The document provides instructions and examples for identifying and writing proper sentences. It explains that a sentence is a group of words that makes complete sense and contains a capital letter at the beginning and a period or question mark at the end. Examples are given of rearranging words to form proper sentences and completing sentences using provided words. Students are also asked to add their own endings to sample sentences.
This document provides information about changing sentences from active to passive voice. It begins with an introduction to active and passive voice. Then, it discusses the structure of passive voice sentences and provides examples of changing tenses like present indefinite, past indefinite, future indefinite, present continuous, past continuous, future continuous, present perfect, past perfect and future perfect from active to passive. It also covers changing interrogative, imperative and reflexive sentences to passive voice. Finally, it discusses some exceptions and complex cases for changing active voice to passive voice.
The document provides rules and examples for using the present simple and present continuous tenses in English. It discusses forming sentences in the present simple and present continuous, including using verbs, subjects, negatives, and questions. Examples are given to demonstrate these tenses. Adverbs of frequency and their placement are also covered.
This document provides instruction on several English grammar forms:
1) Forms of "to be" + "going to" + verb (infinitive) to talk about intentions and make predictions.
2) "Must"/"mustn't" + verb to say something is important/unimportant to do.
3) "Will" + verb to make offers to help.
4) "Should"/"shouldn't" to say something is a good/bad idea.
5) "If" vs. "when" - "if" is unsure, "when" is sure but not specific time.
6) Present perfect to talk about actions that happened some time up to now
This document discusses tenses in English grammar. It defines present, past, and future tenses and explains how they are formed using verbs. It also discusses indefinite, continuous, and perfect tenses. Examples are provided to illustrate how to identify and use different tenses. Charts are included that show conjugations of verbs in the present, past, and other tenses. Finally, homework assignments are outlined that involve preparing the lesson content, identifying problems, and doing a presentation.
The document provides instruction on using the structure "have to" to express obligation in Spanish. It includes examples of "have to" in the affirmative with different subjects, exercises to practice forming sentences with "have to", and key vocabulary related to common obligations like school, homework, and transportation.
This document is a lecture on parts of speech given by Md. Masum Bellah Shazib. It defines and provides examples of the 8 parts of speech: noun, pronoun, adjective, verb, adverb, preposition, conjunction, and interjection. For each part of speech, it explains what they are and how they are used in sentences with examples. The lecture encourages students to prepare the lesson individually, identify problems, and do a presentation.
The document discusses the future perfect tense and its use in time clauses. It provides examples of using future perfect to express actions that will be completed before a time in the future, and using the present tense instead of future perfect in time clauses introduced with words like "by the time". It includes exercises for learners to practice using future perfect and present tense appropriately in time clauses.
The document discusses the differences between the future perfect and future continuous tenses in English. It provides examples of each, noting that the future continuous (will be + verb+ing) is used to refer to actions that will be in progress at a specific time in the future, while the future perfect (will have + past participle) refers to actions that will be completed before a specified time in the future. Exercises are included to illustrate the uses of each tense.
This document discusses grammar rules for using "has to" and "have to" to express necessity. It provides examples of using these terms with third person singular subjects like "she" and plural/first person subjects like "you." It also covers using "doesn't have to" and "don't have to" to express lack of necessity. The document then defines different types of jobs like part-time, full-time, and Saturday jobs. It prompts the reader to identify their dream job and why they aspire to it.
The document provides information on using future tenses in English, including the present continuous for plans and arrangements, "be going to" for predictions, and sample conversations using future tense forms. Examples are given of questions and responses using will, be going to, present continuous, and plans/hopes expressed with hope/want/plan and infinitives.
This document provides information about possessive adjectives and examples of their use. It lists common possessive adjectives like "my", "your", "her", etc. and their corresponding pronouns. It notes that possessive adjectives typically come at the beginning of a sentence. Examples are given of rewriting sentences to replace possessive nouns with possessive adjectives. An exercise is included to practice this by filling in the correct possessive adjective for different sentences.
The document discusses the future perfect and future continuous tenses in English. The future perfect uses will + have + past participle to refer to actions that will be completed by a certain time in the future. Examples are given like "By four o'clock Friday, we'll have finished all the exams." The future continuous uses will + be + -ing to refer to actions that will be ongoing at a certain time, like "At 8pm tomorrow, I'll be watching a movie." The document provides examples and explanations of how to use both tenses correctly in sentences.
The document outlines different verb constructions in English grammar organized into seven groups:
1) Group One covers verbs followed by an infinitive like "choose to study" and "plan to study".
2) Group Two covers verbs followed by a noun and infinitive like "promised my son to buy" and "need you to help".
3) Group Three covers verbs followed by a noun and base form like "Exercising makes me healthier" and "had us work".
4) Group Four focuses on the verb "help" followed by an infinitive.
5) Group Five covers verbs followed by a gerund like "dislike going" and "enjoy studying".
The document discusses using the present continuous and "be going to" to talk about future plans and intentions. It provides examples of sentences using these structures correctly and incorrectly. It also discusses using "tell" and "ask" to relay statements and requests to others, including examples of polite ways to do so. The document ends with practice using these structures to relay messages to others.
The document provides information about personal pronouns and the verb "to be" in English. It includes tables of singular and plural pronouns, examples of pronouns replacing nouns in sentences, practice identifying pronouns, conjugations of the verb "to be" in affirmative, negative and question forms, and examples of short answers to yes/no questions.
The document discusses the simple present tense, including:
- How to identify it based on use of regular verb forms like "get" and "clean" rather than past or past participle forms.
- Rules for adding "-s" or "-es" to verbs based on subject ("she" gets an "-s").
- Uses of the simple present tense including habitual actions, general truths, and timetables.
- Nominal patterns involving forms of "to be" like "is", "am", and "are" connecting subjects to complements.
This document provides an overview of verb tenses in English through short forms and examples. It defines short forms for subjects, verbs, objects, forms of "to be" and "have", and verb forms. It then provides examples for 12 tenses - simple present, past, and future, present/past/future continuous, present/past perfect, future perfect, and present/past perfect continuous. The document concludes by thanking various individuals who provided assistance.
The document provides information and examples about forming sentences in the present simple tense in English. It covers the rules for affirmative, negative, and interrogative sentences using common verbs. Examples are given for the third person singular '-s' conjugation as well as irregular verbs. Exercises are included for learners to practice forming sentences in the present simple tense.
The document provides examples and explanations of using statements with the verb "be", possessive adjectives, and wh-questions with the verb "be" in English. It includes examples such as "I'm from Mexico" and "What's your name?". The document also discusses word order in wh-questions and provides exercises for learners to practice the targeted grammar points.
1) The document provides guidance on teaching the present simple tense to students by outlining 10 steps to introduce the key elements of the tense like function, conjugation, affirmative and negative forms, and questions.
2) The steps include introducing actions using examples, explaining daily routines and habits using the first, second, and third person singular forms, and practicing plural forms, negatives, and questions.
3) Providing additional exercises allows students to practice and expand their understanding of the present simple tense in all its forms.
The document provides examples of simple present tense questions and statements in English. It shows yes/no questions using auxiliary verbs like "do" and "does" followed by the subject and main verb. Statements are also given as examples. Wh-questions using auxiliary verbs and changing the word order are demonstrated. Finally, there are exercises asking the reader to fill in blanks with simple present verbs and an exercise matching questions with answers.
This document provides an overview of the present simple and present continuous tenses in English. It discusses:
1. When to use the present simple (for habitual actions or general truths) versus present continuous (for actions happening now).
2. The forms of the present simple and present continuous, including contractions and questions.
3. How to use frequency adverbs like always, usually, and never with the present simple.
4. Rules for adding -s or -es to verbs in the present simple, depending on whether the subject is singular or plural.
5. Examples of non-action verbs that are not used in the present continuous.
6. Forming short answers to yes
This lesson focuses on teaching students the verb "to be" in English. It covers the affirmative, negative, and interrogative forms of the verb in the present simple tense. Examples are provided to demonstrate usage. Students then complete exercises practicing using the verb "to be" in sentences with blank spaces. The conclusion emphasizes the importance of the verb "to be" as the basis of language.
The document discusses the present simple tense in English. It describes two main uses: (1) for repeated or habitual actions, such as habits and schedules, and (2) for facts and generalizations that are typically true. Examples are provided for each use. The tenses are also discussed for the third person singular, including how verbs ending in certain letters are conjugated. Common time expressions that collocate with the present simple are outlined. Activities are suggested for practicing asking and answering questions using the present simple.
This lesson plan focuses on teaching the present indefinite tense to 4th grade students aged 8-10 years old who have a previous knowledge of sentence structure. The 45 minute lesson will begin with brainstorming daily routines, followed by a 20 minute presentation by the teacher on the rules and use of the present indefinite tense. Students will then complete controlled and semi-controlled writing exercises to practice using the tense correctly.
The document provides examples and explanations for using "should" and "have to" to express obligations or recommendations. It discusses:
- Using "should" to suggest something is a good idea or the right thing to do (e.g. "You should watch less TV") or not a good idea ("You shouldn't eat so much").
- Using "have to" to express something is necessary or obligatory (e.g. "I have to take medicine").
- Using "had to" for past obligations (e.g. "I had to go to the dentist yesterday").
Database population in Odoo 18 - Odoo slidesCeline George
?
In this slide, we¡¯ll discuss the database population in Odoo 18. In Odoo, performance analysis of the source code is more important. Database population is one of the methods used to analyze the performance of our code.
APM People Interest Network Conference 2025
- Autonomy, Teams and Tension
- Oliver Randall & David Bovis
- Own Your Autonomy
Oliver Randall
Consultant, Tribe365
Oliver is a career project professional since 2011 and started volunteering with APM in 2016 and has since chaired the People Interest Network and the North East Regional Network. Oliver has been consulting in culture, leadership and behaviours since 2019 and co-developed HPTM??an off the shelf high performance framework for teams and organisations and is currently working with SAS (Stellenbosch Academy for Sport) developing the culture, leadership and behaviours framework for future elite sportspeople whilst also holding down work as a project manager in the NHS at North Tees and Hartlepool Foundation Trust.
David Bovis
Consultant, Duxinaroe
A Leadership and Culture Change expert, David is the originator of BTFA? and The Dux Model.
With a Masters in Applied Neuroscience from the Institute of Organisational Neuroscience, he is widely regarded as the ¡®Go-To¡¯ expert in the field, recognised as an inspiring keynote speaker and change strategist.
He has an industrial engineering background, majoring in TPS / Lean. David worked his way up from his apprenticeship to earn his seat at the C-suite table. His career spans several industries, including Automotive, Aerospace, Defence, Space, Heavy Industries and Elec-Mech / polymer contract manufacture.
Published in London¡¯s Evening Standard quarterly business supplement, James Caan¡¯s ¡®Your business¡¯ Magazine, ¡®Quality World¡¯, the Lean Management Journal and Cambridge Universities ¡®PMA¡¯, he works as comfortably with leaders from FTSE and Fortune 100 companies as he does owner-managers in SME¡¯s. He is passionate about helping leaders understand the neurological root cause of a high-performance culture and sustainable change, in business.
Session | Own Your Autonomy ¨C The Importance of Autonomy in Project Management
#OwnYourAutonomy is aiming to be a global APM initiative to position everyone to take a more conscious role in their decision making process leading to increased outcomes for everyone and contribute to ¡°a world in which all projects succeed¡±.
We want everyone to join the journey.
#OwnYourAutonomy is the culmination of 3 years of collaborative exploration within the Leadership Focus Group which is part of the APM People Interest Network. The work has been pulled together using the 5 HPTM? Systems and the BTFA neuroscience leadership programme.
https://www.linkedin.com/showcase/apm-people-network/about/
The document discusses the differences between the future perfect and future continuous tenses in English. It provides examples of each, noting that the future continuous (will be + verb+ing) is used to refer to actions that will be in progress at a specific time in the future, while the future perfect (will have + past participle) refers to actions that will be completed before a specified time in the future. Exercises are included to illustrate the uses of each tense.
This document discusses grammar rules for using "has to" and "have to" to express necessity. It provides examples of using these terms with third person singular subjects like "she" and plural/first person subjects like "you." It also covers using "doesn't have to" and "don't have to" to express lack of necessity. The document then defines different types of jobs like part-time, full-time, and Saturday jobs. It prompts the reader to identify their dream job and why they aspire to it.
The document provides information on using future tenses in English, including the present continuous for plans and arrangements, "be going to" for predictions, and sample conversations using future tense forms. Examples are given of questions and responses using will, be going to, present continuous, and plans/hopes expressed with hope/want/plan and infinitives.
This document provides information about possessive adjectives and examples of their use. It lists common possessive adjectives like "my", "your", "her", etc. and their corresponding pronouns. It notes that possessive adjectives typically come at the beginning of a sentence. Examples are given of rewriting sentences to replace possessive nouns with possessive adjectives. An exercise is included to practice this by filling in the correct possessive adjective for different sentences.
The document discusses the future perfect and future continuous tenses in English. The future perfect uses will + have + past participle to refer to actions that will be completed by a certain time in the future. Examples are given like "By four o'clock Friday, we'll have finished all the exams." The future continuous uses will + be + -ing to refer to actions that will be ongoing at a certain time, like "At 8pm tomorrow, I'll be watching a movie." The document provides examples and explanations of how to use both tenses correctly in sentences.
The document outlines different verb constructions in English grammar organized into seven groups:
1) Group One covers verbs followed by an infinitive like "choose to study" and "plan to study".
2) Group Two covers verbs followed by a noun and infinitive like "promised my son to buy" and "need you to help".
3) Group Three covers verbs followed by a noun and base form like "Exercising makes me healthier" and "had us work".
4) Group Four focuses on the verb "help" followed by an infinitive.
5) Group Five covers verbs followed by a gerund like "dislike going" and "enjoy studying".
The document discusses using the present continuous and "be going to" to talk about future plans and intentions. It provides examples of sentences using these structures correctly and incorrectly. It also discusses using "tell" and "ask" to relay statements and requests to others, including examples of polite ways to do so. The document ends with practice using these structures to relay messages to others.
The document provides information about personal pronouns and the verb "to be" in English. It includes tables of singular and plural pronouns, examples of pronouns replacing nouns in sentences, practice identifying pronouns, conjugations of the verb "to be" in affirmative, negative and question forms, and examples of short answers to yes/no questions.
The document discusses the simple present tense, including:
- How to identify it based on use of regular verb forms like "get" and "clean" rather than past or past participle forms.
- Rules for adding "-s" or "-es" to verbs based on subject ("she" gets an "-s").
- Uses of the simple present tense including habitual actions, general truths, and timetables.
- Nominal patterns involving forms of "to be" like "is", "am", and "are" connecting subjects to complements.
This document provides an overview of verb tenses in English through short forms and examples. It defines short forms for subjects, verbs, objects, forms of "to be" and "have", and verb forms. It then provides examples for 12 tenses - simple present, past, and future, present/past/future continuous, present/past perfect, future perfect, and present/past perfect continuous. The document concludes by thanking various individuals who provided assistance.
The document provides information and examples about forming sentences in the present simple tense in English. It covers the rules for affirmative, negative, and interrogative sentences using common verbs. Examples are given for the third person singular '-s' conjugation as well as irregular verbs. Exercises are included for learners to practice forming sentences in the present simple tense.
The document provides examples and explanations of using statements with the verb "be", possessive adjectives, and wh-questions with the verb "be" in English. It includes examples such as "I'm from Mexico" and "What's your name?". The document also discusses word order in wh-questions and provides exercises for learners to practice the targeted grammar points.
1) The document provides guidance on teaching the present simple tense to students by outlining 10 steps to introduce the key elements of the tense like function, conjugation, affirmative and negative forms, and questions.
2) The steps include introducing actions using examples, explaining daily routines and habits using the first, second, and third person singular forms, and practicing plural forms, negatives, and questions.
3) Providing additional exercises allows students to practice and expand their understanding of the present simple tense in all its forms.
The document provides examples of simple present tense questions and statements in English. It shows yes/no questions using auxiliary verbs like "do" and "does" followed by the subject and main verb. Statements are also given as examples. Wh-questions using auxiliary verbs and changing the word order are demonstrated. Finally, there are exercises asking the reader to fill in blanks with simple present verbs and an exercise matching questions with answers.
This document provides an overview of the present simple and present continuous tenses in English. It discusses:
1. When to use the present simple (for habitual actions or general truths) versus present continuous (for actions happening now).
2. The forms of the present simple and present continuous, including contractions and questions.
3. How to use frequency adverbs like always, usually, and never with the present simple.
4. Rules for adding -s or -es to verbs in the present simple, depending on whether the subject is singular or plural.
5. Examples of non-action verbs that are not used in the present continuous.
6. Forming short answers to yes
This lesson focuses on teaching students the verb "to be" in English. It covers the affirmative, negative, and interrogative forms of the verb in the present simple tense. Examples are provided to demonstrate usage. Students then complete exercises practicing using the verb "to be" in sentences with blank spaces. The conclusion emphasizes the importance of the verb "to be" as the basis of language.
The document discusses the present simple tense in English. It describes two main uses: (1) for repeated or habitual actions, such as habits and schedules, and (2) for facts and generalizations that are typically true. Examples are provided for each use. The tenses are also discussed for the third person singular, including how verbs ending in certain letters are conjugated. Common time expressions that collocate with the present simple are outlined. Activities are suggested for practicing asking and answering questions using the present simple.
This lesson plan focuses on teaching the present indefinite tense to 4th grade students aged 8-10 years old who have a previous knowledge of sentence structure. The 45 minute lesson will begin with brainstorming daily routines, followed by a 20 minute presentation by the teacher on the rules and use of the present indefinite tense. Students will then complete controlled and semi-controlled writing exercises to practice using the tense correctly.
The document provides examples and explanations for using "should" and "have to" to express obligations or recommendations. It discusses:
- Using "should" to suggest something is a good idea or the right thing to do (e.g. "You should watch less TV") or not a good idea ("You shouldn't eat so much").
- Using "have to" to express something is necessary or obligatory (e.g. "I have to take medicine").
- Using "had to" for past obligations (e.g. "I had to go to the dentist yesterday").
Database population in Odoo 18 - Odoo slidesCeline George
?
In this slide, we¡¯ll discuss the database population in Odoo 18. In Odoo, performance analysis of the source code is more important. Database population is one of the methods used to analyze the performance of our code.
APM People Interest Network Conference 2025
- Autonomy, Teams and Tension
- Oliver Randall & David Bovis
- Own Your Autonomy
Oliver Randall
Consultant, Tribe365
Oliver is a career project professional since 2011 and started volunteering with APM in 2016 and has since chaired the People Interest Network and the North East Regional Network. Oliver has been consulting in culture, leadership and behaviours since 2019 and co-developed HPTM??an off the shelf high performance framework for teams and organisations and is currently working with SAS (Stellenbosch Academy for Sport) developing the culture, leadership and behaviours framework for future elite sportspeople whilst also holding down work as a project manager in the NHS at North Tees and Hartlepool Foundation Trust.
David Bovis
Consultant, Duxinaroe
A Leadership and Culture Change expert, David is the originator of BTFA? and The Dux Model.
With a Masters in Applied Neuroscience from the Institute of Organisational Neuroscience, he is widely regarded as the ¡®Go-To¡¯ expert in the field, recognised as an inspiring keynote speaker and change strategist.
He has an industrial engineering background, majoring in TPS / Lean. David worked his way up from his apprenticeship to earn his seat at the C-suite table. His career spans several industries, including Automotive, Aerospace, Defence, Space, Heavy Industries and Elec-Mech / polymer contract manufacture.
Published in London¡¯s Evening Standard quarterly business supplement, James Caan¡¯s ¡®Your business¡¯ Magazine, ¡®Quality World¡¯, the Lean Management Journal and Cambridge Universities ¡®PMA¡¯, he works as comfortably with leaders from FTSE and Fortune 100 companies as he does owner-managers in SME¡¯s. He is passionate about helping leaders understand the neurological root cause of a high-performance culture and sustainable change, in business.
Session | Own Your Autonomy ¨C The Importance of Autonomy in Project Management
#OwnYourAutonomy is aiming to be a global APM initiative to position everyone to take a more conscious role in their decision making process leading to increased outcomes for everyone and contribute to ¡°a world in which all projects succeed¡±.
We want everyone to join the journey.
#OwnYourAutonomy is the culmination of 3 years of collaborative exploration within the Leadership Focus Group which is part of the APM People Interest Network. The work has been pulled together using the 5 HPTM? Systems and the BTFA neuroscience leadership programme.
https://www.linkedin.com/showcase/apm-people-network/about/
Computer Application in Business (commerce)Sudar Sudar
?
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 software¡¯s, 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 use Init Hooks in Odoo 18 - Odoo ºÝºÝߣsCeline George
?
In this slide, we¡¯ll discuss on how to use Init Hooks in Odoo 18. In Odoo, Init Hooks are essential functions specified as strings in the __init__ file of a module.
Finals 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.
How to Modify Existing Web Pages in Odoo 18Celine George
?
In this slide, we¡¯ll 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.
Mate, a short story by Kate Grenvile.pptxLiny Jenifer
?
A powerpoint presentation on the short story Mate by Kate Greenville. This presentation provides information on Kate Greenville, a character list, plot summary and critical analysis of the short story.
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 APM¡¯s Thames Valley Regional Network and also speaks to members of APM¡¯s 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.
PMO¡¯s 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 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.
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.
How to Configure Flexible Working Schedule in Odoo 18 EmployeeCeline George
?
In this slide, we¡¯ll discuss on how to configure flexible working schedule in Odoo 18 Employee module. In Odoo 18, the Employee module offers powerful tools to configure and manage flexible working schedules tailored to your organization's needs.
11. Do you eat meat? Is meat eaten by you?
I am driving a car. A car is being driven by me.
he has stolen my book. My book has been stolen by him.
She finished work. Work was finished by her.
He was revising his book. His book were being revised by him.
My uncle will pay my tuition fee. My tuition fee will be paid by my uncle.
I had completed the assignment. The assignment had been completed by me.
We shall have done our homework. Our homework shall have been done by us.
I can solve these sums. These sums can be solved by me.
11
12. shut the door. let the door be shut .
please do me a favor. you are requested to do me a favor.
12