The document contains 30 sentences with missing words. It discusses various people and their activities, locations they visited, how they felt in certain situations, and interactions they had. Overall it talks about everyday life, relationships, and experiences in a lighthearted manner.
This document contains 15 sentences with blanks to be filled in using various verbs in their correct form. The sentences provide examples of using verbs in different tenses, including past, present, and continuous tenses, with the context of time phrases like "yesterday", "last week", and "this morning". The overall theme is demonstrating the use of verbs in English through example sentences.
The document provides examples of sentences in the simple past tense for an English course. It contains 50 sentences with blanks to be filled in with the past tense form of verbs in parentheses. It asks the student to complete the sentences and write a question for each one using words like when, where, why, what, etc. The sentences describe a variety of everyday past activities involving travel, movies, food, school, family, friends, sports and more.
The document contains a series of exercises to practice using the past tense forms of "to be" (was/were) in English sentences. Students are prompted to fill in blanks with either "was" or "were" to complete sentences describing people, places, times, possessions and other scenarios in the past. There are multiple pages of similar exercises for students to practice their skills with using these common English verb forms.
The document contains a series of exercises to practice using the past tense forms of "to be" (was/were) in English sentences. Students are prompted to fill in blanks with either "was" or "were" to complete sentences describing various situations in the past. The exercises cover a wide range of scenarios involving people's locations, characteristics, activities, possessions, and more using simple present and past tense forms.
This document is a worksheet with 12 sentences containing blanks that must be filled in with either "was" or "were". The sentences are questions or statements about states, locations, or actions in the past that require the use of a conjugated form of "to be" to complete. The worksheet is designed to practice using "was" and "were" to fill in missing verbs. It includes a space for the student's name and a score out of 12 possible points.
The document is a grammar exercise that provides sentences in various tenses (past simple, present continuous) for the learner to complete. It covers topics like daily routines, past events, and question formation in the past tense. The document contains multiple parts that include: 1) completing sentences with past simple verbs, 2) completing short paragraphs with past simple verbs, 3) correcting sentences, 4) completing sentences with irregular past verbs, 5) completing sentences with various verb tenses, and 6) writing questions for given answers in the past simple tense. The goal is to practice using different verb forms, especially the past simple tense, in context.
The document provides examples of sentences using verbs in the simple past tense in Spanish. It includes 15 sentences requiring verbs to be conjugated into the simple past, followed by another set of 20 sentences and instructions to change them into negative sentences or questions. The final section gives 15 additional sentences to practice conjugating verbs into the affirmative, negative, or interrogative simple past form. The document is a worksheet for students to practice using verbs in the Spanish simple past tense across affirmative, negative, and interrogative examples.
The document contains 30 sentences with missing words. It discusses various people and their activities, locations they visited, how they felt in certain situations, and interactions they had. Overall it talks about everyday life, relationships, and experiences in a lighthearted manner.
This document contains 15 sentences with blanks to be filled in using various verbs in their correct form. The sentences provide examples of using verbs in different tenses, including past, present, and continuous tenses, with the context of time phrases like "yesterday", "last week", and "this morning". The overall theme is demonstrating the use of verbs in English through example sentences.
The document provides examples of sentences in the simple past tense for an English course. It contains 50 sentences with blanks to be filled in with the past tense form of verbs in parentheses. It asks the student to complete the sentences and write a question for each one using words like when, where, why, what, etc. The sentences describe a variety of everyday past activities involving travel, movies, food, school, family, friends, sports and more.
The document contains a series of exercises to practice using the past tense forms of "to be" (was/were) in English sentences. Students are prompted to fill in blanks with either "was" or "were" to complete sentences describing people, places, times, possessions and other scenarios in the past. There are multiple pages of similar exercises for students to practice their skills with using these common English verb forms.
The document contains a series of exercises to practice using the past tense forms of "to be" (was/were) in English sentences. Students are prompted to fill in blanks with either "was" or "were" to complete sentences describing various situations in the past. The exercises cover a wide range of scenarios involving people's locations, characteristics, activities, possessions, and more using simple present and past tense forms.
This document is a worksheet with 12 sentences containing blanks that must be filled in with either "was" or "were". The sentences are questions or statements about states, locations, or actions in the past that require the use of a conjugated form of "to be" to complete. The worksheet is designed to practice using "was" and "were" to fill in missing verbs. It includes a space for the student's name and a score out of 12 possible points.
The document is a grammar exercise that provides sentences in various tenses (past simple, present continuous) for the learner to complete. It covers topics like daily routines, past events, and question formation in the past tense. The document contains multiple parts that include: 1) completing sentences with past simple verbs, 2) completing short paragraphs with past simple verbs, 3) correcting sentences, 4) completing sentences with irregular past verbs, 5) completing sentences with various verb tenses, and 6) writing questions for given answers in the past simple tense. The goal is to practice using different verb forms, especially the past simple tense, in context.
The document provides examples of sentences using verbs in the simple past tense in Spanish. It includes 15 sentences requiring verbs to be conjugated into the simple past, followed by another set of 20 sentences and instructions to change them into negative sentences or questions. The final section gives 15 additional sentences to practice conjugating verbs into the affirmative, negative, or interrogative simple past form. The document is a worksheet for students to practice using verbs in the Spanish simple past tense across affirmative, negative, and interrogative examples.
The document is a grammar exercise that provides 20 sentences with blanks to be filled in with either "is" or "are". The sentences describe various singular and plural nouns to practice subject-verb agreement including items in rooms, numbers of people and things, days, countries, and locations.
This document provides examples of subject-verb agreement in sentences using singular and plural subjects. It contains 38 sentences with blanks to be filled in with the correct verb form based on whether the subject is singular or plural. The verbs given include common actions like drive, swim, eat, watch, ride, listen, sleep, practice, shine, own, sing, type, read, see, make, sell, catch, buy, be, walk, go, drink, speak, work, look, leave, wash, iron, and go.
The document is an English exercise from the Universidad Católica Popular del Risaralda that provides sentences to complete in the simple past tense. It contains 64 sentences for students to fill in the blanks with the past tense form of verbs in parentheses. It then asks a question for each sentence using words like when, where, why, what, etc. The exercise is meant to practice using the simple past tense in English.
This document provides an exercise on using the past simple tense of verbs "was" and "were" correctly. It includes examples of rewriting sentences in the past tense and forming questions using "was" and "were". The key section models completing the exercises with the correct verbs and answering the questions in full sentences. The exercises focus on practicing forming sentences and questions in the past simple tense.
The document provides instructions to fill in sentences with the correct past simple form of verbs and match them to pictures. It contains two sections with 15 sentences each requiring a verb to be filled in from a multiple choice list and then matched to a labeled picture. The key at the bottom provides the correct verb answers matched to the pictures.
This document provides examples and exercises about conjugating the verb "to be" in English. It gives positive sentence structures with "to be" and examples of its uses for questions and negatives. Multiple choice and fill-in-the-blank questions test conjugating "to be" for subjects including I, you, we, they. The answers provided confirm the correct conjugations.
This document provides examples and exercises about conjugating the verb "to be" in English. It gives positive sentence structures with "to be" and examples of its uses for questions and negatives. Students are asked to choose the correct conjugation of "to be" to complete sentences and rearrange words to form positive sentences. Answers are provided for checking understanding. The focus is on mastering the various forms of the verb "to be" in English.
This document provides examples of verbs to use in sentences based on whether the subject is singular or plural. It lists singular and plural forms of common verbs like "see" and then provides 20 sentences where the correct verb form should be filled in based on whether the subject is singular or plural. The goal is to choose the right verb for each sentence based on subject number.
The document provides examples to distinguish between commonly confused word pairs including:
- accept vs except
- it's vs its
- advice vs advise
- loose vs lose
- affect vs effect
- to vs too
- weather vs whether
- you're vs your
- their vs there vs they're
It then provides sentences using the word pairs and the reader is meant to identify the correct word based on the context of the sentence.
This document provides examples of using "there is/are" in sentences. Part A has students complete sentences using affirmative forms. Part B has them use negative forms like "there isn't/aren't". Part C asks students to create new sentences using "there is/are" and given nouns. The document focuses on teaching countable vs. uncountable nouns and using "there is/are" correctly in simple sentences.
This document contains an English vocabulary worksheet for students learning words ending in "-ee" sound. It includes exercises for students to fill in blanks with correct words, identify pictures related to "-ee" words, and complete mazes with words starting with given letters. The worksheet provides practice for students to both read and write words containing the "-ee" phonetic pattern.
The document contains two exercises about using articles (a/an, the) in English sentences. The first exercise provides sentences with blanks to be filled with the appropriate article. The second exercise similarly tests inserting the definite or zero article by choosing between "the" and omitting the article. The purpose is to practice proper article usage in different contexts like mentioning professions, locations, meals, transportation and more.
1. The document provides examples of verbs in different tenses including present, past, and negatives.
2. It demonstrates interrogative sentences and short answers using auxiliary verbs like "was" and "were".
3. The examples illustrate how to use verbs like "am", "is", "are", "was", and "were" to talk about things that are happening now, happened in the past, or things that are/were not happening.
The document provides examples of using was and were in the negative, affirmative, and interrogative forms in English. It includes common verbs and subjects like I, you, he/she/it, we, and they. Examples are given for forming negative and affirmative statements as well as short answers to yes/no questions using was and were. There are also exercises for learners to practice using was and were in different tenses and with different subjects.
This document contains exercises to practice using the verbs "to be" and "to have got" in the present simple tense. For task 1, students are to complete sentences with the correct form of "to have got". Task 2 requires rewriting sentences as negatives. Task 3 involves asking questions about underlined words. The document also provides tables outlining the affirmative and negative forms of "to be" and "to have got" for different subjects.
The document contains exercises on forming sentences in the present perfect tense, including reordering words to form sentences, completing sentences with the correct verb form, and forming questions in the present perfect tense. Some example sentences formed are "My sister hasn't seen this movie", "My parents have visited Los Angeles", and "Have you met my teacher?".
The document contains an exercise to practice using the demonstrative pronouns "this", "these", "that", and "those". It provides 25 sentences with a blank and the correct demonstrative pronoun to fill in the blank. The answers are provided to check understanding. The exercise focuses on distinguishing between and appropriately using the different demonstrative pronouns in sentences.
The document contains instructions for a classroom game involving forming sentences from scrambled word strips. The game involves forming sentences using relative pronouns such as who, whose, where, and which. Teams are given envelopes with mixed up words and must form sentences when shown a relative pronoun. The first team to correctly form a sentence using that pronoun wins a point.
The document provides examples to practice using the present perfect simple tense in English. It contains exercises where students are asked to complete sentences by filling in the blanks with the present perfect form of verbs provided in brackets. It also contains exercises for students to rewrite sentences in the past simple or present perfect tense. The document focuses on providing practice with tense usage in English grammar.
This document provides fill-in-the-blank sentences using forms of the verb "to be" and prompts to create new sentences using nouns and adjectives. It tests the ability to conjugate "to be" verbs correctly based on subjects and completes sentences with the right verb form based on given sentence starters.
The document describes various routine activities people engaged in during the past day or week such as watching TV, cooking dinner, listening to music, washing windows, watching football, surfing the internet, picking someone up from the beach, driving a father's car, walking a dog, and turning off the TV before bed. It also lists incomplete sentences about common past routines like painting a door, working on a car, getting ready, getting hair cut, studying hard, getting help with homework, staying in bed, waiting a long time for the bus, leaving work, and brushing teeth.
This document contains an English course review exercise with multiple sections:
1) Students are asked to complete sentences with the correct verb forms (simple present and future will).
2) Students match sentence halves together.
3) Students expand notes about an upcoming "Science-Earth Day" event into full sentences.
4) Students complete dialogues using the future form of verbs.
5) Students complete sentences using the present perfect form of verbs.
6) Students choose the correct option (a, b or c) to complete sentences.
7) Students complete sentences using have/has been or have/has gone.
8) Students write sentences using the past simple or
The document is a grammar exercise that provides 20 sentences with blanks to be filled in with either "is" or "are". The sentences describe various singular and plural nouns to practice subject-verb agreement including items in rooms, numbers of people and things, days, countries, and locations.
This document provides examples of subject-verb agreement in sentences using singular and plural subjects. It contains 38 sentences with blanks to be filled in with the correct verb form based on whether the subject is singular or plural. The verbs given include common actions like drive, swim, eat, watch, ride, listen, sleep, practice, shine, own, sing, type, read, see, make, sell, catch, buy, be, walk, go, drink, speak, work, look, leave, wash, iron, and go.
The document is an English exercise from the Universidad Católica Popular del Risaralda that provides sentences to complete in the simple past tense. It contains 64 sentences for students to fill in the blanks with the past tense form of verbs in parentheses. It then asks a question for each sentence using words like when, where, why, what, etc. The exercise is meant to practice using the simple past tense in English.
This document provides an exercise on using the past simple tense of verbs "was" and "were" correctly. It includes examples of rewriting sentences in the past tense and forming questions using "was" and "were". The key section models completing the exercises with the correct verbs and answering the questions in full sentences. The exercises focus on practicing forming sentences and questions in the past simple tense.
The document provides instructions to fill in sentences with the correct past simple form of verbs and match them to pictures. It contains two sections with 15 sentences each requiring a verb to be filled in from a multiple choice list and then matched to a labeled picture. The key at the bottom provides the correct verb answers matched to the pictures.
This document provides examples and exercises about conjugating the verb "to be" in English. It gives positive sentence structures with "to be" and examples of its uses for questions and negatives. Multiple choice and fill-in-the-blank questions test conjugating "to be" for subjects including I, you, we, they. The answers provided confirm the correct conjugations.
This document provides examples and exercises about conjugating the verb "to be" in English. It gives positive sentence structures with "to be" and examples of its uses for questions and negatives. Students are asked to choose the correct conjugation of "to be" to complete sentences and rearrange words to form positive sentences. Answers are provided for checking understanding. The focus is on mastering the various forms of the verb "to be" in English.
This document provides examples of verbs to use in sentences based on whether the subject is singular or plural. It lists singular and plural forms of common verbs like "see" and then provides 20 sentences where the correct verb form should be filled in based on whether the subject is singular or plural. The goal is to choose the right verb for each sentence based on subject number.
The document provides examples to distinguish between commonly confused word pairs including:
- accept vs except
- it's vs its
- advice vs advise
- loose vs lose
- affect vs effect
- to vs too
- weather vs whether
- you're vs your
- their vs there vs they're
It then provides sentences using the word pairs and the reader is meant to identify the correct word based on the context of the sentence.
This document provides examples of using "there is/are" in sentences. Part A has students complete sentences using affirmative forms. Part B has them use negative forms like "there isn't/aren't". Part C asks students to create new sentences using "there is/are" and given nouns. The document focuses on teaching countable vs. uncountable nouns and using "there is/are" correctly in simple sentences.
This document contains an English vocabulary worksheet for students learning words ending in "-ee" sound. It includes exercises for students to fill in blanks with correct words, identify pictures related to "-ee" words, and complete mazes with words starting with given letters. The worksheet provides practice for students to both read and write words containing the "-ee" phonetic pattern.
The document contains two exercises about using articles (a/an, the) in English sentences. The first exercise provides sentences with blanks to be filled with the appropriate article. The second exercise similarly tests inserting the definite or zero article by choosing between "the" and omitting the article. The purpose is to practice proper article usage in different contexts like mentioning professions, locations, meals, transportation and more.
1. The document provides examples of verbs in different tenses including present, past, and negatives.
2. It demonstrates interrogative sentences and short answers using auxiliary verbs like "was" and "were".
3. The examples illustrate how to use verbs like "am", "is", "are", "was", and "were" to talk about things that are happening now, happened in the past, or things that are/were not happening.
The document provides examples of using was and were in the negative, affirmative, and interrogative forms in English. It includes common verbs and subjects like I, you, he/she/it, we, and they. Examples are given for forming negative and affirmative statements as well as short answers to yes/no questions using was and were. There are also exercises for learners to practice using was and were in different tenses and with different subjects.
This document contains exercises to practice using the verbs "to be" and "to have got" in the present simple tense. For task 1, students are to complete sentences with the correct form of "to have got". Task 2 requires rewriting sentences as negatives. Task 3 involves asking questions about underlined words. The document also provides tables outlining the affirmative and negative forms of "to be" and "to have got" for different subjects.
The document contains exercises on forming sentences in the present perfect tense, including reordering words to form sentences, completing sentences with the correct verb form, and forming questions in the present perfect tense. Some example sentences formed are "My sister hasn't seen this movie", "My parents have visited Los Angeles", and "Have you met my teacher?".
The document contains an exercise to practice using the demonstrative pronouns "this", "these", "that", and "those". It provides 25 sentences with a blank and the correct demonstrative pronoun to fill in the blank. The answers are provided to check understanding. The exercise focuses on distinguishing between and appropriately using the different demonstrative pronouns in sentences.
The document contains instructions for a classroom game involving forming sentences from scrambled word strips. The game involves forming sentences using relative pronouns such as who, whose, where, and which. Teams are given envelopes with mixed up words and must form sentences when shown a relative pronoun. The first team to correctly form a sentence using that pronoun wins a point.
The document provides examples to practice using the present perfect simple tense in English. It contains exercises where students are asked to complete sentences by filling in the blanks with the present perfect form of verbs provided in brackets. It also contains exercises for students to rewrite sentences in the past simple or present perfect tense. The document focuses on providing practice with tense usage in English grammar.
This document provides fill-in-the-blank sentences using forms of the verb "to be" and prompts to create new sentences using nouns and adjectives. It tests the ability to conjugate "to be" verbs correctly based on subjects and completes sentences with the right verb form based on given sentence starters.
The document describes various routine activities people engaged in during the past day or week such as watching TV, cooking dinner, listening to music, washing windows, watching football, surfing the internet, picking someone up from the beach, driving a father's car, walking a dog, and turning off the TV before bed. It also lists incomplete sentences about common past routines like painting a door, working on a car, getting ready, getting hair cut, studying hard, getting help with homework, staying in bed, waiting a long time for the bus, leaving work, and brushing teeth.
This document contains an English course review exercise with multiple sections:
1) Students are asked to complete sentences with the correct verb forms (simple present and future will).
2) Students match sentence halves together.
3) Students expand notes about an upcoming "Science-Earth Day" event into full sentences.
4) Students complete dialogues using the future form of verbs.
5) Students complete sentences using the present perfect form of verbs.
6) Students choose the correct option (a, b or c) to complete sentences.
7) Students complete sentences using have/has been or have/has gone.
8) Students write sentences using the past simple or
The document is a 3rd period grammar assessment from Colegio San Patricio for the 2010-2011 school year. It contains two sections - the first asks the student to underline adjectives and circle articles in 10 sentences. The second section asks the student to write the comparative or superlative form of adjectives in 10 sentences, using suffixes like "-er", "-est", "more" or "most". The assessment is testing the student's understanding of adjectives, articles, and comparative and superlative forms of adjectives.
The document provides a list of sentences for the learner to complete using the past simple form of given verbs. It contains 28 sentences across various topics like hobbies, travel, school, family activities, and history that the learner must fill in using verbs from a word bank in their past simple form to practice this grammatical concept.
This document contains two exercises from an English lesson about modal verbs. The first exercise asks the learner to complete 10 sentences with the modal verbs must, can't, or might. The second exercise asks the learner to complete 10 sentences with the modal verbs must have, should have, shouldn't have, or couldn't have. It also provides a writing task that asks the learner to make guesses and speculations about the lives of two people - Nick Vujicic who was born without arms or legs and is now a preacher, and Rick Genest who has skeleton tattoos covering much of his body - using modal verbs of deduction.
The document provides instructions for converting sentences between active and passive voice. It explains that the passive voice is used when the subject performing the action is unknown or unimportant. It then provides examples of changing sentences between active and passive voice forms using different verb tenses. Sentences are also provided to practice identifying whether examples are in active or passive voice.
This document contains a grammar exercise testing the use of past simple and past continuous tenses. The questions ask the reader to identify the correct verb form for a given sentence based on whether a past simple or past continuous tense should be used. It covers common verbs and scenarios where the simple past or past continuous would apply, such as actions that were ongoing versus ones that occurred at a specific time.
The document provides examples to practice using different verb tenses and structures in English, including the present simple tense, possessive adjectives, subject pronouns, and questions with "have got". It contains over 25 examples for students to complete with the correct verb form or structure. The high-level purpose is for English language learners to practice and reinforce their understanding of fundamental grammar points.
Pronouns are words that substitute nouns. We use a pronoun often to avoid repeating the noun that has already been mentioned or that is already known. A different pronoun is used depending the function that noun has in the sentence. At its most basic level, there are subject pronoun and object pronoun. On the other hand, we have adjective pronoun and possessive pronoun which show possessiveness.
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http://riverofpuzzles.blogspot.my/2017/01/pronouns-are-words-that-substitute-nouns.html
The document provides grammar exercises asking the reader to fill in blanks with either "do" or "does" and "was" or "were". It contains two sections:
Section A asks the reader to fill in 10 sentences with either "do" or "does" to form questions. Section B asks the reader to fill in 10 sentences with either "was" or "were" to form sentences in the past tense. The answers are provided.
This document contains an English test with multiple sections assessing a student's knowledge of English grammar concepts like verb conjugation, question formation, pronouns, and vocabulary. The test covers topics such as daily routines, numbers, articles, and wh- questions. It consists of short answer and fill-in-the-blank questions for the student to demonstrate their understanding of basic English grammar rules.
The document provides 20 sentences with blanks that are intended to be filled in with verbs in their passive form. The sentences give examples of actions being undergone by subjects like jobs being offered, bridges being blown, novels being written, and other similar constructions showing the passive voice.
This document provides examples of affirmative and negative statements using the verbs "to be" in the past tense (was/were) along with questions using the same verbs. It also gives examples of when to use "was" versus "were" in different subjects. At the end it includes sample questions asking about the weather and someone's location in the past. The document serves as a reference for conjugating common verbs in the English language.
The document contains a series of questions testing the use of past tense verbs "to be" in English sentences. It asks whether statements about people's locations or statuses in the past are true or false by choosing the correct form of "to be" to complete each sentence, such as "was", "were", "wasn't", etc. The questions cover different subjects like I, you, he/she, they and tense agreements between subjects and verbs in both positive and negative sentences.
This document provides an English lesson about using "there is", "there are", and "to have" to talk about rooms and objects in a house. It includes exercises for students to practice using these phrases when talking about what rooms are in a house and what objects are in each room. Sample conversations are provided as a model for students to have a dialogue talking about what is in their house and another person's house.
The document provides examples of sentences using past simple and present perfect verb tenses. It gives 10 sentences with verbs in brackets to be completed in either the past simple or present perfect form. It then provides context about when each tense is used and examples of questions and responses using the two tenses. The key at the bottom provides the answers to the 10 example sentences by filling in the correct verb form.
This document contains a 4th grade Christmas homework assignment with exercises on verb conjugations, present simple tense, have/has got possession, forming questions and negatives, and crossword puzzles. The assignment includes filling in blanks, rewriting as questions and negatives, answering questions, and writing opposite sentences. It focuses on key grammar concepts for 4th graders in English.
El documento contiene 20 preguntas sobre conceptos y figuras literarias relacionadas con la poesía. Las preguntas abarcan temas como recursos poéticos como la prosopopeya y la antítesis, características de movimientos literarios como el vanguardismo y el modernismo, elementos métricos como la rima y el verso libre, y figuras retóricas como la metáfora, el hipérbaton y el oxímoron.
Eduardo escribió a sus padres desde París, donde acababa de llegar después de un vuelo turbulento y retrasado. Planea visitar museos, monumentos, calles y parques en París durante los próximos días, y también ir a Versalles y posiblemente Euro Disney con sus 5 amigos, aunque tendrán que controlar los gastos debido a que van cortos de dinero.
Este documento contiene 20 preguntas de opción múltiple sobre temas de historia y literatura. Las preguntas cubren figuras políticas de la Segunda Guerra Mundial, el Secretario General de la ONU Javier Pérez de Cuellar, el origen de la Revolución Industrial en Inglaterra, la obra literaria "La Divina Comedia" de Dante Alighieri, y otros temas históricos, literarios y arquitectónicos.
Este documento contiene 10 preguntas de cultura general sobre temas como la historia de los Juegos Olímpicos, monumentos característicos de culturas antiguas como Egipto y Grecia, ubicaciones de sitios famosos como la Torre de Pisa y las Cataratas del Niagara, y figuras históricas como el primer líder indígena en levantarse contra el dominio español en Sudamérica. Las preguntas abarcan una variedad de temas culturales y geográficos de todo el mundo.
El documento habla sobre las extinciones recientes de animales como el mamut y los neandertales. También menciona que las extinciones de la megafauna pueden deberse a cambios climáticos o a la caza humana. Finalmente, señala que la influencia humana, como la destrucción de hábitats y el cambio climático, plantea una gran amenaza para la flora y fauna del planeta.
Este documento presenta una lista de palabras en español que llevan acento diacrítico y aquellas que no lo llevan, explicando cuándo se usa cada una. También incluye ejercicios para practicar la correcta colocación del acento diacrítico en palabras monosílabas y en pares de palabras que se diferencian solo por el acento.
Este documento explica qué son los adjetivos y cómo se usan. Los adjetivos describen sustantivos indicando cualidades como el tamaño, color, edad u otras características. El documento incluye ejercicios para identificar adjetivos y comprobar su concordancia de género y número con los sustantivos.
El documento habla sobre los tres grados del adjetivo en español: positivo, comparativo y superlativo. Explica que el superlativo se divide en absoluto y relativo. Luego da ejemplos de cada grado y pide identificar el grado del adjetivo en varias oraciones.
Este documento contiene 20 preguntas de opción múltiple sobre temas de historia y literatura. Las preguntas cubren figuras políticas de la Segunda Guerra Mundial, el Secretario General de la ONU Javier Pérez de Cuellar, el origen de la Revolución Industrial en Inglaterra, la obra literaria "La Divina Comedia" de Dante Alighieri, y otros temas históricos, literarios y arquitectónicos.
Este documento contiene 10 preguntas de cultura general sobre temas como la historia de los Juegos Olímpicos, monumentos característicos de culturas antiguas como Egipto y Grecia, ubicaciones de sitios famosos como la Torre de Pisa y las Cataratas del Niagara, y figuras históricas como el primer líder indígena en levantarse contra el dominio español en Sudamérica. Las preguntas abarcan una variedad de temas culturales y geográficos de todo el mundo.
Este documento contiene tres párrafos sobre diferentes temas como la escuela, la casa y el supermercado de un niño. En cada párrafo, el niño describe actividades divertidas que realiza con su familia y amigos. Además, el documento presenta ejercicios sobre el uso de puntos, mayúsculas y minúsculas en la escritura.
Este documento presenta 20 oraciones con palabras que faltan y pide completarlas. La mayoría de las palabras faltantes contienen letras que deben llevar h como j, g, b entre otras. También incluye una lista de 7 interjecciones que se escriben con h como ¡ah!, ¡hola! y ¡eh!.
The document provides conjugation exercises for verbs in Spanish in different tenses, including preterite simple, preterite perfect, preterite imperfect, present simple, present perfect, and present imperfect. For each verb and tense, there are 8 blank spaces to write the conjugated verb form. The verbs provided for conjugation are brincar, despertar, saludar, doler, deslumbrar, derrumbar, abolir, forzar, and cocer.
Este documento describe los marcadores temporales, que son palabras que sitúan una acción en un marco temporal. Proporciona ejemplos de marcadores temporales como "esta tarde", "hoy", "este año", y "en junio". A continuación, presenta un ejercicio en el que se pide completar frases con los marcadores temporales adecuados.
La princesa Casilda estaba triste y salió a los jardines del palacio donde un ángel en forma de mariposa la distrajo volando de flor en flor. Al seguir a la mariposa, Casilda descubrió detrás de unos muros a prisioneros nazarenos lamentándose hambrientos y encadenados.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Was were-2
1. 1) They __________ at the hospital three days ago.
2) You ____________on the phone this morning.
3) The children_____________ quiet. They are always noisy.
4) Jari_______________ in Helsinki last week.
5) She______________ home for dinner last Wednesday.
6) My dog __________ a German shepherd. It ________ a Labrador retriever.
7) There________________ a good film on TV yesterday.
8) We________________ in Brazil last summer. There _______ many beautiful
beaches there.
9) Fred and Wilma____________________at school this morning.
10) I ____________happy when I heard about the accident.
11) I ________________ in Guatemala last spring.
12) We ______________at school last Saturday.
13) Maria and I_____________ at home yesterday.
14) Robson ___________ happy yesterday. He had a lot of homework.
15) Bob and Mike_____________ Jenny's friends. They don’t know her.
16) You ____________ very tired on Friday, because you _______ at home
sleeping.
17) They ________________ in front of the supermarket to wait for me.
18) I _______________ in the museum. I __________________ at home.
19) She ____________in South Africa last month. She ________ in Spain.
20) Jane and Vicky____________late for school They are always late for school.
21) She is thirty now, so last year she _____________ twenty-nine.
22) _____________ it a good film?
23) I got married when I ____________ thirty.
24) It was a great day, but we _____________ so tired.
25) I didn't buy those earrings because they __________ugly.
26) When I _______________ a child we lived in the country.
27) Where ___________ you yesterday afternoon?
28) _______________the kids good while we were away?
29 The kids ____________ so naughty. The parents _______________ always
angry.
30) Why _________ he so sad? Because his girl friend broke up with him.