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Tag: tubular mascara
Mascara review: MAC Opulash is great and also secretly a TUBEY, PULL-OFF mascara!
Fri, 29 October 2010 9:07AM
And by a "tubey pull-off" mascara, I mean a mascara that requires no makeup remover, just for your lashes to be exposed to warm water (quite simple when a "shower" or "bathroom basin" is available), and for you to gently pull your mascara down off your lashes with your thumb and index fingers, as though… more
34 hairstyles for lazy gals who want to look 10/10 with zero effort
Learn how to do the latest
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I've never been 100% happy with my lip shape. My lips are naturally full and pretty nice if I may say…
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Look what we've got for you, Primpers.
The Latest Perk
Primped Perk's last hurrah
As of February 28th, 2017 PRIMPED will find a new home on women's lifestyle site whimn.com.au. This means we'll be closing PRIMPED Perks but before we do, we want to reward you for your awesomeness and say a big, fat thank you for interacting on PRIMPED over the years. Thanks to Dermalogica, we have 1 x personalised skincare prize pack to give away, valued at $350. This great reward will go to the most active Primper from Tuesday 31st January, 2017 until Tuesday, 21st February 2017 (11.59pm EST) based on the Perks points system. So, what are you waiting for?
About the Brand
DermalogicaWhen Dermalogica meets skin, skin health is redefined. Dermalogica is the number one choice of skin care professionals and consumers worldwide. Why? Because for over 25 years, the brand has been dedicated to delivering skin health results through education, innovation, and professional recommendation, not through sparkly packaging, promises of miracle cures, or overblown hype.


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Important Update: Calorie Count will be shutting down on March 15th. Please click here to read the announcement. Data export is available.
Biazzo Nutrition
Biazzo is a manufacturer of a premium line of all natural ricotta, mozzarella, fresh mozzarella and specialty Italian cheeses. Biazzo currently services customers in four segments, Retail, Foodservice, Food Ingredients, and Co-packers for other Italian Cheese companies.
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link: "//www.loc.gov/pictures/item/13001665/",
url :"//memory.loc.gov/pp/notdig.gif",
alt:'Image from Prints and Photographs Online Catalog -- The Library of Congress'
A survey of English literature, 1780-1830,
- Title: A survey of English literature, 1780-1830, / by Oliver Elton ...
- Creator(s): Elton, Oliver, 1861-1945.,
- Date Created/Published: London, E. Arnold, 1912.
- Medium: 2 v. 23 cm.
- Reproduction Number: ---
- Call Number: PR447 .E5 Pennell (STORED OFF SITE - advance notice needed) [P&P] [General Collections] Copy 1
- Notes:
- LC copy 2 in dust jacket. Has four printed bookmarks/advertisements laid in, two (with ill.) for a series of designs by Walter Crane to benefit the Scottish Widows' Fund and four (one ill.) from Edward Arnold publishing. The illustrated Edward Arnold advertisement is for Germany and the Next War; the others are "New Books of War and Travel" and two for "Mr. Edward Arnold's New Novels." Bookmarks shelved in envelope under same call number as book.
- LC copy 2, v. 1 has inscription to Mr. and Mrs. Pennell from the author, dated 1912.
- LC copy 2 forms part of the personal library materials in the Joseph and Elizabeth Robins Pennell Collection.
- Form AACR2: vj34
- Subjects:
- Bookmark This Record:
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- Rights Advisory: See Rights and Restrictions Information Page
- Reproduction Number: ---
- Call Number: PR447 .E5 Pennell (STORED OFF SITE - advance notice needed) [P&P] [General Collections] Copy 1
- Medium: 2 v. 23 cm.
Rights assessment is your responsibility.
- Call Number: PR447 .E5 Pennell (STORED OFF SITE - advance notice needed) [P&P] [General Collections] Copy 1
- Medium: 2 v. 23 cm.
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|Message view
|« Date » · « Thread »
|« Date » · « Thread »
|Stephen Connolly <stephen.alan.conno...@gmail.com>
|Re: Why Is Maven Ignoring My Local Repo?
|Tue, 15 Apr 2014 08:12:52 GMT
It's not a local repository. It is a local repository cache. There are files there that record where the artifacts were cached *from*. If the artifact is there but the cache file is not or indicates a different source from the allowed sources for your build, then Maven will ignore the artifact in your cache and check the remote sources. On 15 April 2014 02:02, Eric Kolotyluk <firstname.lastname@example.com> wrote: > I seem to keep running into this problem regularly for things not in Maven > Central > > [ERROR] Failed to execute goal org.apache.maven.plugins:maven-site-plugin:3.3:site > (default-site) on project csharp-windows-elevate: Execution default-site of > goal org.apache.maven.plugins:maven-site-plugin:3.3:site failed: Plugin > org.apache.maven.plugins:maven-site-plugin:3.3 or one of its dependencies > could not be resolved: Could not find artifact net.trajano.wagon:wagon-git:jar:1.0.1-SNAPSHOT > in local-nexus (http://localhost:8081/nexus/content/groups/public) -> > [Help 1] > > I can see the artifact in my local repo, but maven somehow feels, because > it cannot find it in my nexus repository, then it does not exist. > > The side problem is, even though nexus can see the artifact in its index, > it refuses to download it. > > Why do maven and nexus work so hard at ignoring artifacts? > > Cheers, Eric > > > --------------------------------------------------------------------- > To unsubscribe, e-mail: email@example.com > For additional commands, e-mail: firstname.lastname@example.com > >
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Have a fissure at 6clock on the left side with a skin tag and now have a fissure in the right side too. Want to know if there is any doctor who does Carbon Dioxide Laser Surgery for Chronic Fissures.
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Doctor Answers (1) on Chronic Anal Fissure
Venkat Raghav
Bangalore | General Physician
INR 250 for 24 hrsCHAT NOW
hey, Include fruits, vegetables, beans, and whole grains in your diet each day. These foods are high in fiber.Drink plenty of fluids.Get some exercise every day.Take a fiber supplement , sitz bath , stool softener also helpful consult surgeon for operative information
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Apps2SD is your personal app manager which brings you a hassle free and very interactive interface to solve this problem by moving/linking all your apps to the SD card.
Device must be Rooted ( How To Root Android )
Download and install directly on your phone
File Type: APK
File Size: 12.6MB
Version: 10.7
Operating System: Android
After Trying It, Please Buy The Original Software.
Support The Developers, They Deserved It.
Download Links
Download Here APK : 39MB


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THE PROGNOSIS for patients with renal carcinoma is uncertain. Several studies indicate that only 18% to 23% survive ten years after nephrectomy.1-3 Approximately 37% have metastases, and in 41% the primary tumor is nonresectable at the time of first examination.4 Yet instances of slow development of renal carcinoma,5,6 regression of the primary tumor,7 and even disappearance of distant metastases do occur.8-12 Occasionally metastases appear many years after nephrectomy,13-21 which makes their relation to the primary tumor questionable. The following report is, we believe, of the longest known interval between nephrectomy and well-documented recurrence of renal carcinoma.
Report of Case
An asymptomatic 66-year-old white woman was found during routine physical examination to have a mass in the right upper quadrant of the abdomen and was admitted to the hospital for diagnostic study. She had undergone transabdominal right nephrectomy for renal carcinoma 31 years previously. After
KRADJIAN RM, BENNINGTON JL. Renal Carcinoma Recurrent 31 Years After Nephrectomy. Arch Surg. 1965;90(2):192-195. doi:10.1001/archsurg.1965.01320080016004
© 2017


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web services, Internet Standards
Espial® BML Browser (based on WebKit) is a rendering engine software development kit designed to handle the unique characteristics of the Broadcast Markup Language (BML). Espial BML Browser's technology is built on the Espial Portability Engine and is portable across devices which allows it to support a wide range of market segments. It is an ideal platform for enabling media and information convergence in digital TV, GUIs and web browsing for your cell phone line and dynamic information feeds for your smart Internet device.
In 2003, the Association of Radio Industries and Businesses (ARIB) specified use of BML for content that enhances digital broadcast television (ISDB in Japan). BML supports including additional program related information for the viewer. The scope of this markup language is not limited to TV - there is work underway to bring this revolutionary new approach to program delivery to the mobile and smart devices industries.
Print this page
Espial TV Browser has been commercially deployed across a wide range of market segments and device categories including.
International - support double-byte characters and right-to-left characters, as well as an input method framework.
Applications can be optimized for low-end resource-constrained devices and extended for more powerful devices.
Open SDK and API - extend scripting to expose device capabilities to 3rd party content developers.
With support for broadcast, IPTV and hybrid managed services, the Espial Media Services Platform allows Managed Video Providers to incrementally expand their services without having to wait for network expansion or evolution.
Regional user-interfaces, languages, channel line-ups, on-demand content and program guide information.
Support tens of thousands of on-demand asset descriptions.
Espial MediaBase is a high performance on-demand video platform on COTS hardware for the management, delivery and streaming of video content to any screen.
Multiscreen Service Enablement – provides a full range of capture and ingest services including VOD, Timeshift TV, Remote Storage DVR and Network PVR.
It offers an advanced suite of TV applications: Electronic Program Guide; High-Definition User Interface; Video on Demand; Pay-Per-View; Portal; Settings; Digital Video Recorder and Whole-Home DVR; Caller ID and a WebKit Browser.
Using a rich, standards-based authoring environment, operators can customize, brand and extend their services to deliver a differentiated experience unified across new and old devices.
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Jobs in Nancemellin
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Staff Nurse - RGN / RMN / RNLD - Nursing Home
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Toy Boat
by KellyBC, published
Thing Apps Enabled
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If you print this Thing and display it in public proudly give attribution by printing and displaying this tag.Print Thing Tag
Thing Statistics
This is a simple toy boat with some detail, but not very much. I am printing one for my 7 month old son, well actually it is for his room. Made in SolidWorks.
If you print this one without scaling, it would be about 10 inches long so you may want to scale it down before printing. I will upload a picture of the printed model when I have it done.
I made a 1/4 scale print on a uPrint. I left the bottom of the boat in the xy plane and printed with a layer thickness of 0.010 inches, with a low density infill. I have some banding on the deck of the boat, but the model printed in about 25 minutes with no problems.
*This is an iPhone picture, maybe I can get a better picture up later. :)
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Kiri:Moto is an integrated cloud-based slicer and tool-path generator for 3D Printing, CAM / CNC and Laser cutting. *** 3D printing mode provides model slicing and GCode output using built-in...App Info Launch App
With 3D Slash, you can edit 3d models like a stonecutter. A unique interface: as fun as a building game! The perfect tool for non-designers and children to create in 3D.App Info Launch App
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Could you upload the sourcefile?
Sure thing. It is a Solidworks part file (SLDPRT). I hope that helps.
Downloading Files...
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Toy Boat by KellyBC is licensed under the Creative Commons - Attribution - Share Alike license.
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|Property type
|Minimum Stay
|2 nights
This is a unique home. Tastefully decorated by an artistic owner and located on a knoll overlooking the Cochise Stronghold and thirty minutes from the Geronimo surrender site and the Mexican border.
The owner feeds the many bird species that grace her deck. This is a quiet home perfect for birders, readers and guests needing a quiet rest from the busy life of the city.
The home sits on the edge of historic Tombstone, and fifteen minutes from the copper town of Bisbee. A beautiful drive through the wine country will take you to the historic community of Patagonia , Arizona.
This was our second time staying at this adorable little house in Tombstone, Arizona and we could not love it any more!!! It is quaint, charming, cozy, very welcoming and very private!!! The views are stunning and everything you could need is at your finger tips inside the house. A well stocked kitchen makes whipping up meals a breeze and the claw tub in the bathroom gives the home a real "old west" feel. It a perfect place to relax and unwind. The house is a short walk or drive to town (we have done both). The owner is an absolute delight to work with!!! The only issue we have is that the road to the house is a dirt road and it is rough, especially on a motorcycle. If you are traveling in a vehicle, it wold not be quite as bad but you still need to take it slow. We highly recommend this home!!! Perfect for two!!!!
Fantastic place to stay in Tombstone. Very quiet and peaceful and the town is only a few minutes away. Very comfortable house with everything that you need. Had an awesome time (too good!).
We enjoyed the quiet and beauty of the adobe cottage. It was our little private oasis, enough away from things, yet close. We enjoyed the views, the stars and the peaceful setting. It made our trip memories extra special to remember this unique place.
My husband, my baby and me went there last week-end and it was great.
From the patio, we could watch javelinas, deers and rabbits. It was so quiet and calm.
The perfect place to rest or to visit Tombstone and Bisbee.
Tess is a great owner. She was honest and told us the place was not really appropriate for older child but for a couple or a couple with baby it is perfectly fine. We loved it ! Thank you Tess
Ein wundervolles Haus ! Mit viel Liebe und Geschmack eingerichtet. Es ist alles vor Ort was man benötigt.
|Rental Period
|Minimum Price
|Additional Nights
|Weekend Night
|Monthly *
|Event Price
My Standard Rate
2 night minimum stay
for 2 nights
|Refundable Damage Deposit
|Tax Rate
guest must call owner to obtain combination to keys
* Approximate monthly price. Actual pricing will depend on the days of the month you stay.


text:
Occupational Health and Safety CMS (Wordpress customisation)
- Status Closed
- Budget N/A
- Total Bids 37
Project Description
Hi Freelancers,
I'm after a talented developer/team of developers with excellent communications skills willing to work on detailed Occupational Health and Safety Content Management system using Wordpress as the underlying CMS. This will need to be collaborative in terms of the graphics and branding. I have broken down the key functionality requirements below. This project is for a successfully delivered OHS CMS system. Qualtiy, usability and reliability are must and am willing to pay to achieve this outcome.
Quick of requirements:
-custom database, e-commerce cart, user sign-in, ability to upload files to user context from device, ability to
export data from us context in xls format, simple forms/drop-drop downs
- Sign on glass functionality for Occupational Health and Safety forms across platforms including mobile (Andriod/Windows/IOS)
- Scalability for future modules (i.e video based training, instant message interactivity for helpdesk, possible integration to messaging platform (SMS, email, social media integration))
- WordPress as base CMS engine to then customise
- Functional and easy to use interface
- user database needs to be encryted/secure
I will be able to supply the safety forms in PDF that will be used to fill the fields to form the database schema. The system needs to be flexible to display correctly across all platforms also. No flash required, HTML5 prefered.
I have also attached files from a sample idea only, this is not to be copied, but gives an idea of OHS system for budgetary purposes. The job will be to complete the CMS to deliever one successful OHS system with the above functionality. Successful bidder can also expect to be hired for further site development if we are impressed. Please feel free to ask any questions to assist with your bid also.
Please include the time frame that you expect to complete the OHS CMS as part of your bid. Please also include reference CMS systems that you have developed.Get free quotes for a project like this
Skills Required
Looking to make some money?
- Set your budget and the timeframe
- Outline your proposal
- Get paid for your work
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Published byTaylor Waters Modified over 2 years ago
Betsy Peisach and Pat Hemler Maryland Public Television
Free! Funded through the National Science Foundation Part of the National Service for Distributed Learning Elementary math focus with emphasis on supporting K-5 math specialists
The Math Drexel University International Society for Technology in Education ICF Macro International
To support elementary educators with the knowledge and instructional resources they need to teach math effectively and build a strong foundation of mathematical knowledge in students.
Algebraic Thinking Basic Operations Data and Statistics Decimals Discrete Mathematics Fractions Geometry Logic and Foundations Mathematics History Measurement Number Sense Probability
Illuminations and NCTM – lessons, applets Annenberg learner – courses, videos, … Teaching Channel – videos Inside Mathematics – PD videos and more Doing What Works – PD videos and more Millenium Mathematics Project (NRICH) – articles, problems, suggestions, and more
Shodor – Java applets Math Drexel – Ask Dr. Math, PoWs… National Library of Virtual Manipulatives Thinking Blocks (Math Playground) Edutopia – videos, articles, etc. Geogebra – Java-based software with applets Core Challenge – learning objects
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News story
Simon Burns thanked for 'hard work and leadership'
This news article was published under the 2010 to 2015 Conservative and Liberal Democrat coalition government
Secretary of State for Transport Patrick McLoughlin statement.
Following the announcement by Simon Burns that he would be leaving the department Transport Secretary Patrick McLoughlin said:
I'd like to thank Simon for his hard work, support and leadership during his time at the department. He has been instrumental in driving forward progress on HS2. He has also worked tirelessly to put the department's rail franchise programme on track, ensuring it delivers value for money for the tax-payer and supports the ongoing multi-billion pound investment in our railways.


text: Our Board: Warren E. Holtsberg Chairman of UI LABS Co-Head of Portfolio Management, The Tokarz Group Advisers LLC, and a member of the Board of Directors of MVC Capital, Inc. Holtsberg founded Motorola Ventures, the venture capital and private equity investment arm of Motorola, Inc. and serves on the boards of the Chicagoland Entrepreneurial Center, the Big Shoulders Fund, and Illinois Ventures, a University of Illinois-focused venture capital, seed fund, and high technology incubator. Victor (Vic) R. Abate Senior Vice President and Chief Technology Officer of GE Global Research In his previous role, Abate served as President & CEO of Power Generation for GE Power & Water, overseeing worldwide operations of GE's Heavy-Duty Gas Turbine, Steam Turbine, Generator and Controls businesses. From 2005 to 2013, Abate was President & CEO of GE's Renewable Energy business, one of the world's leading suppliers of renewable energy technology. Abate began his GE career in 1990 and has held several management roles in engineering, services, production, and quality. Henry S. Bienen President Emeritus of Northwestern University He is the President of the Poetry Foundation, an independent literary organization committed to a vigorous presence for poetry in our culture. Bienen currently chairs the Academic Council of Rasmussen College and the Advisory Council for Vistria, a private equity firm in Chicago. He also serves on the boards of The Chicago Council on Global Affairs, Ryan Specialty Group, and Grosvenor Capital Management. He is a former member of the Board of the Chicago Public Schools and of Argonne National Laboratory's Board of Governors. Caralynn Nowinski Collens Chief Executive Officer of UI LABS Prior to UI LABS, Dr. Nowinski Collens was Associate Vice President for Innovation & Economic Development at the University of Illinois. She spent her early career in venture capital and corporate finance, primarily focused on technology-based university spin-outs. As a graduate student, she co-founded SanoGene Therapeutics, an early-stage biotechnology company, where, as CEO, she led the company's spin-out from the University of Illinois and raised a strategic equity investment. She serves on the board of Imerman Angels and is a member of ChicagoNEXT and the Illinois Innovation & Competitiveness Council. Ivo H. Daalder President of The Chicago Council on Global Affairs Prior to joining the Council, Daalder served as the Ambassador to the North Atlantic Treaty Organization for more than four years. Daalder also served on the National Security Council staff as director for European Affairs from 1995-97. Before his appointment as Ambassador to NATO by President Obama in 2009, Daalder was a senior fellow in foreign policy studies at the Brookings Institution. He is the author of several books and a regular commentator on international affairs in print and on television and radio. Eric D. Isaacs Provost of The University of Chicago and a Professor in the Department of Physics, the James Franck Institute, and the College The former Director of Argonne National Laboratory, Dr. Isaacs has also served as the Founding Director of Argonne's Center for Nanoscale Materials and as Deputy Laboratory Director for Programs. He currently sits on the Board of Governors of UChicago Argonne, LLC and on the board of the Marine Biological Laboratory. Dan'l Lewin Corporate Vice President of Technology and Civic Engagement at Microsoft Corporation Lewin leads the company's work in technology and civic engagement, including campaign technologies, environmental sustainability, policy-oriented academic outreach, and university relations. He reports to Microsoft President Brad Smith and also has executive and site responsibility for the company's operations in Silicon Valley. Lewin serves on the boards of the Silicon Valley Community Foundation, World Business Chicago, the UC Davis Energy Efficiency Center, Advanced Energy Economy, and the Tech Museum of Innovation. Roger L. Plummer Retired Executive Vice President, International Engineering Consortium, and retired President and CEO, Ameritech Information Systems and Custom Business Services Plummer is Chairman of the University of Illinois Foundation, a former member of the University of Illinois Board of Trustees, and currently sits of the Board of Trustees of DePaul University. In addition to those former responsibilities, he is the Founding Chair and a current member of the Advisory Board of Rush Hospital Neurobehavioral Center and sits on the Board of Trustees of WTTW. Anne R. Pramaggiore President and Chief Executive Officer of ComEd Pramaggiore is the first woman to hold the post of President and CEO at the electric utility. Prior to her appointment as CEO, Pramaggiore was appointed ComEd's COO, responsible for overseeing day-to-day operations on the electric grid and in customer operations. Pramaggiore serves as a board member of the Chicago Federal Reserve Board, Motorola Solutions, Inc., Babcock and Wilcox Enterprises, and several civic and community organizations. Girish Rishi Executive Vice President, North America, and Global Retail Solutions at Tyco Girish Rishi is Chief Executive Officer of JDA Software. Rishi joined JDA in January 2017 from Tyco International, where he was responsible for the firm's global retail solutions business and North America building automation business. Previously, Rishi oversaw product development for the Enterprise division of Motorola Solutions and was instrumental in the sale of the business to Zebra Technologies. He has also held positions in early-stage, high-growth companies, including at Symbol Technologies, where he led the Europe, Middle East, and Africa theater. Rishi currently serves as a board member of Digi International (NASDAQ: DGII), a member of the board of regents at the University of Hartford, and an advisory board member at Stony Brook University's Center of Excellence in Wireless and Information Technology. Lawrence B. Schook Vice President of Research for the three campuses of the University of Illinois Dr. Schook is an Edward William and Jane Marr Gutgsell Professor and previously served as the Director of the Division of Biomedical Sciences. He holds appointments as Professor of Animal Sciences, Bioengineering, Pathobiology, Nutritional Sciences, Pathology, and Surgery, and sits on the Board of Managers of the Argonne and Fermi National Laboratories. Pedro E. Suarez President of Dow USA Beginning his Dow career in Brazil in 1979, Suarez has driven technical, sales and marketing, and operational efforts, as well as new business developments, mergers and acquisitions, and joint ventures for Dow worldwide. He has successfully held senior leadership roles globally for the company in several countries, including the United States, Switzerland, Spain, Argentina, and Brazil. Suarez has served on boards of industry, country/city chambers, corporate citizenship coalitions, and leadership development think tanks. He currently serves on the CHS International Division Advisory Board. Mark Tebbe Chairman of ChicagoNEXT, and Adjunct Professor and Entrepreneur-in-Residence at the University of Chicago Booth School of Business Tebbe brings more than 25 years of successful entrepreneurial and startup experience that has included the founding of two NASDAQ-listed publicly traded corporations, as well as direct involvement in numerous startup and high-growth companies. He is involved with organizations that include the Field Museum of Chicago, The Economic Club of Chicago, the Aspen Institute, Chicago Entrepreneur Council, and 1871. Mike S. Zafirovski Executive Advisor to Blackstone and member of the Board of Directors of three Blackstone portfolio companies Zafirovski is Founder and President of The Zaf Group. He has previously served as President and CEO of Nortel; President and COO of Motorola; and President and CEO of five GE businesses. Zafirovski currently serves on the Board of Directors of Boeing and Stericycle.


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Town Square
City on a hill
Original post made on Sep 17, 2010
Read the full story here Web Link posted Thursday, September 16, 2010, 11:07 AM
Comments (1)
a resident of Woodside: Emerald Hills
on Sep 17, 2010 at 10:10 am
These things really loom over the freeway. Pokes me in the eye every time I drive by.
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Where are you now and what can you see?
I'm in my house [in East London] looking out to the back garden. I can see overgrown vines and a tree.
What are you currently reading?
I've just finished reading David Foster Wallace's 'The Pale King'. It was abundantly clear to me that it was unfinished. I felt he was not the kind of writer who would've wanted anything to be read while it was imperfect. JM Coetzee's 'Disgrace', which I'm now reading, is very direct and satisfying.
Choose a favourite author, and say why you like her/him
It changes every few weeks, but I'm going to go with Don DeLillo. He's written my favourite book – 'White Noise'. He has a perfect balance between fantastically funny and winningly flawed characters, and he has profound things to say about American culture, death, technology.
Describe the room where you usually write
It's an office made up of disused tube carriages lifted on top of a warehouse. The view is fantastic – 360 degrees, but I'm thankful my desk faces a brick wall or I'd get distracted.
What are your readers like when you meet them?
When I wrote 'Submarine', I thought it would be a book for people of my age (20s), but there were people a lot older and a lot younger.
What distracts you from writing?
The internet. The problem is that you can always call it research; I will look up something relevant and get lost in the world of endless hyperlinks.
Which fictional character most resembles you?
There are some characters which feel open to being projected upon, in the work of Camus and Kafka, for example. I don't exactly see myself in them but I like characters with a lot of blanks, filled in by yourself.
Who is your hero/heroine from outside literature?
David Lynch. If I can't deconstruct the reasons why I enjoy something, I'm that much more taken by it. The Lynchian aesthetic is really unique. He is uncopiable.
Joe Dunthorne's latest novel, 'Wild Abandon', is published by Hamish Hamilton
- More about:
- Authors
- Cargo Handling And Warehousing
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text:
منتديات بيرق الحق الاسلامية
السلام عليكم ورحمة الله وبركاته يا*** واهلا وسهلا فيك نورت المنتدى***
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مواضيع متنوعة
How to Guides on Teaching the Tenses
كاتب الموضوع
البيرق الاخضر
المشرف العام
البطاقة البيرقية
الجنسية: فلسطيني
موضوع: How to Guides on Teaching the Tenses
الثلاثاء سبتمبر 11, 2012 10:31 pm
How to Guides on Teaching the Tenses
By Kenneth Beare
One of the main tasks in any grammar class is teaching tenses. For many students, the tenses are especially challenging because their native language may lack a focus on the time aspect of tenses that is so prevalent in English. These guides have been designed to help teachers introduce each tense, as well as provide pointers to resources that you can print out and use in class.
How to Teach the Present Simple
Teaching the present simple tense is one of the first, and most important tasks when teaching beginners. It's a good idea to teach the present simple of the verb 'to be' to begin with, and introduce simple adjectives to help students expand their understanding of the verb 'to be'. After English learners are comfortable with the present and past forms of the verb 'to be', teaching the present simple and past simple will be much easier.
Introducing the Present Simple
Start by Modeling the Present Simple
Most English learners are false beginners. In other words, they have already studied English at some point. Begin teaching the present simple by stating some of your routines:
I get up at six thirty in the morning.
I teach at the Portland English School.
I have lunch at one o'clock.
Students will recognize most of these verbs. Model some questions for the students as well. At this point, it's a good idea to ask yourself a question and provide the answer.
When do you have dinner? - I have dinner at six o'clock.
When do you come to school? - I come to school at two o'clock.
Where do you live? - I live in Portland.
Continue by asking students the same questions. Students will be able to follow your lead and answer appropriately.
Introduce Third Person - S
Once the students are comfortable speaking about their own basic daily activities, introduce the third person singular for 'he' and 'she' which will prove the most difficult for students. Again, model the present simple third person 's' for the students.
When does Mary have dinner? - She has dinner at six o'clock.
When does John come to school? - I comes to school at two o'clock.
Where does she live? - I lives in Portland.
Ask each student a question and ask another for a reply, creating a chain of questions and answers changing from 'you' to 'he' and 'she'. This will help students memorize this crucial difference.
Where do you live? - (Student) I live in Portland.
Where does he live? - (Student) He lives in Portland.
Finally, introduce the negative form of the present simple in the same manner as above. Remember to continually model the form to the students and immediately encourage a similar answer.
Does Anne live in Seattle? - No, she doesn't live in Seattle. She lives in Portland.
Do you study French? - No, you don't study French. You study English.
Practicing the Present Simple
Explaining the Present Simple on the Board
Students will now recognize the present simple tense and be able to respond to simple questions. It's time to introduce the grammar. Use a present simple tense timeline on the board to stress the fact that this tense is used to express routines. I also like to use simple charts showing the underlying structure of this tense.
Comprehension Activities
Once you have introduced the tense, and used the whiteboard to explain forms, continue teaching the present simple tense through activities which use the present simple in context. I suggest thisreading comprehension about daily routines, or this interview listening comprehension.
Continued Activity Practice
Students have learned to recognize the present simple, as well as understand the form in comprehension activities. It's time to continue by having students use the present simple to describe their own lives in both spoken and written form. This detailed lesson on daily routines will help you continue the practice.
Expected Problems
Here are most common challenges for students when using the present simple:
Confusing with the present continuous for actions occurring at the moment of speaking.
Use of 's' in the third person.
Auxiliary verb usage in the question and negative form, but NOT in the positive form.
Placement of adverbs of frequency.
عدل سابقا من قبل البيرق الاخضر في الثلاثاء سبتمبر 11, 2012 11:36 pm عدل 1 مرات
البيرق الاخضر
المشرف العام
البطاقة البيرقية
الجنسية: فلسطيني
موضوع: رد: How to Guides on Teaching the Tenses
الثلاثاء سبتمبر 11, 2012 10:54 pm
How to Teach the Present Continuous
Teaching the present continuous usually takes place after the present, past and future simple forms have been introduced. However, many books and curricula choose to introduce the present continuous once the present simple has been taught. Personally, I find this can be confusing as students can have difficulties understanding the subtlety of something that has happens as a routine, and action that takes places at the moment of speaking. Add to this the fact that continuous forms are not used with stative verbs, and you might find students confused. In any case, as with other tenses, it's important to provide as much context as possible by using appropriate time expressions such as now, at the moment, currently, etc. when introducing the present continuous form. The use of the present continuous to express future scheduled events is best left for intermediate level classes.
Introducing the Present Continuous
Start by Modeling the Present Continuous
Begin teaching the present continuous by speaking about what is happening in the classroom at the moment of introduction. Once students recognized this usage, extend to other things you know are happening now. This can include simple facts such as The sun is shining at the moment. We're learning English at the moment. etc. Make sure to mix it up by using a number of different subjects.
I'm teaching the present continuous right now.
My wife is working in her office at the moment.
Those boys are playing tennis over there.
Choose a magazine or web page with lots of activity, go through a number of pages and ask students questions based on the photo.
What are they doing now?
What is she holding in her hand?
Which sport are they playing?
To teach the negative form, use the magazine or web pages to ask yes / no questions focusing on eliciting a negative response. You may want to model a few examples before asking students.
Is she playing tennis? - No, she isn't playing tennis. She's playing golf.
Is he wearing shoes? - No, he's wearing boots.
(Asking students) Are they eating lunch?
Is she driving a car?
Once students have practiced a few rounds of questions, distribute magazines or other pictures around the classroom and ask students to grill each other on what is happening at the moment.
Practicing the Present Continuous
Explaining the Present Continuous on the Board
Use a present continuous timeline to illustrate the fact that the present continuous is used to express what is happening at the moment. If you feel comfortable that the level of the class, introduce the idea that the present continuous can be used to speak about what is happening around the present moment in time. It's a good idea at this point to contrast the present continuous auxiliary verb 'to be' with other auxiliary verbs, pointing out that 'ing' must be added to the verb in the present continuous form.
Comprehension Activities
Comprehension activities such as using photos in magazines will help with the present continuous. Present continuous dialogues can also help illustrate the form. Present continuous worksheets will help tie in the form with appropriate time expressions. Review quizzes contrasting present simple with the present continuous will also help.
Continued Activity Practice
It's a good idea to compare and contrast the present continuous with the present simple form once students have understood the difference. Using the present continuous for other purposes such as discussing present projects at work or speaking about future scheduled meetings will help students become familiar with other uses of the present continuous form.
Challenges with the Present Continuous
The greatest challenge with the present continuous is understanding the difference between a routine action (present simple), and an activity occurring at the moment. It's quite common for students to use the present continuous to speak about daily habits once they've learned the form, so comparing the two forms early on will help students understand the differences. Finally, students might also have difficulties understanding that stative verbs may not be used with continuous forms.
البيرق الاخضر
المشرف العام
البطاقة البيرقية
الجنسية: فلسطيني
موضوع: رد: How to Guides on Teaching the Tenses
الثلاثاء سبتمبر 11, 2012 11:01 pm
How to Teach the Present Perfect
The present perfect is one of the most difficult tenses to learn for Students. Teaching the present perfect effectively involves making sure students understand that the present perfect in English is always connected in some way to the present moment in time. Many languages including French, German, Spanish and Italian use the present perfect for past events. The present perfect in English covers what happens from a past moment to the present moment in time. Establishing this connection in students' minds early will help students avoid mistakes. It helps to divide usage into three major areas:
1) From the past until now: I've lived in New York for twenty years.
2) Life experience: I've visited every state in the country.
3) Recent past events that influence the present moment: I've just had lunch.
Introducing the Present Perfect
Start by Speaking about Your Experiences
Introduce the present perfect by providing three short situations One about life experiences, one speaking about some things that started in the past and continue into the present. Finally, also illustrate the present perfect for events that influence the present moment in time. Speak about yourself, your family or your friends.
Life Experience
I've visited many countries in Europe. I've been to Germany and France a few times. My wife has also been in Europe quite a lot. However, our daughter has never visited.
Past to Present
My friend Tom has a number of hobbies. He's played chess for more than fifteen years. He's surfed since he was a little boy, and he's practiced the art of the Japanese tea ceremony since September.
Recent Events that Influence the Present
Where's Pete? I think he's gone to lunch, but he's been away for about ten minutes. I know he's been to the bank this afternoon so he's probably decided he needs a nice meal.
Ask students about the differences in these forms. Once the differences have been understood, return to your short scenarios and ask students related questions using the present perfect.
Life Experience
I've visited many countries in Europe. Which countries have you visited? Have you ever been to XYZ?
Past to Present
My friend Tom has a number of hobbies. He's played chess for more than fifteen years. Which hobbies do you have? How long have you done them?
Recent Events that Influence the Present
What have we just studied? Have you understood the form?
Practicing the Present Perfect
Explaining the Present Perfect
Using the verbs you've introduced, quickly ask students the infinitive form for each verb. (i.e. "Which verb is gone? - go, Which verb is bought? - buy, etc."). After having studied the past simple, students should recognize that many past verbs in '-ed' whereas others have irregular forms. Introduce the past participle form use in the present perfect. It's a good idea to provide an irregular verb sheet for future reference.
Use three timelines showing the differences between usages: life experience, past to present, and recent events.
At this point in the curriculum, students should easily be able to switch between positive, negative and question forms. However, it's important to point out that questions in the present perfect are most often formed with "How long" for past to present usage, and "Have you ever..?" for life experiences. Finally, for present perfect that affects the present moment, it's important that students understand the differences between the time expressions 'just', 'yet' and 'already' as well as 'for' and 'since' for past to present.
Comprehension Activities
Each of these uses of the present perfect can be practiced through present perfect role plays and reading comprehension activities. It's also a good idea to compare and contrast time expressions used for the present perfect and past simple. Present perfect worksheets and quizzes focusing on differences asking students to choose between the present perfect or the past simple will also help. To practice switching between the present perfect and the simple past practice short conversations with "Have you ever...?" followed by a question asking for specifics with 'when', or 'where'.
Have you ever been to France? - Yes, I have.
When did you go there?
Have you bought a car? - Yes, I have
When did you buy one?
Challenges with the Present Perfect
Common challenges with the present perfect include:
Use of present perfect for events that happened in the past
Switching between present perfect and past simple fluidly
Use of 'yet' and 'already' in questions, negative and positive forms
Use of 'since' with dates and 'for' with periods of time
البيرق الاخضر
المشرف العام
البطاقة البيرقية
الجنسية: فلسطيني
موضوع: رد: How to Guides on Teaching the Tenses
الثلاثاء سبتمبر 11, 2012 11:20 pm
How to Teach Present Perfect Continuous
The present perfect continuous form is often confused with the present perfect. Indeed, there are many instances in which the present perfect continuous can be used as well as the present perfect. For example:
I've worked here for twenty years. OR I've been working here for twenty years.
I've played tennis for twelve years. OR I've been playing tennis for twelve years.
The main emphasis in the present perfect
continuous is on expressing how long the current activity has been happening. It's best to stress that the present perfect continuous form is used for shorter periods of time to express how long that particular action has been taking place.
I've been writing for thirty minutes.
She's been studying since two o'clock.
In this manner, you'll help students understand that the present perfect continuous is used to express the length of a current action. Compare this to cumulative length for which we tend to use the present perfect, although the present perfect continuous can be used.
Introducing the Present Perfect Continuous
Start by Speaking about the Length of Current Actions
Introduce the present perfect continuous by asking students how long they've been studying in the current class on that day. Extend this to other activities. It's a good idea to use a magazine with photos and ask questions about how long the person in the photo has been doing a particular activity.
Length of Current Activity
Here's an interesting photo. What's the person doing? How long has the person been doing XYZ?
What about this one? He looks like he's getting ready for a party. I wonder if you can tell me how long he's been getting ready for the party.
Result of Activity
Another important use of the present perfect continuous is to explain what has been happening that has caused a present result. Stating results and asking questions are effective in teaching this use of the form.
His hands are dirty! What has he been doing?
You're all wet! What have you been doing?
He's tired. Has he been studying for a long time?
Practicing the Present Perfect Continuous
Explaining the Present Perfect Continuous on the Board
Use a timeline to illustrate the two principal uses of the present perfect continuous. With such a long string of helping verbs, the present perfect continuous can be a bit confusing. Make sure that students understand the construction by providing a structural chart like the one below:
Subject + have + been + verb(ing) + objects
He has been working for three hours.
We haven't been studying for long.
Repeat for the negative and interrogative forms as well. Make sure students understand that the verb 'have' is conjugated. Point out that questions are formed with "How long ..." for length of activity, and "What have you ..." for explanations of current results.
How long have you been sitting there?.
What have you been eating?
Comprehension Activities
It's a good idea to compare and contrast both the present perfect and present perfect continuous when first teaching this tense. At this point in their studies, students should be able to handle working with two related tenses. Use lessons that focus on the differences to help them distinguish usage. Quizzes testing present perfect or perfect continuous use also help students become familiar with the two tenses. Present perfect and continuous dialogues can also help with practicing the differences. Also make sure to review non-continuous or stative verbs with students.
Challenges with the Present Perfect Continuous
The main challenge students will face with the present perfect continuous is understanding that this form is used to focus on shorter lengths of time. I find it's a good idea to use a common verb such as 'teach' to illustrate the difference. For example:
I've taught English for many years. Today, I've been teaching for two hours.
Finally, students may still have difficulties with the use of 'for' and 'since' as time expressions with this tense.
البيرق الاخضر
المشرف العام
البطاقة البيرقية
الجنسية: فلسطيني
موضوع: رد: How to Guides on Teaching the Tenses
الثلاثاء سبتمبر 11, 2012 11:25 pm
How to Teach the Future
Teaching the future in English is relatively simple in the beginning. Students understand the future with 'will' and learn the form quickly. However, the problems begin when discussing the future with 'going to'. The key issue is that the future with 'going to' is logically a better fit when speaking about the future. The future with 'going to' tells us about our plans, whereas the future with 'will' is mainly used to discuss reactions that occur at the moment of speaking and speculation about the future. Of course, there are other uses, but this main issue leads to a lot of confusion amongst students. Choosing when to introduce the future with 'will' and 'going to' carefully can make all the difference in comprehension. I choose to delay introducing these forms until students are comfortable with the present simple and present continuous, as well as the past simple (and, possibly, continuous) forms. This ensures that students are comfortable with the idea of a variety of auxiliary verbs and will be able to switch between these two future tenses with more ease.
Introducing the Future
Start by Speaking about Plans and Hopes
To help students become familiar with both forms, discuss your future plans as well as your thoughts about the future. This will ensure that you use both the future with 'will' and 'going to'. If you are teaching beginning level students, separating the two forms will help students understand the difference. If your students are intermediate level, mixing the forms can assist in teaching the fluidity between the forms in everyday usage.
I have some predictions for next year. I think that you will all speak better English at the end of this course! I'm sure I will have a vacation. However, I don't know where. I'll probably visit my parents in Seattle in the summer, and my wife will ...
Next year, I'm going to take up the guitar. It will probably be very difficult for me, but I love music. My wife and are going to fly to New York in September to visit some friends. While we're in New York, the weather will probably be good...
In both cases, ask students to explain the function or purpose of the different forms. Help students understand that the future with 'will' is used for making predictions, or what you think will happen. The future with 'going to', on the other hand, is used to state future intentions and plans.
Future with 'Will' for Reactions
Introduce the future with 'will' for reactions by demonstrating various scenarios that call for reactions:
John is hungry. Oh, I'll make him a sandwich
Look it's raining outside. OK, I'll take my umbrella.
Peter doesn't understand the grammar. I'll help him with the exercise.
Practicing Future Forms
Explaining Future Forms on the Board
Use a future with 'will' for promises and predictions timeline to illustrate the future used for speculating about the future. Contrast this timeline with future with 'going to' for intentions and plans timeline to illustrate the difference between the two forms. Write positive sentences of both forms on the board and ask students to change the sentences into both questions and negative forms. Point out that 'will not' becomes 'won't' in most every day use.
Comprehension Activities
Comprehension activities focusing on specific functions will help cement the understanding in differences between these two forms. For examples, a reading comprehension on the weather can help students use the future with 'will. This can be contrasted with a listening comprehension discussing future plans with 'going to'. More extended dialogues and reading comprehensions can be used to mix the forms once students understand the differences between the forms. Quizzes asking to choose between future with 'will' or 'going to' also help to solidify understanding.
Challenges with the Future
As discussed above, the main challenge is in distinguishing between what is planned (going to) and what is a reaction or speculative (will). Add to that the fact that many native speakers mix the forms themselves, and you have a recipe for trouble. I find it helpful to boil teaching down to two questions:
Was a decision made about this statement BEFORE the moment of speaking? -> If yes, use 'going to'
Are you thinking about future possibilities? -> If yes, use 'will'
Is this a reaction to what someone has said or done? -> If yes, use 'will'
Not all uses of these two forms can be answered with these simple questions. However, raising students' consciousness of this key points will help them become more accurate in their use of these two future forms.
البيرق الاخضر
المشرف العام
البطاقة البيرقية
الجنسية: فلسطيني
موضوع: رد: How to Guides on Teaching the Tenses
الثلاثاء سبتمبر 11, 2012 11:29 pm
How to Teach the Future Perfect Continuous
The future perfect continuous is rarely used in everyday conversations. However, for advanced English learners learning the future perfect continuous will help complete their understanding of each tense in English. The essential point to get across when teaching this tense is that the future perfect continuous is used to describe how long something will have been happening up to a specific point in time in the future. In other words, this tense provides specific information on an action which will occur between now and a future moment in time.
We'll have been studying for five hours by the time we finish this chapter!
Mary will have been working for twelve hours by the time she gets to go home tonight.
As can be seen from the examples, the future perfect continuous is often used to underline an extraordinary amount of time that the specific activity will have been in progress from the moment of speaking.
Introducing the Future Perfect Continuous
Introduce the tense by quickly reviewing the present perfect continuous form. Make sure the students understand the main differences between the present perfect and the present perfect continuous as these differences are also reflected in this tense. Ask students how long the will have been studying by the end of the class to get the ball rolling.
Practicing the Future Perfect Continuous
Explaining on the Board
Use a future perfect continuous timeline to illustrate the use of the future perfect continuous on the board. The tense can be confusing as the string of verbs is quite long. Make sure to point out that the same structure is used for every subject as the helping verb is "will" followed by the perfect continuous string:
Subject + will + have + been + verb(ing) + Objects
Tom will have been gardening for six hours by the time he's happy.
This presentation will have been going on for more than two hours by the time he finishes!
Importance of the Time Clause / Time Expression
Students will be helped by understanding that the future perfect continuous is used in conjunction with future time clauses beginning with "by the time" or the time expression "by" and a specific point in time. Make sure to point out that the present simple is used in future time clauses.
Practicing the Form
Once they are comfortable with this use, it's handy to use a magazine for inspiration of various activities. Ask students to speculate on how long a specific activity will continue using the future perfect continuous tense. It's a good idea to mix up the tenses when asking these questions so that students understand the similarities and differences among the various tenses. For example, start with the present continuous:
Teacher: What's the guy in your photo doing?
Student: He's playing tennis.
Continue with the present perfect continuous to help students understand the similarities between the two forms:
Teacher: How long do you think he has been playing?
Student: About one hour.
Ask a question in the future to focus on the use of the future for speculation:
Teacher: How long do you think the match will continue?
Student: About two hours.
Finish with a question in the future perfect continuous to complete the exercise:
Teacher: How long will he have been playing by the time he finishes?
Student: He'll have been playing for thee hours.
Finally, using this form might be quite a challenge for English learners. I find it helpful to point out that if students do not feel comfortable using this form, they should be satisfied with a passive knowledge of the future perfect continuous. Make sure that students understand the basic difference between the future perfect, used to indicate an amount finished by a point in time in the future, and the future perfect continuous used to indicate the duration of an activity up to a future point in time. This discussion of simple or progressive perfect forms can help students understand the differences between the two forms.
البيرق الاخضر
المشرف العام
البطاقة البيرقية
الجنسية: فلسطيني
موضوع: رد: How to Guides on Teaching the Tenses
الثلاثاء سبتمبر 11, 2012 11:33 pm
How to Teach the Past Simple
Teaching the past simple is
straightforward after you've taught the present simple. Students will be familiar with the idea of auxiliary verbs in the question and negative, but not in the positive form. They'll also be happy to know that the verb conjugation always remains the same. Of course, there's the issue of irregular verbs that can be frustrating. The key to teaching the past simple effectively is making it clear from the beginning that the past simple is used when something begins and ends in the past. The use of appropriate past time expressions will help make this clear.
Introducing the Past Simple
Start by Modeling the Past Simple
Begin teaching the past simple by speaking about some of your past experiences. If possible, use a mix of regular and irregular past verbs. Make sure to use time expressions to provide context. It's also a good idea to mix in some other subjects such as 'my friend' or 'my wife', etc. to signal that there is no change in the conjugation of the past simple other than putting the verb into the past.
I visited my parents in Olympia last weekend.
My wife cooked a wonderful dinner yesterday.
We went to a movie yesterday evening.
Continue modeling by asking yourself a question and providing the answer.
Where did you go last week? - I went to Portland yesterday.
When did you have lunch yesterday? - I had lunch at one o'clock yesterday.
Which level did you teach last month? - I taught beginner and intermediate level classes.
Next ask students similar questions. It's a good idea to use the same verbs - for example: went, had, played, watched, ate - when asking questions. Students will be able to follow your lead and answer appropriately.
Introduce Regular and Irregular Verbs
Using the verbs you've introduced, quickly ask students the infinitive form for each verb. (i.e. "Which verb is went? - go, Which verb is had? - have, etc."). Ask students if the notice any patterns, usually a few students will recognize that many past verbs in '-ed'. Introduce the idea that some verbs are irregular and must be learned. It's a good idea to provide an irregular verb sheet for future reference. Quick drills, such as a past simple grammar chant will help students learn irregular forms.
Finally, introduce the negative form of the past simple through modeling. Model the form to the students and immediately encourage a similar answer. You can do this by asking a student a question, then model a negative and a positive sentence.
When did you have dinner yesterday? - (student) I had dinner at seven o'clock.
Did he have dinner at eight o'clock? - No, he didn't have dinner at eight o'clock. He had dinner at seven o'clock.
Practicing the Past Simple
Explaining the Past Simple on the Board
Use a past tense timeline to visualize the idea that the past simple is used to express something that began and ended in the past. Review time expressions that are used in the past including last week / month / year, in + dates, yesterday.
Comprehension Activities
Once students are familiar with the form, continue expanding their understanding of the form, as well as irregular verbs with comprehension activities. Using stories of vacations, listening descriptions of what happened, or reading news stories will help underline the idea that the past simple is used to narrate what happened in the past.
Continued Activity Practice
Learning irregular verbs can be challenging for students, use a past irregular verb quiz to help out. You can also use a regular and irregular past form grammar chant to help with memorization.
Pronunciation Challenges
Another challenge for students will be understanding the pronunciation of the past forms of regular verbs. Explaining the idea of voiced and voiceless pronunciation patterns will help students understand this pronunciation pattern.
البيرق الاخضر
المشرف العام
البطاقة البيرقية
الجنسية: فلسطيني
موضوع: رد: How to Guides on Teaching the Tenses
الثلاثاء سبتمبر 11, 2012 11:38 pm
How to Teach the Past Continuous
The main concept to introduce when teaching the past continuous is the idea that the past continuous expresses an interrupted action. In other words, the past continuous speaks about what was going on when something important happened. The past continuous can be used by itself to express what happened at a precise moment in the past. However, the most common use is together with the past simple - ... when something happened. You might want to consider teaching the past simple together with the past continuous for intermediate level classes, as the past simple will be review for students.
Introducing the Past Continuous
Start by Speaking about What Was Interrupted
Describe an important past event and then fill in the details as a painter would fill in background details by using the past continuous form. This immediately illustrates the idea that the past continuous is used to set the context of what was happening at that moment in time.
I'd like to tell you about the day I met my wife. I was walking through the park, the birds were singing and it was raining just a little bit when I saw her! She was sitting on the bench and reading a book at that moment. I'll never be the same. etc.
This example is admittedly exaggerated. However, it conveys the point. Continue introducing the past continuous by asking students simple questions in the past simple about events. Follow up these questions with a question asking what was happening when...
When did you leave home this morning - At nine o'clock.
What was your sister doing when you left home?
Where did you meet your girlfriend? - At school.
What were you doing when you met her?
The next step in teaching the past continuous is to include simultaneous actions using 'while'. Explain that 'while' is used when two actions happen at the same time in the past. It's a good idea to point out the difference between while and during, as well to help avoid future confusion.
Practicing the Past Continuous
Explaining the Past Continuous on the Board
Use a past continuous timeline to illustrate interrupted action. Contrasting this timeline with past continuous for something happening at a specific point in the past may help illustrate the difference between the two uses. Make sure that students understand the use of time clauses with 'when' and 'while' to help them use the past continuous in context.
Comprehension Activities
Comprehension activities such as using photos in magazines will help with the past continuous. In this case, make it clear to students that they are to describe the event in the past. You can model this by using a photo in a magazine to describe such an event. Dialogues beginning with "What were you doing?" will help students practice. A creative writing exercise on the past continuous will also help students build their ability to integrate the past continuous into more advanced structures.
Challenges with the Past Continuous
The single greatest challenge to the past continuous is deciding which action is the main event. In other words, which event interrupted the action in progress in the past moment in time. Other challenges can include the use of the past continuous to express an activity that happened over a period of time. It's crucial for students to understand that the past continuous describes a particular moment in time, and not a completed event. Here are examples of this type of issue:
I was studying my homework yesterday.
She was cooking dinner last night.
In other words, the past continuous needs the context of another event when stopped the action in progress at the time.
البيرق الاخضر
المشرف العام
البطاقة البيرقية
الجنسية: فلسطيني
موضوع: رد: How to Guides on Teaching the Tenses
الثلاثاء سبتمبر 11, 2012 11:42 pm
How to Teach the Past Perfect
The past perfect tense is used to express what had happened before something else occurred in the past. This tense, while important, should be reserved for more advanced students as it's possible to communicate in English without mastering this tense. In fact, many native English speakers fail to use this tense on a regular basis. That being said, the past perfect is important to provide the reasons for decisions made in the past - We had invested heavily in research that's why we were able to succeed in the market ... - and imagining past situations with the past unreal conditional form - If he had known, he would have come ...
Introducing the Past Perfect
Start by Providing Reasons for Past Actions
It's a good idea to introduce the past perfect by modeling the form by stating reasons why certain past actions were taken. This will establish the idea that the past perfect is commonly used as a means of explaining past situations. For example, you could begin by referencing an important past news event and speculate what had happened to cause that event.
Let's talk a little bit about the last election. We all know that Dieter Smith was elected. However, what had happened that caused the people to vote for him? Perhaps citizens had become sick and tired of corrupted government procedures. Maybe they had decided the country needed a new direction. There are lots of explanations.
The next step in introducing the past perfect is helping student distinguish the difference between interrupted action in the past taking the past continuous and actions happening before a past action taking the past perfect. Do this by comparing and contrasting the two forms:
Imagine this: When you get home from work dinner is ready. Had dinner been cooked before you arrived, or was someone cooking dinner when you arrived?
Think back to a time you
were interrupted
. What were you doing when you were interrupted? Had anything happened before then to cause the interruption?
Result of Activity
Another important use of the present perfect continuous is to explain what has been happening that has caused a present result. Stating results and asking questions are effective in teaching this use of the form.
His hands are dirty! What has he been doing?
You're all wet! What have you been doing?
He's tired. Has he been studying for a long time?
Depending on the level of your students, provide examples of the other major use of the past perfect in conditional forms such as the third conditional and speaking about past wishes.
What would you have done if you hadn't joined this class?
I wish I had bought that car. It was beautiful!
Have you ever wished you hadn't done something?
Practicing the Present Perfect Continuous
Explaining the Present Perfect Continuous on the Board
Use a timeline to illustrate the relationship of the past perfect to the past simple. Contrast this with a timeline of the past continuous to illustrate interrupted action. A key time expression that should be introduced is 'already', as it's quite common to use this time expression when giving explanations.
She had already finished the report when he asked to see it.
Had you already eaten before he telephoned?
Comprehension Activities
Help students practice their understanding with past perfect worksheets, and past perfect quizzes - possibly contrasting the form with other past tenses. Using communicative activities with the past conditional form will help students become more comfortable with the form.
Challenges with the Past Perfect Continuous
Students will probably be confused by native English speakers' tendency to use the past simple and past perfect interchangeably even though the situation seems to call for the past perfect. For example:
We had dinner before we went to bed.
We had had dinner before we went to bed.
Did she arrive by the time you got there? OR Had she arrived by the time you got there?
المدير العام
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البطاقة البيرقية
الجنسية: فلسطيني
موضوع: رد: How to Guides on Teaching the Tenses
الإثنين سبتمبر 17, 2012 6:32 am
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How to Guides on Teaching the Tenses
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دروس في اللغة الانجليزية (2):ملخص ازمنة الفعل Verb Tenses Summary
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منتديات بيرق الحق الاسلامية
بيرق الحق الاسلامي
بيارق النصر
مواضيع متنوعة
منتديات بيرق الحق الاسلامية
بيرق الحق الاسلامي
بيارق النصر
مواضيع متنوعة
انتقل الى:
اختر منتدى
|--بيرق الحق الاسلامي
|--تسجيلات القران الكريم
| |--محاضرات اسلامية
|--الخيمة الرمضانية
|--المنتدى الاسلامى
|--منتدى فلسطين والقدس والاقصى
|--المنتدى العام
| |--الترحيب بالاعضاء الجدد
|--الصوتيات الاسلامية
| |--منتدى الالبومات الكاملة
|--المرئيات الاسلامية
|--الصور والتصاميم
| |--منتدى التصميم والفوتوشوب
|--منتدى الصور المتحركة
|--منتدى المراة المسلمة (للنساء والفتيات فقط)
|--المنتدى الطبي
|--المنتدى الادبى
|--الرياضة والملاعب المحلية والعالمية
|--استراحة الاعضاء
|--منتدى برامج الكمبيوتر والانترنت
|--منتدى الجوال والبلوتوث
|--العاب الكمبيوتر والفيديو
|--منتدى اللغة الانجليزية
|--المنتديات التعليمية والتربوية والعلمية والثقافية
| |--منتدى المرحلة الابتدائية
| |--منتدى المرحلة الاعدادية
| |--منتدى المرحلة الثانوية
| |--منتدى المرحلة الجامعية
| |--منتدى البحوث التربوية والعلمية والثقافية
|--منتدى الطبيعة وعالم البحار والحيوان والطيور
|--منتدى الاقتراحات والشكاوى
|--بيارق النصر
|--مواضيع متنوعة
منتدى مجاني للدعم و المساعدة
إتصل بنا
التبليغ عن محتوى مخالف
الحصول على مدونة
منتديات الشفاء الإسلامية
عنوان* شبكة فلسطين للحوار*
عنوان الدخول لملتقى التقوى الاسلامي*
عنوان الدخول لمنتدى* بيرق الحق الاسلامي*


text:
Be my Valentine
Jewellery designers interpret classic love symbols through the use of precious stones and fine alloys
The custom of exchanging of valentines on Feb. 14 goes back to the early 1800s. This tradition honors the memory of the saint (and martyr) Valentine who was the bishop of Terni in the 3rd century. Legend has it that one day he saw two young lovers fighting, and he offered them a rose as a way to get them to make up. Even if some see it as an overly commercial holiday today, on Valentine's Day, many still continue to give tokens of affection as a way to affirm relationships or to declare their love for someone special.
As a way to celebrate this day in the proper way, designers and maître joailliers are expanding their collections to offer jewels that evoke symbols of romance. The heart is the star of the show for this occasion, and it's made more precious with rows of diamonds, golden contours or is dressed up in red, which is the color of the holiday. Vogue Gioiello has chosen to showcase a selection of jewels for you. Some are fun while others are sweet.
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text:
A jaw dropping transportation of FOUR signed cards. Pro caliber magic that anybody can do. https://t.co/kbIiS..
#trending right now
Bucket Head trick Brad Manuel
FREE STANDARD SHIPPING TO USA. No minimum order value to get free shipping on this item. Cool, right!?
Out of stock.
Just imagine the laughter you'll receive from the kids (and their parents!) when you bring a child up on stage and pump his head up to over twice its original size!
Effect: The magician introduces his newly invented "Buckethead" device and brings a child up on stage to help. The Buckethead is placed over the child's head with a magician's hat on top and the magician connects an air inflator. He proceeds to"pump up" the child's head until the hat is now standing straight up! When the cover on the front of Buckethead is removed the child's head is seen to have doubled in size! This looks hilarious!
Comes complete with everything you need-specially prepared bucket, hat, inflator and detailed instructions with Brad's professional routine.
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Customer Reviews (showing 1 - of 1)
Very funny visual Report this review
Verified buyer Pro Privacy ON (login to see reviewer names) on April 6th, 2010
(This review is for Bucket Head trick Brad Manuel)
I bought this one through Penguin. I perform but it in my children's act. You're paying more for the creative license than the actual apparatus. I am interested in other creative presentations. Penguin should add a forum for this product. This one produces many great laughs.
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text: Mark Mulcahy - Let The Fireflies Fly Away by FIRE RECORDS published on 2013-03-11T16:23:13Z Fire Records are releasing the new album from celebrated American singer-songwriter Mark Mulcahy. His eagerly anticipated forthcoming album, entitled 'Dear Mark J Mulcahy I Love You', will be his first studio release since 2005's critically acclaimed 'In Pursuit Of Your Happiness'. He will be touring this summer: June 22—Solid Sound Festival—North Adams, Massachusetts June 26—Johnny Brenda's—Philadelphia, Pennsylvania June 27—Mercury Lounge—New York, New York July 12—Spaceland Ballroom—Hamden, Connecticut July 13—Iron Horse Music Hall—Northampton, Massachusetts July 25—The Hideout—Chicago, Illinois July 27—Codfish Hollow Barn—Maquoketa, Iowa Aug. 28—The Lexington—London, England Aug. 29—Latest MusicBar—Brighton, England Aug. 31—End Of The Road Festival—Salisbury, England Sept. 14—The Barn On Green River—Williamstown, Massachusetts Genre Singer/songwriter Comment by user290017 Waiter!! 2013/05/16 01:13:49 +0000 Comment by Paulette2585 love this intro 2013/05/10 08:16:28 +0000 Comment by theBlondeEnvy Big mix. Nice and the vocals are up front. 2013/05/09 19:14:06 +0000 Comment by survivingthegoldenage blogged at http://bit.ly/YwKADz 2013/05/09 15:47:56 +0000


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Earth, Wind & Fire
"Do you remember the twenty-first night of September?" Chances are you probably don't remember what you ate for breakfast on Monday morning, but you know the origins of that lyric all too well. Earth, Wind & Fire may just be scientific elements to the musically deprived, but for those schooled on '70s pop-funk, they're the originals. Grooving for more than three decades now, EWF thankfully shows no signs of stopping, continuing to bring everything and everyone but the kitchen sink onstage with them — including co-headliners Chicago — to make for a soul-stirring good time. With multiple Grammys and too many hits to count ("Shining Star," "September," "Let's Groove"), there isn't too much that this band has left to achieve; they've done it all. Over the decades, EWF has never stopped writing and performing songs that are both musically beyond reproach and make their audience just want to dance. But there's no age requirement to enjoy Earth, Wind & Fire — you just have to allow that elemental funk to hit you.
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