The document discusses the past simple tense in English grammar. It explains that the past simple is used to talk about actions that started and finished in the past, habits and routines from the past, and things that happened one after the other in the past. It provides examples of the affirmative, negative, and interrogative structures for the past simple of regular and irregular verbs. It also gives rules for converting regular verbs to the past tense by adding "-ed" or "-d".
Simple Past Tense ... EFL Elementary Students
Since this tense has always been problematic to most of EFL elementary students, I decided to prepare a powerpoint in order to help them realize what simple past tense exactly is.
It also includes some examples and exercises.
You can find more English materials on my Telegram channel.
http://telegram.me/mlc92
Simple Past Tense ... EFL Elementary Students
Since this tense has always been problematic to most of EFL elementary students, I decided to prepare a powerpoint in order to help them realize what simple past tense exactly is.
It also includes some examples and exercises.
You can find more English materials on my Telegram channel.
http://telegram.me/mlc92
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. Past simple is used:
1. To talk about an action that started and finished in
the past.
2. To talk about habits and routines from the past.
3. things that happened one after other in the past.
Presen
t
Past
Future
3. I was
you were
she was
he was
it was
we were
you were
they were
Verb to be
Negative : wasn´t/weren´t.
4. AFFIRMATIVE STRUCTURE VERB TO BE.
Subject + WAS or WERE+ complement
Subject was/were Complement
I was sick all the past week.
• My parents were in Mexico City yesterday.
• Mary was a doctor.
5. NEGATIVE STRUCTURE VERB TO BE.
Subject + WASN’T or WEREN’T + complement
Subject wasn’t/weren’t Complement (predicate)
I wasn´t sick all the past week.
• My parents weren´t in Mexico City yesterday.
• Mary wasn´t a doctor.
6. Question
WAS or WERE + Subject +complement +?
Verb be Subject Complement Question
mark
Were you busy this afternoon ?
• Were you sick the other day?
Yes, I was/No, I´wasnt
• Was Katy in the party one wek ago?
Yes, she was/No, she wasn´t
• Why were you sad? Because of my cat´s death.
7. AFFIRMATIVE PAST SIMPLE
Subject + Verb in Past + complement
Subject Verb in past Complement.
My boss called me this morning.
• Their parents traveled to Paris last summer.
• The concert I went was fantastic.
• My cousin gave me a new cd.
*USA: traveled/UK: travelled.
8. NEGATIVE STRUCTURE.
Subject + Aux. did + verb in base form + complement
Subject Aux. Verb in basic form. Complement
They didn´t play well last week.
• Martha didn´t come to the dinner tonight.
• I didn´t do it.
9. INTERROGATIVE STRUCTURE.
Aux. Did + Subject + Verb in base form +
complement + ?
Aux. did Subj base form Complement Question
mark
Did you buy the house + ?
Where did you go last nigh? I went to the downtown.
Did Mark cook this? Yes, he did/No, he didn´t.
10. Conversion of regular verbs to past tense rules.
1. Add -ed or -d to all the regular verbs.
Play = played stay = stayed
2. add -d to verbs ending in -e.
Live = lived Dance = danced
3. If a verb ends in a consonant + -y take off the -y and add -
ied.
Cry = cried Bury = buried
4. If a verb has one syllable and ends in one vowel +
consonant we double de consonant and add -ed, except
endings -w, -x.
Plan = plannned Hop = hopped
