wish you wouldn't borrow money from me." "Wish + past perfect" expresses regret about the past, as in "I wish I hadn't been late."
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Neither
The document discusses the uses of the words "so" and "neither" when showing agreement. It states that "so" should be used when agreeing with a positive statement, followed by an auxiliary verb and subject pronoun that matches the tense of the original statement. "Neither" is used to agree with negative statements, also following the same auxiliary verb and subject pronoun structure matching the original tense. It provides examples of how to use both "so" and "neither" in different verb tenses.
Wishes
The document discusses different ways to express wishes in English using "wish" and "if only". It provides examples of wishing for change, different present and past situations, and regrets about the past. Some key uses include:
- "Wish" and "if only" to express a wish.
- "Subject + would + bare infinitive" to express a polite request or a desire for something to happen/stop happening.
- Past simple/continuous for wishing a present situation was different.
- Past perfect for expressing regret about something that did/didn't happen in the past.
Expressing wish and regret in English
This document discusses different ways to express wishes in English. It outlines the structures used to talk about wishes for the present, future, and past. Some key structures covered include "I wish" + past simple, "if only" + past simple, "wish" + would, "I wish I could", and "I hope". Examples are provided for each structure. The document also discusses related concepts like preference, desire, and hope. It concludes by providing practice resources and encouraging the reader to visit the author's blog for more English learning materials.
Call
The document discusses causative verbs, which are used when one thing or person causes another to do something. There are two causative structures: active and passive. The true causative verbs are have, get, and make. Examples are provided of sentences using causative verbs in the active and passive form. Resources for further information on causative verbs are listed. The evaluation section notes the task will be scored based on completing sentences. The conclusion states causative verbs express an action caused to happen by someone else rather than done directly.
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1) The document discusses different ways to use "I wish" to talk about present, future, and past situations.
2) It provides examples of using "I wish" with different verb tenses like simple past, past perfect, and present conditional to express wishes, regrets, and things one wants to change.
3) It also discusses using "I wish" to talk about things other people do that one dislikes.
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The document discusses the use of wishes in English. It provides examples of how to express wishes about present, future and past situations using different verb tenses after "wish". Wishes about the present or future use "wish" followed by the past simple tense. Wishes about the past use "wish" followed by the past perfect tense. The document also discusses using "wish" with other verbs like "would", "hope", and "want" as well as in fixed expressions.
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The document discusses different ways to use wishes in English based on the tense and subject. It explains that "wish + past simple" is used to talk about present or future situations for yourself, such as "I wish I had more money." "Wish + would/could + infinitive" is used to talk about another person's present actions you want to change, like "I wish you wouldn't borrow money from me." "Wish + past perfect" expresses regret about the past, as in "I wish I hadn't been late."
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The document discusses the use of the word "wish" to express different desires about the present, future, and past. It explains that "wish" plus the past simple is used to express wanting a present or future situation to be different. "Wish" plus the past continuous expresses wanting to be doing a different action presently or in the future. "Wish" plus the past perfect expresses regret about the past. "Wish" plus "would" expresses impatience, annoyance, or dissatisfaction with a present action. The document provides examples for each case and notes the differences between using "wish" versus "hope" to talk about the future.
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The document discusses the uses of the words "so" and "neither" when showing agreement. It states that "so" should be used when agreeing with a positive statement, followed by an auxiliary verb and subject pronoun that matches the tense of the original statement. "Neither" is used to agree with negative statements, also following the same auxiliary verb and subject pronoun structure matching the original tense. It provides examples of how to use both "so" and "neither" in different verb tenses.
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The document discusses different ways to express wishes in English using "wish" and "if only". It provides examples of wishing for change, different present and past situations, and regrets about the past. Some key uses include:
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- "Subject + would + bare infinitive" to express a polite request or a desire for something to happen/stop happening.
- Past simple/continuous for wishing a present situation was different.
- Past perfect for expressing regret about something that did/didn't happen in the past.
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This document discusses different ways to express wishes in English. It outlines the structures used to talk about wishes for the present, future, and past. Some key structures covered include "I wish" + past simple, "if only" + past simple, "wish" + would, "I wish I could", and "I hope". Examples are provided for each structure. The document also discusses related concepts like preference, desire, and hope. It concludes by providing practice resources and encouraging the reader to visit the author's blog for more English learning materials.
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The document discusses causative verbs like "get" and "have" and provides examples of their use. It asks questions about common services people pay others to do for them like haircuts, car repairs, and manicures. It then provides examples of using causative "get" and "have" to say that someone had a service done for them, such as "Federico gets his hair cut by a barber" or "I had the mechanic check my brakes." The document is intended to help learn the proper use of causative verbs in English.
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The document discusses causatives, which are used to express that one person causes another person or thing to do something. It identifies three main causative verbs - get, have, and make - and provides examples of their use and structures. Get implies convincing someone to do something. Have implies giving instructions. Make implies creating an obligation. Causatives allow one to express that an action was caused by another party.
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This document discusses causative verbs have/get something done. It explains that these verbs are used to refer to actions that are done for the subject rather than by the subject. Causative verbs show that the subject causes the action to be done, unlike passive verbs. Some examples of causative uses include "I'm having my car repaired at the garage" and "I really must get my eyes tested." The document also notes that "have" is slightly more formal than "get" and "get" is more common in the imperative form, as in "Get your hair cut!" Finally, it states that have and get can also refer to events outside one's control, like "Billy had his pay reduced" or "
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This document discusses purpose, result, and reason clauses in Spanish. Purpose clauses use linking words like "in order to" or "so that" and express why something is done. Result clauses use the linking word "so" and express what happens as a result. Reason clauses use the linking word "because" and express why something occurs. Examples are provided of sentences using these different clause types linked by "in order to," "so that," "so," and "because." The document concludes with practice filling in sentences with the correct linking words.
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The document provides examples of using the causative form to have something done by someone else. Some key examples include:
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3) We are having the house painted this week.
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This document discusses result clauses in English grammar. It explains that result clauses use words like "so" and "so that" to indicate the result of an action or situation. It provides examples like "He speaks very little English, so I talked to him through an interpreter." It also discusses using "so...that" or "such...that" to talk about results, and how "that" is often omitted. The document outlines different structures for talking about results, including using "too" and "enough" as well as phrases like "and as a result", "and so", and "therefore". It provides examples of how to use these structures and place words like "therefore" in sentences.
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The document discusses the structures "have something done" and "get something done" which are used to describe when someone arranges for a service to be performed by another person. It notes that "have" is more formal and suggests the person arranged it, while "get" is more informal and implies more effort. Some key uses include "having a haircut", "getting the car fixed", and that these structures can also describe when something unwanted occurred, like "having the car stolen".
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The document discusses the structure "to have something done" which is used to talk about arranging for others to do things. It provides examples of using "have" and "get" with things like getting a haircut, car serviced, or house redecorated. It notes that either "have" or "get" can be used in these cases and provides additional examples of using this structure to talk about getting manicures, eyes tested, houses built, and having clothes cleaned or breakfast delivered.
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The document outlines different types of clauses used to describe actions being done. Standard clauses use active verbs like "cutting" and "painting" to say what the subject is doing directly. Causative clauses use verbs like "having cut" and "having painted" to indicate the subject is having the action done by someone else. A step-by-step process is then provided to construct causative clauses, starting with the subject and adding the verb "have", the object of the action, and the action being performed.
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This document provides examples of using the causative form "have something done" in English. The causative form is used when someone else does an action for you rather than doing it yourself. Some key points covered include:
- With "have something done", the subject gets or pays someone else to do the action. The person doing the action is unknown or unnecessary.
- It can also be used when something unpleasant happened to you, like "I had my leg broken" or "I had 50 euros stolen."
- A table shows the active and passive forms using "have something done" across tenses, like "I cut my hair myself" versus "I have my hair cut."
Causative Verbs
The document discusses causative verbs which are used to indicate that one person causes a second person to do something. It provides examples of causative verbs like have, make, and let. It then provides examples sentences using causative verbs and asks the reader to choose the best answer. It concludes by providing contact information for further questions.
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The document discusses the use of the phrase "causative have" to describe when someone arranges for an action to be done for them by another person or service provider. It provides the example of saying "Mary had her hair cut last week" to mean that Mary's hair was cut by a hairdresser. It also discusses using "has had repaired" to say that Susan arranged for her camera to be repaired by a repair shop rather than saying "has repaired" which would imply Susan did the repair herself.
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This document discusses the causative use of the verb "have" where someone causes something to happen to an object or event but does not necessarily perform the action themselves. It can be used with any tense of "have" and expresses that something was done for or to the subject by another party, such as "I had my hair cut" or "We've just had our washing machine repaired." The structure is also used for unwanted events outside one's control, like "John had his car stolen last week." The verb "get" can also be used in place of "have" in a more informal way, such as "Where did you get your photos developed?".
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This document discusses the causative verb construction "have something done". It notes that using "have something done" means you are getting someone else to do something for you rather than doing it yourself. Some examples provided are "She is having her hair cut" (instead of cutting it herself), "I had my house painted" (instead of painting it myself), and "She had her dress made" (instead of making it herself). The document also provides exercises asking the reader to complete sentences using the causative "have something done" construction.
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The document discusses the causative form of the verb "have" and provides examples of its use with different past participles such as "repaired", "painted", "changed", "checked", and "cut". It also lists countries around the Mediterranean like China, Japan, Spain, Italy, Greece and Morocco and describes some key aspects of the Mediterranean diet including its emphasis on olive oil, fruits, vegetables, and fish but not large quantities of dairy or meat. Finally, it notes some benefits of the Mediterranean diet for heart health, waistline, and brain.
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The document discusses the use of "used to" and "get used to" to describe past habits, situations that have changed, and adapting to new situations. It provides examples of using "used to" to talk about repeated past actions and past states that are no longer true. "Get used to" and "be used to" are used to describe adapting to something unfamiliar or new. The document also discusses using "usually" to talk about present habits.
Causative get and have verb need
The document discusses causative verbs like "get" and "have" and provides examples of their use. It asks questions about common services people pay others to do for them like haircuts, car repairs, and manicures. It then provides examples of using causative "get" and "have" to say that someone had a service done for them, such as "Federico gets his hair cut by a barber" or "I had the mechanic check my brakes." The document is intended to help learn the proper use of causative verbs in English.
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The lesson for today focuses on being active and having structure. It suggests having a family member help with tasks like feeding pets so each person can focus on productive activities and maintaining a routine.
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This document discusses result clauses and purpose clauses in sentences. Result clauses express the effect or consequence of information in an independent clause and often use structures like "such a/an noun that" or "so adj/adverb that." Purpose clauses express the action in an independent clause to emphasize it and often use modals or conjunctions like "so that" or "in order that." Farmers, for example, use chemical pesticides so that or in order that they can get higher crop yields.
Causatives
The document discusses causatives, which are used to express that one person causes another person or thing to do something. It identifies three main causative verbs - get, have, and make - and provides examples of their use and structures. Get implies convincing someone to do something. Have implies giving instructions. Make implies creating an obligation. Causatives allow one to express that an action was caused by another party.
Causative verbs
This document discusses causative verbs have/get something done. It explains that these verbs are used to refer to actions that are done for the subject rather than by the subject. Causative verbs show that the subject causes the action to be done, unlike passive verbs. Some examples of causative uses include "I'm having my car repaired at the garage" and "I really must get my eyes tested." The document also notes that "have" is slightly more formal than "get" and "get" is more common in the imperative form, as in "Get your hair cut!" Finally, it states that have and get can also refer to events outside one's control, like "Billy had his pay reduced" or "
Purpose, Result and Reason clauses
This document discusses purpose, result, and reason clauses in Spanish. Purpose clauses use linking words like "in order to" or "so that" and express why something is done. Result clauses use the linking word "so" and express what happens as a result. Reason clauses use the linking word "because" and express why something occurs. Examples are provided of sentences using these different clause types linked by "in order to," "so that," "so," and "because." The document concludes with practice filling in sentences with the correct linking words.
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The document provides examples of using the causative form to have something done by someone else. Some key examples include:
1) I must have my suit cleaned at the dry cleaner's.
2) I had my hair cut at a famous salon last week.
3) We are having the house painted this week.
The causative form is used to indicate having an action done by another person or service, such as having clothing cleaned, hair cut, a house painted, or repairs made.
Result clauses
This document discusses result clauses in English grammar. It explains that result clauses use words like "so" and "so that" to indicate the result of an action or situation. It provides examples like "He speaks very little English, so I talked to him through an interpreter." It also discusses using "so...that" or "such...that" to talk about results, and how "that" is often omitted. The document outlines different structures for talking about results, including using "too" and "enough" as well as phrases like "and as a result", "and so", and "therefore". It provides examples of how to use these structures and place words like "therefore" in sentences.
Causative use of have
The document discusses the structures "have something done" and "get something done" which are used to describe when someone arranges for a service to be performed by another person. It notes that "have" is more formal and suggests the person arranged it, while "get" is more informal and implies more effort. Some key uses include "having a haircut", "getting the car fixed", and that these structures can also describe when something unwanted occurred, like "having the car stolen".
The infinitive
The document discusses the infinitive in English grammar. It defines the infinitive as the base form of a verb and notes there are to-infinitives and bare infinitives. It then examines the different functions of the infinitive in a sentence, such as subject, object, and adverbial uses. Finally, it explores the various forms of the infinitive including active/passive voices and perfect/continuous aspects.
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
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Used to / usually through memes
- 1. usually & used to examples in memes
- 2. present habits with ... usually normally regularly ordinarily
- 4. does not usually + present simple At weddings the groom doesn’t usually wear the white dress and the bouquet.
- 6. used to + past habit
- 8. used to ... but not anymore.
- 9. this is not a past habit, but ... used to + verbs of state like want, like, know, be, own, belong, etc.
- 10. questions about past habits: Did you use to ...?
- 11. past habits and states in the negative: didn’t use to