This document provides instructions to look at pictures, say the word each picture represents, take a pencil and paper, and try to write down all the words correctly in 3 sentences or less.
The document defines various vocabulary words that would be taught in 5th grade, including terms like:
- Consonant digraphs, which are two letters that together make one sound, such as "ch".
- A shovel, which is a tool used for lifting and throwing dirt, sand or snow.
- Directions like north and south.
- Parts of a book like chapters.
- A hyphen, used to divide or compound words.
- Selected or chosen for a special purpose.
- To begin or establish something meant to last a long time.
- Even though or although.
GET has 4 main uses in English: 1) To express a change of state using get + an adjective like "get tired" or "get angry". 2) As a phrasal verb using get + a preposition like "get up", "get off", or "get together". 3) To obtain, receive, or buy something using get + a noun phrase like "get a job", "get a present", or "get a ticket". 4) In other contexts to express arriving, illness, or transportation using phrases like "get home", "get the flu", or "get a bus".
PAST PERFECT VS PAST PERFECT CONTINOUSBiancaRuiz17
油
The document discusses the differences between the past perfect and past perfect continuous tenses in English. The past perfect tense uses "had + past participle" and is used to describe events that occurred before other past events or to emphasize completed actions. The past perfect continuous tense uses "had been + verb + ing" and emphasizes the duration of past activities, describes ongoing past actions that continued into other past times, or shows the cause of past events. Examples are provided for how to use each tense.
The document discusses the active and passive forms of gerunds. It provides examples of sentences using gerunds in their active form with "driving" and "being driven" and explains that the passive form commonly uses "being" plus the past participle. It also notes that the passive form focuses on what happens rather than who performs the action, as shown in examples using "being bitten", "being told", and "being postponed". The document further explains that "being" can be used as a main verb in progressive forms, a helping verb in passive forms, or an active/passive form of a gerund, as the various examples illustrate.
This document provides information about verbs including their principal parts, types of verbs (action, linking, transitive, intransitive), verb tenses (present, past, future), verb phrases, voice (active, passive), and examples of verbs used in different contexts. Key verb terms like irregular verbs, helping verbs, and participial forms are also defined and exemplified.
The document discusses the four main uses of the word "get" in English: 1) get + noun, 2) get + adjective, 3) get + to + place, and 4) get in/out/on/off. It provides examples for each use and explains their meanings. It also discusses several phrasal verbs and expressions that use the word "get", such as "get across", "get along", "get away", "get back", and "get even". An activity section includes a dialogue using these phrasal verbs and a matching exercise to test understanding.
This document provides a lesson plan for a class on past simple tense. It includes an activity reviewing pairs of past and present verbs, examples to circle the correct past tense verbs, exercises having students circle the right option, a noughts and crosses game, a board game filling in sentences using past tense verbs, a survey for students to fill out with past activities, and a miming activity. The teacher in charge is Thu Huong for class 3A6.
The document discusses the past simple and past continuous tenses in English. It covers their forms, uses, differences, and comparisons to the past perfect tense. Key points include:
- The past simple is used for completed past actions and habitual past actions/situations.
- The past continuous emphasizes the ongoing nature of past activities. It is used for descriptions, interrupted actions, and incomplete activities.
- The past perfect refers to an action completed before another past action and is used to clarify the order of events.
Grammar present simple vs present continuous slidesharemfullone
油
The document discusses the difference between the present simple and present continuous tenses. It provides examples from a documentary about fast food to illustrate when each tense is used. The present simple is used for habitual or repeated actions, like "Each day, one in four Americans visits a fast-food restaurant." The present continuous is used for actions happening now or around now that are temporary, like "And this hunger for fast food isnt just in America. It is happening on a global basis." The document also contains further examples and explanations of how to form the present simple and present continuous tenses.
The document discusses the past perfect continuous tense. It explains that the past perfect continuous is used to show that a situation continued in the past until another past situation. It provides the example "I'd been doing language works all weekend long so I decided to have a break at Patty's house." The document also notes that the past perfect continuous is used in reported speech, and provides examples of sentences using this tense. It concludes by stating this tense is often used with certain words or phrases.
This document discusses gerunds and infinitives. [1] Gerunds are verb forms ending in "-ing" that can be used as subjects or objects. [2] Infinitives are "to + verb" forms that follow modal verbs or are used after certain expressions like "want" or "choose." [3] Some verbs like "like" can be followed by either a gerund or infinitive without changing the meaning.
The document discusses the third conditional, which is used to talk about regrets and desires to change actions in the past. It provides the structure "If I had [past perfect], I would have [past perfect]" and examples of its use. It also notes that "would" indicates certainty while "might" or "could" indicate uncertainty or ability. The document concludes with an exercise asking the reader to construct 10 examples using the third conditional form.
Present simple and present continuous moodleGorgona
油
This document provides information about and examples of the present simple and present continuous tenses in English. It defines auxiliary verbs, explains their uses, and provides the forms and usage of both tenses. For the present simple, it covers the affirmative, negative, and interrogative forms, as well as usage with habitual and general truths. For the present continuous, it similarly outlines the forms and discusses usage for ongoing actions in the present. Both tenses are contrasted through examples.
The document discusses the use of "have to" and "don't/doesn't have to" to express necessity or obligation. "Have to" is used to say that something is necessary or important to do, like "I have to go now" or "You have to be careful." "Don't/doesn't have to" is used to say that something is not necessary or obligatory, like "You don't have to pay for it." Questions are formed with "do/does" and the past form is "had to/didn't have to."
The document compares the simple present and present continuous tenses. The present continuous is used to describe actions happening at the moment or temporary situations. The simple present describes routines that happen repeatedly or permanent situations. For example, "Jack works every night, but he isn't working tonight" uses the simple present for his routine and the present continuous for the temporary situation that he is not working tonight.
The document discusses the differences between the words "each", "every", and "all". It provides examples of how each word is used, specifically noting that "each" is used for individual items one by one, "every" refers to things as a group or all collectively, and "all" can be used with both countable and uncountable nouns. Key structures that differ for "each", "every", and "all" are outlined.
This document discusses suffixes and their uses. It defines a suffix as a word part added to the end of a word to modify its meaning or usage. It provides examples of common suffixes that can change words from nouns to adjectives or verbs to other parts of speech. The document emphasizes that understanding suffixes can help students learn new vocabulary by analyzing unfamiliar words. It includes activities for students to practice identifying and applying suffixes. Understanding suffixes is important for building vocabulary and language skills.
This document discusses prepositions of place and their meanings. It defines prepositions of place as indicating position, location, or distance. It then provides examples of common prepositions of place like "at", "in", "on", "behind", "under", "next to", "in front of", "over", "between", "near", and "far". Each preposition is defined and an example sentence using that preposition is given.
The document discusses the usage of articles in the English language. It notes that there are two types of articles: definite ("the") and indefinite ("a"/"an"). It then examines the rules for using definite and indefinite articles based on whether the noun is generic, indefinite, or definite, and whether it is singular, plural, or non-count. The document provides examples and explanations for when to use "a/an", "the", or no article with different types of nouns.
This power point presentation explains the simple past tense through examples and activities. It defines the past tense as referring to actions or states that have already occurred. It discusses the regular and irregular forms of past tense verbs, including using "did" as the past form of "do" and exceptions for the verb "to be". It provides examples of time indicators used with the simple past tense and how to form negatives by adding "didn't" or auxiliary verbs like "was" plus "not". Sample activities are included to practice using the simple past.
The document discusses the present simple and present progressive tenses in English. The present simple is used to describe habitual or repeated actions, general truths, and schedules, and takes time expressions like "always" or "never." The present progressive describes actions happening now or around now, and takes time expressions like "now," "today," or "this summer." Examples are provided for both tenses.
Subject-verb agreement rules dictate that:
1. Singular subjects require a singular verb form while plural subjects require a plural verb form.
2. When subjects are joined by "and", they take a plural verb form unless the subjects themselves are already plural.
3. Irregular plural nouns like "children" and "oxen" still follow subject-verb agreement rules.
Expressions of time, money, weight or volume take singular verb forms even though they are plural in form. Proper identification of the subject is needed when sentences begin with "there" or "here".
The document discusses different types of inversion in English grammar:
1) Question inversion, where the verb and subject are reversed in questions.
2) Inversion after negative adverbials like "never" or "rarely", which is used for emphasis.
3) Inversion after phrases like "so...that" or "such...that", as well as conditional sentences without "if" to make the sentences more formal.
This document discusses the rules for forming comparative adjectives in English. Comparative adjectives are used to compare two things or people using "than." For one-syllable adjectives, add "-er"; for two-syllable adjectives ending in "-y," change the "-y" to "-ier"; and for other adjectives with two or more syllables, use "more" plus the adjective. Some adjectives like "good," "bad," and "far" have irregular comparative forms. The document provides examples of applying these rules.
This document discusses the present continuous tense in English. It provides examples of how to form the present continuous tense using the verbs "be" and a main verb with "-ing." It also lists the four main uses of the present continuous tense: 1) actions happening at the moment of speaking, 2) temporary situations, 3) changing or developing situations, and 4) fixed arrangements in the near future. Examples are given for each use.
The document discusses rules and provides examples of rules using "must" and "mustn't". It defines a rule as something written that is respected. Examples of rules include instructions that Sara must turn off her cellphone, that people mustn't smoke, and that one must wear a seatbelt. The document also lists sample school rules and homework activities involving writing rules for the home and completing sentences with "must" and "mustn't".
This document provides pictures for children to look at and say the word for each picture shown to practice long vowel u words, then instructs them to take pencil and paper to try writing all the words correctly in 3 sentences or less.
This document provides instructions for recognizing and writing words that contain the short vowel sound "u". Learners are told to look at pictures, say the words they represent, and then try writing the words correctly using pencil and paper. An example sentence is also provided to demonstrate a word containing the short "u" sound.
The document discusses the past simple and past continuous tenses in English. It covers their forms, uses, differences, and comparisons to the past perfect tense. Key points include:
- The past simple is used for completed past actions and habitual past actions/situations.
- The past continuous emphasizes the ongoing nature of past activities. It is used for descriptions, interrupted actions, and incomplete activities.
- The past perfect refers to an action completed before another past action and is used to clarify the order of events.
Grammar present simple vs present continuous slidesharemfullone
油
The document discusses the difference between the present simple and present continuous tenses. It provides examples from a documentary about fast food to illustrate when each tense is used. The present simple is used for habitual or repeated actions, like "Each day, one in four Americans visits a fast-food restaurant." The present continuous is used for actions happening now or around now that are temporary, like "And this hunger for fast food isnt just in America. It is happening on a global basis." The document also contains further examples and explanations of how to form the present simple and present continuous tenses.
The document discusses the past perfect continuous tense. It explains that the past perfect continuous is used to show that a situation continued in the past until another past situation. It provides the example "I'd been doing language works all weekend long so I decided to have a break at Patty's house." The document also notes that the past perfect continuous is used in reported speech, and provides examples of sentences using this tense. It concludes by stating this tense is often used with certain words or phrases.
This document discusses gerunds and infinitives. [1] Gerunds are verb forms ending in "-ing" that can be used as subjects or objects. [2] Infinitives are "to + verb" forms that follow modal verbs or are used after certain expressions like "want" or "choose." [3] Some verbs like "like" can be followed by either a gerund or infinitive without changing the meaning.
The document discusses the third conditional, which is used to talk about regrets and desires to change actions in the past. It provides the structure "If I had [past perfect], I would have [past perfect]" and examples of its use. It also notes that "would" indicates certainty while "might" or "could" indicate uncertainty or ability. The document concludes with an exercise asking the reader to construct 10 examples using the third conditional form.
Present simple and present continuous moodleGorgona
油
This document provides information about and examples of the present simple and present continuous tenses in English. It defines auxiliary verbs, explains their uses, and provides the forms and usage of both tenses. For the present simple, it covers the affirmative, negative, and interrogative forms, as well as usage with habitual and general truths. For the present continuous, it similarly outlines the forms and discusses usage for ongoing actions in the present. Both tenses are contrasted through examples.
The document discusses the use of "have to" and "don't/doesn't have to" to express necessity or obligation. "Have to" is used to say that something is necessary or important to do, like "I have to go now" or "You have to be careful." "Don't/doesn't have to" is used to say that something is not necessary or obligatory, like "You don't have to pay for it." Questions are formed with "do/does" and the past form is "had to/didn't have to."
The document compares the simple present and present continuous tenses. The present continuous is used to describe actions happening at the moment or temporary situations. The simple present describes routines that happen repeatedly or permanent situations. For example, "Jack works every night, but he isn't working tonight" uses the simple present for his routine and the present continuous for the temporary situation that he is not working tonight.
The document discusses the differences between the words "each", "every", and "all". It provides examples of how each word is used, specifically noting that "each" is used for individual items one by one, "every" refers to things as a group or all collectively, and "all" can be used with both countable and uncountable nouns. Key structures that differ for "each", "every", and "all" are outlined.
This document discusses suffixes and their uses. It defines a suffix as a word part added to the end of a word to modify its meaning or usage. It provides examples of common suffixes that can change words from nouns to adjectives or verbs to other parts of speech. The document emphasizes that understanding suffixes can help students learn new vocabulary by analyzing unfamiliar words. It includes activities for students to practice identifying and applying suffixes. Understanding suffixes is important for building vocabulary and language skills.
This document discusses prepositions of place and their meanings. It defines prepositions of place as indicating position, location, or distance. It then provides examples of common prepositions of place like "at", "in", "on", "behind", "under", "next to", "in front of", "over", "between", "near", and "far". Each preposition is defined and an example sentence using that preposition is given.
The document discusses the usage of articles in the English language. It notes that there are two types of articles: definite ("the") and indefinite ("a"/"an"). It then examines the rules for using definite and indefinite articles based on whether the noun is generic, indefinite, or definite, and whether it is singular, plural, or non-count. The document provides examples and explanations for when to use "a/an", "the", or no article with different types of nouns.
This power point presentation explains the simple past tense through examples and activities. It defines the past tense as referring to actions or states that have already occurred. It discusses the regular and irregular forms of past tense verbs, including using "did" as the past form of "do" and exceptions for the verb "to be". It provides examples of time indicators used with the simple past tense and how to form negatives by adding "didn't" or auxiliary verbs like "was" plus "not". Sample activities are included to practice using the simple past.
The document discusses the present simple and present progressive tenses in English. The present simple is used to describe habitual or repeated actions, general truths, and schedules, and takes time expressions like "always" or "never." The present progressive describes actions happening now or around now, and takes time expressions like "now," "today," or "this summer." Examples are provided for both tenses.
Subject-verb agreement rules dictate that:
1. Singular subjects require a singular verb form while plural subjects require a plural verb form.
2. When subjects are joined by "and", they take a plural verb form unless the subjects themselves are already plural.
3. Irregular plural nouns like "children" and "oxen" still follow subject-verb agreement rules.
Expressions of time, money, weight or volume take singular verb forms even though they are plural in form. Proper identification of the subject is needed when sentences begin with "there" or "here".
The document discusses different types of inversion in English grammar:
1) Question inversion, where the verb and subject are reversed in questions.
2) Inversion after negative adverbials like "never" or "rarely", which is used for emphasis.
3) Inversion after phrases like "so...that" or "such...that", as well as conditional sentences without "if" to make the sentences more formal.
This document discusses the rules for forming comparative adjectives in English. Comparative adjectives are used to compare two things or people using "than." For one-syllable adjectives, add "-er"; for two-syllable adjectives ending in "-y," change the "-y" to "-ier"; and for other adjectives with two or more syllables, use "more" plus the adjective. Some adjectives like "good," "bad," and "far" have irregular comparative forms. The document provides examples of applying these rules.
This document discusses the present continuous tense in English. It provides examples of how to form the present continuous tense using the verbs "be" and a main verb with "-ing." It also lists the four main uses of the present continuous tense: 1) actions happening at the moment of speaking, 2) temporary situations, 3) changing or developing situations, and 4) fixed arrangements in the near future. Examples are given for each use.
The document discusses rules and provides examples of rules using "must" and "mustn't". It defines a rule as something written that is respected. Examples of rules include instructions that Sara must turn off her cellphone, that people mustn't smoke, and that one must wear a seatbelt. The document also lists sample school rules and homework activities involving writing rules for the home and completing sentences with "must" and "mustn't".
This document provides pictures for children to look at and say the word for each picture shown to practice long vowel u words, then instructs them to take pencil and paper to try writing all the words correctly in 3 sentences or less.
This document provides instructions for recognizing and writing words that contain the short vowel sound "u". Learners are told to look at pictures, say the words they represent, and then try writing the words correctly using pencil and paper. An example sentence is also provided to demonstrate a word containing the short "u" sound.
This document provides pictures for children to look at and say the word for each picture to practice long vowel I sounds, and then instructs them to take pencil and paper to try writing the words they said correctly.
Este documento presenta la informaci坦n sobre el segundo grado en la escuela. Detalla las maestras, la agenda de clases, las unidades de estudio, las expectativas de disciplina, la colaboraci坦n entre padres y maestros, las excursiones, las tareas, la evaluaci坦n y los programas. Tambi辿n proporciona detalles sobre el blog y correo electr坦nico de los maestros y las citas.
Este documento presenta la informaci坦n para el segundo grado en la escuela, incluyendo las maestras, la agenda de clases, las unidades de estudio, las pol鱈ticas de tareas, disciplina y evaluaci坦n, y los recursos disponibles como los blogs de los maestros y la biblioteca digital.
The document discusses the various fields of science and the types of scientists that work in each field. It describes scientists that study engineering, medicine, architecture, zoology, marine biology, paleontology, geology, meteorology, botany, astronomy, volcanology, and entomology. The summary encourages readers that they too could become scientists.
This document provides instructions to look at pictures, say the word each picture represents, take a pencil and paper, and try to write down all the words correctly in 3 sentences or less.
This document provides instructions for recognizing and writing words with the long vowel e sound. Learners are asked to look at pictures, say the word each picture represents, take a pencil and paper, and try to write all the words correctly.
This document provides instructions for recognizing and writing words that contain the short vowel i sound. Learners are asked to look at pictures, say the word each picture represents, and then try to write all the words correctly using a pencil and paper.
This document provides instructions for a short vowel A lesson, asking students to look at pictures, say the words represented, and try writing the words correctly to prepare for a test the next day.
This document discusses the different types of stories and their key elements. Stories can be short or long, written by an author, and illustrated with pictures. All stories have a title and many include characters. The setting refers to where the story takes place. Some stories provide facts, others are just for fun, and fables aim to teach a lesson. Importantly, stories contain a beginning, middle, and end. The document concludes by asking what kind of stories the reader enjoys.
Blind spots in AI and Formulation Science, IFPAC 2025.pdfAjaz Hussain
油
The intersection of AI and pharmaceutical formulation science highlights significant blind spotssystemic gaps in pharmaceutical development, regulatory oversight, quality assurance, and the ethical use of AIthat could jeopardize patient safety and undermine public trust. To move forward effectively, we must address these normalized blind spots, which may arise from outdated assumptions, errors, gaps in previous knowledge, and biases in language or regulatory inertia. This is essential to ensure that AI and formulation science are developed as tools for patient-centered and ethical healthcare.
Research & Research Methods: Basic Concepts and Types.pptxDr. Sarita Anand
油
This ppt has been made for the students pursuing PG in social science and humanities like M.Ed., M.A. (Education), Ph.D. Scholars. It will be also beneficial for the teachers and other faculty members interested in research and teaching research concepts.
How to Modify Existing Web Pages in Odoo 18Celine George
油
In this slide, well discuss on how to modify existing web pages in Odoo 18. Web pages in Odoo 18 can also gather user data through user-friendly forms, encourage interaction through engaging features.
How to Configure Restaurants in Odoo 17 Point of SaleCeline George
油
Odoo, a versatile and integrated business management software, excels with its robust Point of Sale (POS) module. This guide delves into the intricacies of configuring restaurants in Odoo 17 POS, unlocking numerous possibilities for streamlined operations and enhanced customer experiences.
APM People Interest Network Conference 2025
-Autonomy, Teams and Tension: Projects under stress
-Tim Lyons
-The neurological levels of
team-working: Harmony and tensions
With a background in projects spanning more than 40 years, Tim Lyons specialised in the delivery of large, complex, multi-disciplinary programmes for clients including Crossrail, Network Rail, ExxonMobil, Siemens and in patent development. His first career was in broadcasting, where he designed and built commercial radio station studios in Manchester, Cardiff and Bristol, also working as a presenter and programme producer. Tim now writes and presents extensively on matters relating to the human and neurological aspects of projects, including communication, ethics and coaching. He holds a Masters degree in NLP, is an NLP Master Practitioner and International Coach. He is the Deputy Lead for APMs People Interest Network.
Session | The Neurological Levels of Team-working: Harmony and Tensions
Understanding how teams really work at conscious and unconscious levels is critical to a harmonious workplace. This session uncovers what those levels are, how to use them to detect and avoid tensions and how to smooth the management of change by checking you have considered all of them.
How to attach file using upload button Odoo 18Celine George
油
In this slide, well discuss on how to attach file using upload button Odoo 18. Odoo features a dedicated model, 'ir.attachments,' designed for storing attachments submitted by end users. We can see the process of utilizing the 'ir.attachments' model to enable file uploads through web forms in this slide.
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APMs Thames Valley Regional Network and also speaks to members of APMs PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMOs within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
Prelims of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Computer Application in Business (commerce)Sudar Sudar
油
The main objectives
1. To introduce the concept of computer and its various parts. 2. To explain the concept of data base management system and Management information system.
3. To provide insight about networking and basics of internet
Recall various terms of computer and its part
Understand the meaning of software, operating system, programming language and its features
Comparing Data Vs Information and its management system Understanding about various concepts of management information system
Explain about networking and elements based on internet
1. Recall the various concepts relating to computer and its various parts
2 Understand the meaning of softwares, operating system etc
3 Understanding the meaning and utility of database management system
4 Evaluate the various aspects of management information system
5 Generating more ideas regarding the use of internet for business purpose
How to Setup WhatsApp in Odoo 17 - Odoo 際際滷sCeline George
油
Integrate WhatsApp into Odoo using the WhatsApp Business API or third-party modules to enhance communication. This integration enables automated messaging and customer interaction management within Odoo 17.
Finals of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.