Verb is a word that shows an action or state. There are several types of verbs:
- Stative verbs express a state rather than a physical action, and cannot be used in continuous tenses. Dynamic verbs express a physical action and can be used in all tenses.
- Main verbs are the most important verb in a clause. Helping verbs include auxiliaries like be, do, have and modals like can, may, must.
- Transitive verbs take an object, while intransitive verbs do not. Linking verbs link the subject to a complement or adjective.
- Verbs can be regular, forming the past tense with -ed, or irregular, with unpredictable past forms.
Clause is a part of a sentence. Types of clauses are: 1) Independent Clause (Main Clause), 2) Dependent Clause(Subordinate Clause), 3) Relative Clause (Adjective Clause), 4) Noun Clause
Clause is a part of a sentence. Types of clauses are: 1) Independent Clause (Main Clause), 2) Dependent Clause(Subordinate Clause), 3) Relative Clause (Adjective Clause), 4) Noun Clause
This presentation deals with the active and passive voice, their differences and features, as well as changing active form to the passive one. Activities are included and can be used as a practice.
This presentation deals with the active and passive voice, their differences and features, as well as changing active form to the passive one. Activities are included and can be used as a practice.
A verb is a single word, or a group of words, that describe an action or state.
Subject-verb agreement;
Recognizing verb tense and verb forms;
Selecting verb tenses for Academic Writing and
Common verb-preposition combinations.
Verbs can be generally classified into three main categories with reference to what they signify, such as
verbs referring to actions,
verbs referring to experiences or feelings,
verbs referring to a state or condition.
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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.
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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.
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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.
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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
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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.
2. Definition:-
“Verb is a word that shows an action or a state.”
Examples:-
(a) He is eating.
(b) He runs.
(c) He is walking.
(d) Plane is at rest.
TYPES OF VERBS
* Stative (State) and Dynamic (Action) verbs.
* Main and Helping (Auxiliary and modals) verbs.
* Transitive and Intransitive verbs.
* Linking verbs (Copulas).
* Regular and irregular.
* Finite and Non-Finite verbs.
3. a) Stative(State) and Dynamic(Action) Verbs
Stative(State) verbs:- “State verb is a word that expresses an action.”
State verbs are not physical. We can’t see a state verb. State verbs are not used with
continuous tenses. These verbs are used with simple tenses.
e.g believe, understand, like etc.
• I believe you. We can’t say (I am believing you)
• I understand. We can’t say (I am understanding you)
• Julia likes chocolate ice cream. We can’t say (Julia is liking chocolate ice cream)
Dynamic(Action) verbs:- “Such verbs which expresses physical activities or
processes”. We can see the action. These verbs can be used in all tenses.
e.g kick, shout, run, eat etc.
• I eat dinner every day. OR . I am eating dinner.
• He plays. OR . The children are playing in the park.
• He runs. OR . He is running.
4. b) Main and Helping (Auxiliary and Modals) verbs
Main verb:- Main word in a sentence on which whole sentence depends.
e.g
• Ali is working now.
• He is eating.
• John is playing.
5. Helping (auxiliary and Modals) verbs
Auxiliary verbs:- There are three main auxiliary verbs be, do, have.
Imp: be : continuous tenses
do : simple tenses
have : perfect tenses
e.g Andy is working now.
I do not play golf every weekend.
We have visited the UK four times.
In some cases Auxiliary verbs can be used as main verbs.
e.g We have a car.
Modals:- “Modals helps us to express mood in a sentence.” Mood means attitude
of the speaker.
Modals: can, could, may, might, will, would, shall, should, must
e.g The Patriots might win the Super Bowl this year. (Here might shows hope)
You mustn’t smoke here. (Here mustn’t shows you don’t have permission)
My sister can play guitar. (Here play is main verb and can shows its ability)
6. c) Transitive and Intransitive verbs
Transitive verb:- “A transitive verb always takes an object.”
Object is a noun or pronoun that receives action.
e.g hit, give, carry, climb, make, kiss, take etc.
• Ali kicked. (Ali kicked what?) Ali kicked the ball. (The ‘ball’ is the object of
the verb ‘kick’ because ‘the ball’ receives the ‘kick’ so, ‘kick’ is transitive
verb).
Intransitive verb:- “A verb that does not take an object.”
e.g live, die, laugh, cry, run, sleep, sit, stand etc.
• The old man laughed loudly.
7. d) Linking verbs(copulas)
Definition:- “Used to describe a situation or even somebody. For example
to list the qualities of something or somebody.”
e.g be, prove, appear, smell, look, go, keep, become, get, stay, turn, sound,
taste, seem etc.
They link the subject & the complement of a statement.
e.g Steven looked happy to see me.
8. e) Regular & Irregular verbs
Regular verb:- “The verbs that end in –d or-ed to indicate an action in the past are called regular
verbs.”
e.g
Irregular verb:- “The verbs that does not end in –d or –ed.”
e.g
Present
tense
Touch Kill Pass Rub Stop
Past tense Touched Killed Passed Rubbed Stopped
Past
Participle
Touched Killed Passed Rubbed Stopped
Present
tense
Cost Begin Hurt Choose Shut
Past tense Cost Began Hurt Chose Shut
Past
Participle
Cost Begun Hurt Chosen Shut
9. f) Finite and Non-Finite Verbs
Finite verbs:- “Finite verbs must agree with the number and person of its subject.” Finite
means bound.
e.g
• I love studying. (In this sentence finite verb love agrees with the subject ‘I’. ‘I’ is the first person
singular)
• Kevin loves food. (In this sentence finite verb loves agrees with the subject ‘Kevin’. ‘Kevin’ is
the third person singular)
If the tense of a sentence changes, then the form of the verb changes. Such a verb is still a finite
verb.
e.g
• He works at a photo shop. (Present simple tense)
• He worked at a photo shop. (Past simple tense)
A sentence does not make any sense without finite verb.
10. Non-Finite verbs:- “Non-Finite verbs are not bound by tense, person or number of the subject.”
e.g
• Both sentence have finite and non-finite verbs.
• ‘Hate’ is the finite verb it is bound by tense, number and person. However the verb ‘working’ is a non-
finite verb it does not change even though the number, person and tense of the sentence changes.
Non-finite verbs are not bound by subject-verb agreement.
Non-finite verbs are an extension of a sentence and sometimes can be left out.
Depending on the situation or context, the sentence will still make sense.
e.g
• We must go shopping now. (With the non-finite verb)
• We must go now. (Without the non-finite verb, but still make sense)
Richie hates working. My friends hated working.