The document provides information about the simple past tense, present continuous tense, and past continuous tense in English.
It explains that the simple past tense uses the past form or auxiliary "did" plus the base form of the verb. Regular verbs end in "-ed" and irregular verbs have variable past forms. The present continuous tense uses "be" plus the base form plus "-ing" to talk about present or future actions. The past continuous tense uses the past form of "be" plus the present participle to talk about an action that was happening at a specific time in the past.
Tips on Gerunds and Infinitives [ https://learningpundits.com/module-view/21-gerunds-&-infinitives/1-tips-on-gerunds-&-infinitives/ ].
LearningPundits helps Job Seekers make great CVs [ https://learningpundits.com/module-view/1-cv-preparation-for-freshers/1-cv-writing-tips-for-freshers/ ] , master English Grammar and Vocabulary [ https://learningpundits.com/course/4-english-grammar/ ] , ace Aptitude Tests [ https://learningpundits.com/course/11-mathematical-aptitude/ ], speak fluently in a Group Discussion [ https://learningpundits.com/module-view/6-group-discussion-questions/1-tips-for-speaking-in-a-group-discussion/ ] and perform well in Interviews [ https://learningpundits.com/course/2-personal-interview/ ] We also conduct weekly online contests on Aptitude and English [ https://learningpundits.com/contest ]. We also allow Job Seekers to apply for Jobs [ https://learningpundits.com/applyForJobs ]
Tips on Using Nouns [ https://learningpundits.com/module-view/18-nouns/1-tips-on-nouns/].
LearningPundits helps Job Seekers make great CVs [ https://learningpundits.com/module-view/1-cv-preparation-for-freshers/1-cv-writing-tips-for-freshers/ ] , master English Grammar and Vocabulary [ https://learningpundits.com/course/4-english-grammar/ ] , ace Aptitude Tests [ https://learningpundits.com/course/11-mathematical-aptitude/ ], speak fluently in a Group Discussion [ https://learningpundits.com/module-view/6-group-discussion-questions/1-tips-for-speaking-in-a-group-discussion/ ] and perform well in Interviews [ https://learningpundits.com/course/2-personal-interview/ ] We also conduct weekly online contests on Aptitude and English [ https://learningpundits.com/contest ]. We also allow Job Seekers to apply for Jobs [ https://learningpundits.com/applyForJobs ]
Tips on Gerunds and Infinitives [ https://learningpundits.com/module-view/21-gerunds-&-infinitives/1-tips-on-gerunds-&-infinitives/ ].
LearningPundits helps Job Seekers make great CVs [ https://learningpundits.com/module-view/1-cv-preparation-for-freshers/1-cv-writing-tips-for-freshers/ ] , master English Grammar and Vocabulary [ https://learningpundits.com/course/4-english-grammar/ ] , ace Aptitude Tests [ https://learningpundits.com/course/11-mathematical-aptitude/ ], speak fluently in a Group Discussion [ https://learningpundits.com/module-view/6-group-discussion-questions/1-tips-for-speaking-in-a-group-discussion/ ] and perform well in Interviews [ https://learningpundits.com/course/2-personal-interview/ ] We also conduct weekly online contests on Aptitude and English [ https://learningpundits.com/contest ]. We also allow Job Seekers to apply for Jobs [ https://learningpundits.com/applyForJobs ]
Tips on Using Nouns [ https://learningpundits.com/module-view/18-nouns/1-tips-on-nouns/].
LearningPundits helps Job Seekers make great CVs [ https://learningpundits.com/module-view/1-cv-preparation-for-freshers/1-cv-writing-tips-for-freshers/ ] , master English Grammar and Vocabulary [ https://learningpundits.com/course/4-english-grammar/ ] , ace Aptitude Tests [ https://learningpundits.com/course/11-mathematical-aptitude/ ], speak fluently in a Group Discussion [ https://learningpundits.com/module-view/6-group-discussion-questions/1-tips-for-speaking-in-a-group-discussion/ ] and perform well in Interviews [ https://learningpundits.com/course/2-personal-interview/ ] We also conduct weekly online contests on Aptitude and English [ https://learningpundits.com/contest ]. We also allow Job Seekers to apply for Jobs [ https://learningpundits.com/applyForJobs ]
Understanding auxiliary and modal verbsGopal Panda
Auxiliary and #Modalverbs are very important in English #communication. to make powerful and accurate English sentence Auxiliaries play vital role. This presentation is brief about #Auxiliary and Modal #verbs. This is of a good us to English learners, #students and #speakers
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
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.
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.
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.
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!
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
1. How do we make the Simple Past Tense?
To make the simple past tense, we use:
• past form only
or
• auxiliary did + base form
Here you can see examples of the past form and base form for irregular verbs and
regular verbs:
V1 V2 V3
base past past participle
work worked worked The past form for all
regular
explode exploded exploded regular verbs ends in
verb
like liked liked -ed.
The past form for
go went gone
irregular irregular verbs is
see saw seen
verb variable. You need to
sing sang sung
learn it by heart.
You do not need the past
participle form to make the
simple past tense. It is shown
here for completeness only.
The structure for positive sentences in the simple past tense is:
subject + main verb
past
The structure for negative sentences in the simple past tense is:
subject + auxiliary verb + not + main verb
did base
2. The structure for question sentences in the simple past tense is:
auxiliary verb + subject + main verb
did base
The auxiliary verb did is not conjugated. It is the same for all persons (I did, you did, he
did etc). And the base form and past form do not change. Look at these examples with the
main verbs go and work:
subject auxiliary verb main verb
I went to school.
+
You worked very hard.
She did not go with me.
-
We did not work yesterday.
Did you go to London?
?
Did they work at home?
Exception! The verb to be is different. We conjugate the verb to be (I was, you were, he/
she/it was, we were, they were); and we do not use an auxiliary for negative and question
sentences. To make a question, we exchange the subject and verb. Look at these
examples:
subject main verb
I, he/she/it was here.
+
You, we, they were in London.
I, he/she/it was not there.
-
You, we, they were not happy.
3. Was I, he/she/it right?
?
Were you, we, they late?
Simple Present Tense
I sing
How do we make the Simple Present Tense?
subject + auxiliary verb + main verb
do base
There are three important exceptions:
1. For positive sentences, we do not normally use the auxiliary.
2. For the 3rd person singular (he, she, it), we add s to the main verb or es to the
auxiliary.
3. For the verb to be, we do not use an auxiliary, even for questions and negatives.
Look at these examples with the main verb like:
subject auxiliary verb main verb
I, you, we, they like coffee.
+
He, she, it likes coffee.
I, you, we, they do not like coffee.
-
He, she, it does not like coffee.
Do I, you, we, they like coffee?
?
Does he, she, it like coffee?
Look at these examples with the main verb be. Notice that there is no auxiliary:
4. subject main verb
I am French.
+ You, we, they are French.
He, she, it is French.
I am not old.
- You, we, they are not old.
He, she, it is not old.
Am I late?
? Are you, we, they late?
Is he, she, it late?
Simple Future Tense
I will sing
The simple future tense is often called will, because we make the simple future tense
with the modal auxiliary will.
How do we make the Simple Future Tense?
The structure of the simple future tense is:
subject + auxiliary verb WILL + main verb
invariable base
will V1
5. For negative sentences in the simple future tense, we insert not between the auxiliary
verb and main verb. For question sentences, we exchange the subject and auxiliary
verb. Look at these example sentences with the simple future tense:
subject auxiliary verb main verb
+ I will open the door.
+ You will finish before me.
- She will not be at school tomorrow.
- We will not leave yet.
? Will you arrive on time?
? Will they want dinner?
When we use the simple future tense in speaking, we often contract the subject and
auxiliary verb:
I will I'll
you will you'll
he will he'll
she will she'll
it will it'll
we will we'll
they will they'll
For negative sentences in the simple future tense, we contract with won't, like this:
6. I will not I won't
you will not you won't
he will not he won't
she will not she won't
it will not it won't
we will not we won't
they will not they won't
How do we use the Simple Future Tense?
No Plan
We use the simple future tense when there is no plan or decision to do something before
we speak. We make the decision spontaneously at the time of speaking. Look at these
examples:
• Hold on. I'll get a pen.
• We will see what we can do to help you.
• Maybe we'll stay in and watch television tonight.
In these examples, we had no firm plan before speaking. The decision is made at the
time of speaking.
We often use the simple future tense with the verb to think before it:
• I think I'll go to the gym tomorrow.
• I think I will have a holiday next year.
• I don't think I'll buy that car.
Prediction
We often use the simple future tense to make a prediction about the future. Again, there is
no firm plan. We are saying what we think will happen. Here are some examples:
• It will rain tomorrow.
• People won't go to Jupiter before the 22nd century.
7. • Who do you think will get the job?
Be
When the main verb is be, we can use the simple future tense even if we have a firm plan
or decision before speaking. Examples:
• I'll be in London tomorrow.
• I'm going shopping. I won't be very long.
• Will you be at work tomorrow?
Present Continuous Tense
I am singing
We often use the present continuous tense in English. It is very different from the simple
present tense, both in structure and in use.
In this lesson we look the structure and use of the present continuous tense, follwed by a
quiz to check your understanding:
How do we make the Present Continuous
Tense?
The structure of the present continuous tense is:
subject + auxiliary verb + main verb
be base + ing
Look at these examples:
subject auxiliary verb main verb
+ I am speaking to you.
8. + You are reading this.
- She is not staying in London.
- We are not playing football.
? Is he watching TV?
? Are they waiting for John?
How do we use the Present Continuous
Tense?
We use the present continuous tense to talk about:
• action happening now
• action in the future
Present continuous tense for action happening now
a) for action happening exactly now
I am eating my lunch.
past present future
The action is happening
now.
Look at these examples. Right now you are looking at this screen and at the same time...
9. b) for action happening around now
The action may not be happening exactly now, but it is happening just before and just
after now, and it is not permanent or habitual.
John is going out with Mary. (The action is happening around now.)
Look at these examples:
• Muriel is learning to drive.
• I am living with my sister until I find an apartment.
Present continuous tense for the future
We can also use the present continuous tense to talk about the future—if we add a future
word!! We must add (or understand from the context) a future word. "Future words"
include, for example, tomorrow, next year, in June, at Christmas etc. We only use the
present continuous tense to talk about the future when we have planned to do something
before we speak. We have already made a decision and a plan before speaking.
I am taking my exam next month.
past present future
!!!
A firm plan or programme
The action is in the future.
exists now.
Look at these examples:
• We're eating in a restaurant tonight. We've already booked the table..
• They can play tennis with you tomorrow. They're not working.
• When are you starting your new job?
In these examples, we have a firm plan or programme before speaking. The decision
and plan were made before speaking.
10. Past Continuous Tense
I was singing
The past continuous tense is an important tense in English. We use it to say what we
were in the middle of doing at a particular moment in the past.
In this lesson we look at the structure and the use of the past continuouse tense, followed
by a quiz to check your understanding:
How do we make the Past Continuous
Tense?
The structure of the past continuous tense is:
subject + auxiliary verb BE + main verb
conjugated in simple past tense present participle
was
base + ing
were
For negative sentences in the past continuous tense, we insert not between the auxiliary
verb and main verb. For question sentences, we exchange the subject and auxiliary
verb. Look at these example sentences with the past continuous tense:
subject auxiliary verb main verb
+ I was watching TV.
+ You were working hard.
- He, she, it was not helping Mary.
11. - We were not joking.
? Were you being silly?
? Were they playing football?
How do we use the Past Continuous
Tense?
The past continuous tense expresses action at a particular moment in the past. The
action started before that moment but has not finished at that moment. For example,
yesterday I watched a film on TV. The film started at 7pm and finished at 9pm.
At 8pm yesterday, I was watching TV.
past present future
-----------8 pm -----------
At 8pm, I was in the middle
of watching TV.
When we use the past continuous tense, our listener usually knows or understands what
time we are talking about. Look at these examples:
• I was working at 10pm last night.
• They were not playing football at 9am this morning.
• What were you doing at 10pm last night?
• What were you doing when he arrived?
• She was cooking when I telephoned her.
• We were having dinner when it started to rain.
• Ram went home early because it was snowing.
12. We often use the past continuous tense to "set the scene" in stories. We use it to describe
the background situation at the moment when the action begins. Often, the story starts
with the past continuous tense and then moves into the simple past tense. Here is an
example:
" James Bond was driving through town. It was raining. The wind was blowing hard.
Nobody was walking in the streets. Suddenly, Bond saw the killer in a telephone box..."
Past Continuous Tense + Simple Past
Tense
We often use the past continuous tense with the simple past tense. We use the past
continuous tense to express a long action. And we use the simple past tense to express a
short action that happens in the middle of the long action. We can join the two ideas
with when or while.
In the following example, we have two actions:
1. long action (watching TV), expressed with past continuous tense
2. short action (telephoned), expressed with simple past tense
past present future
Long action.
I was watching TV at 8pm.
-------------8pm---------------
You telephoned at 8pm
Short action.
We can join these two actions with when:
13. • I was watching TV when you telephoned.
(Notice that "when you telephoned" is also a way of defining the time [8pm].)
We use:
• when + short action (simple past tense)
• while + long action (past continuous tense)
There are four basic combinations:
I was walking past the car when it exploded.
When the car exploded I was walking past it.
The car exploded while I was walking past it.
While I was walking past the car it exploded.
Notice that the long action and short action are relative.
• "Watching TV" took a few hours. "Telephoned" took a few seconds.
• "Walking past the car" took a few seconds. "Exploded" took a few milliseconds.