Determiner is also called as determinative. This PPT will give you an insight of articles, demonstratives, quantifiers, possessive determiners, distributive determiners and interrogative determiners.
Determiner is also called as determinative. This PPT will give you an insight of articles, demonstratives, quantifiers, possessive determiners, distributive determiners and interrogative determiners.
An Interactive, hyperlinked slide show that makes the parts of speech more fun to learn. It is complete with internet games and movies. Should use it fully yourself before using it in front of a class
Learning the 12 verb English tenses with pictures and examples of how to use them in a sentence. Download the 12 English tenses in English grammar in PDF
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.
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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.
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2. Verb Forms - Tenses
• Tenses indicate time of action
At the time of speaking Already taken place Expected to take place at
or before a certain time in the future
• Each of these tenses has 4 forms:
1. Simple
2. Continuous
3. Perfect
4. Perfect Continuous
THREE MAIN
TENSES
PRESENT PAST FUTURE
3. FORMS OF SIMPLE PRESENT TENSE
I, we
You
They
read
do not read
don’t read
He
She
It
reads
does not read
Doesn’t read
Do
I, we
You
They
Read?
Does
He
She
It
• Simple present tense expresses habitual actions, routine actions
and universal truths.
EXAMPLES:
1. Mina _________________________(verb: like) to be friends
with naughty girls.
2. They ____________________(verb: want) to lose the match.
4. FORMS OF PRESENT CONTINUOUS TENSE
I + am
I + am not
I’m
I’m not
Playing
(verb+ing)
We + are
We + are
not
We’re
We’re not
He/she + is
It + is not
He’s/ she’s
It isn’t
You + are
You + are
not
You’re
You are
not
They + are
They + are
not
They’re
They
aren’t
Am I
Studying
(verb+ing)
Is
he, she
it
Are
we
you
they
EXAMPLES:
1. I_________________________(verb: attend) a friends wedding reception.
2. They ____________________(verb: buy) clothes at the mall.
• Present continuous tense expresses
actions going on at the time of
speaking.
5. FORMS OF PRESENT PERFECT TENSE
I have
eaten
We ’ve
He, she
It
He’s, she’s
Has
hasn’t
You Have not
They Haven’t
Am I
studying
(verb+ing)
Is
he, she
it
Are
we
you
they
• Present perfect tense expresses an action completed in the past but linked with
the present.
EXAMPLES:
1. He_________________________(verb: beat) all the girls in the drawing
competition.
2. You ____________________(verb: eat) up all the chocolates.
6. FORMS OF PRESENT PERFECT CONTINUOUS TENSE
I , we I’ve, we’ve
been
reading
He, she
It
Has
hasn’t
You Have not
They Haven’t
Have
I
we
you
they
been
studying
(verb+ing)
Has
he, she
it
• Present perfect continuous tense lays emphasis on the period of time for which
an action has been going on.
• For is used to indicate the time for which an action has been going on.
• Since is used to indicate the point of time at which an action started.
SOLVE (workbook):
Page 4- q4.
Page 9- q9, q10, q11
Page 10- q12.1, q12.2
7. FORMS OF SIMPLE PAST TENSE
I , we Ate
Didn’t eat
Did not eat
Did not eat
He, she
It
You
They
Did
I
we
you
they Eat?
he, she
it
• Simple past tense expresses actions in the past.
EXAMPLE:
• She________(verb: have) to cross the road to reach the station.
• Shruthi ________(verb: run) and ________(verb: help) her get up.
8. FORMS OF PAST CONTINUOUS TENSE
I was
was not
wasn’t
were
were not
weren’t
eating
(verb+ing)
He,
she
It
You,
we
They
Were
Was
we
you
they eating?
I, he, she
it
• Past continuous tense expresses an action going on at sometime in the past.
EXAMPLE:
• The players ________(verb: play) with complete concentration.
• They ________(verb: read NEGATIVE) story books in class yesterday.
9. FORMS OF PAST PERFECT TENSE
I, we had
had not
’d (you’d)
hadn’t
spoken
He, she
You
They, it
• Past perfect tense expresses an action that was completed before another
action took place.
EXAMPLE:
• They ________(verb: speak NEGATIVE) to me.
• I ________(verb: taken) the newspaper.
10. FORMS OF PAST PERFECT CONTINUOUS TENSE
I, we had
had not
’d (you’d)
hadn’t
been speaking
He, she
You
They, it
• Past perfect tense expresses an action had been going on before another
past action or an action that was recently completed.
EXAMPLE:
• You _________(verb: play) in the garden all along.
• It ______(verb: use NEGATIVE) until now.
SOLVE (workbook):
Page 1- q1.1, q2, q2.2,
Page 3 - q3
Page 5 - q5
Page 6 - q7
11. • Would and used (to) have very similar meanings and can often be used in
the same situations.
• Would expresses that an activity was routine, typical behavior, frequently
repeated.
• Use (to) (used in the past tense) expresses that an activity was a past habit;
it occurred at an earlier stage of life but not now. It focuses on the habit,
not duration or frequency.
SOLVE (workbook):
Page 13- q14
12. The Verb - To Have
Forms of To Have
Present Past Continuous
I / you / we / they have had having
he / she / it has had having
• As a main verb “to have” implies the meaning of possession.
• For example: “I have a job.”
• The verb “to have” is used as an auxiliary verb to help other verbs create the
perfect tense.
- auxiliary verb have [+ past participle]
• For example, “I have read a lot of books,”
• It does not take the continuous form "I having" - for that we have to use the
auxiliary verb be.
• For example: “I am having a shower.”
SOLVE (workbook):
Page 7 – q8
13. A. The underlined words in the following passage have not been used
appropriately. Replace them by choosing the most appropriate option from
the ones given below the passage. Write your answers in your answer
sheet with the correct number. Do not copy the whole passage.
Residents of neighbouring colonies could be seen (a)
packed their valuables and moving out to safer areas.
As an (b) emergent measure, five companies of
police were posted in the adjoining colonies for the
(c) protect of the life and property of the residents.
(a) (i) pack (ii) packing (iii) packet (iv) packer
(b) (i) emergence (ii) emergency (iii) emerged (iv) emerging
(c) (i) protection (ii) protected (iii) protecting (iv) protector
14. B. Complete the following passage by choosing the correct passive
form of the verbs given in brackets from the alternatives given. Write
your answers in the answer sheet against the correct blank number.
People of Delhi (a)___________(loot) and massacred
by the soldiers of Nadir Shah in 1739. It
(b)____________ (write) in history that many
important buildings (c)____________(destroy) by him.
(a) (i) are looted (ii) were looted (iii) had been looted
(iv) have been looted
(b) (i) is written (ii) were written (iii) have written (iv) had written
(c) (i) had destroyed (ii) have destroyed (iii) were destroyed
(iv) was destroyed