This is an animated powerpoint presentation on "CONDITIONAL TYPE TWO", in which I introduce the form and the function of the structure. I also explain how we can rewrite sentences from real present situations into imaginary ones. I end the presentation with varied tasks to master the structure.
Autumn Blatt is amazing! She has been such and amazing part of my life and I hope this video can convince you and and the boys of taking back sunday that she is AWESOME!
This is an animated powerpoint presentation on "CONDITIONAL TYPE TWO", in which I introduce the form and the function of the structure. I also explain how we can rewrite sentences from real present situations into imaginary ones. I end the presentation with varied tasks to master the structure.
Autumn Blatt is amazing! She has been such and amazing part of my life and I hope this video can convince you and and the boys of taking back sunday that she is AWESOME!
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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!
3. • Complete the sentences:
(write only the sentences and the answer)
I.E.P «Nuestra Señora de Guadalupe»
4. 1. I _________ my best friend
while I was shopping in
town.
a. was seeing
b. saw
c. see
d. sees
saw
I.E.P «Nuestra Señora de Guadalupe»
5. 2. While he__________ a
bath, the phone rang.
a. had
b. having
c. were having
d. was havingwas having
I.E.P «Nuestra Señora de Guadalupe»
6. 3. What ______________ when
the lights suddenly went
out ?
a. they were doing
b. are they doing
c. were they doing
d. was they doing
were they doing
I.E.P «Nuestra Señora de Guadalupe»
7. 4. Somebody _______ her
wallet while she was
waiting at the bus stop.
a. was stealing
b. stole
c. were stole
d. stealed
stole
I.E.P «Nuestra Señora de Guadalupe»
8. 5. I ____________TV,when
he came in.
a. were watching
b. wathing
c. was watching
d. watched
was watching
I.E.P «Nuestra Señora de Guadalupe»
9. 6. She _______ an accident
while she was driving back
home.
a. was having
b. were having
c. had
d. has
had
I.E.P «Nuestra Señora de Guadalupe»
10. 7. When it began to rain, the
children ___________
outside.
a. was playing
b. played
c. were playing
d. play
were playing
I.E.P «Nuestra Señora de Guadalupe»
11. 8. Tom was flying a kite
when I ________ him.
a. saw
b. was saw
c. were seeing
d. see
saw
I.E.P «Nuestra Señora de Guadalupe»
12. 9. The boy fell down while he
was _________ his bike.
a. rides
b. rode
c. was riding
d. ridingriding
I.E.P «Nuestra Señora de Guadalupe»
13. 10. The house caught fire
_________ they were
watching TV.
a. while
b. but
c. because
d. when
while
I.E.P «Nuestra Señora de Guadalupe»
14. 11. She was reading a story
_______ they found her.
a. while
b. but
c. because
d. whenwhen
I.E.P «Nuestra Señora de Guadalupe»
15. 12. He was playing
basketball when the fire
_________ .
a. start
b. was starting
c. started
d. starts
started
I.E.P «Nuestra Señora de Guadalupe»
16. 13. I was eating olives when
my tooth _____ .
a. break
b. was breaking
c. breaked
d. brokebroke
I.E.P «Nuestra Señora de Guadalupe»
17. 14. While I was walking in the
street, I _________ a wallet.
a. find
b. found
c. founded
d. was find
found
I.E.P «Nuestra Señora de Guadalupe»
18. 15. When he saw the thief, he
____________ water in the
kitchen.
a. drank
b. drink
c. was drinking
d. was drink
was drinking
I.E.P «Nuestra Señora de Guadalupe»
