Group items tagged

The moment you take it public, you are putting someone’s life at risk. Because you never know how one impulsive tweet or announcement can change a person’s life. Have the sense to put ourselves in other people’s shoes. Life’s not always about me, me and me

Past Perfect Simple A: He had spoken. N: He had not spoken. Q: Had he spoken? action taking place before a certain time in the past sometimes interchangeable with past perfect progressive putting emphasis only on the fact (not the duration) already, just, never, not yet, once, until that day if sentence type III (If I had talked, …) Past Perfect Progressive A: He had been speaking. N: He had not been speaking. Q: Had he been speaking? action taking place before a certain time in the past sometimes interchangeable with past perfect simple putting emphasis on the duration or course of an action for, since, the whole day, all day

Future I Simple A: He will speak. N: He will not speak. Q: Will he speak? action in the future that cannot be influenced spontaneous decision assumption with regard to the future in a year, next …, tomorrow If-Satz Typ I (If you ask her, she will help you.) assumption: I think, probably, perhaps Future I Simple (going to) A: He is going to speak. N: He is not going to speak. Q: Is he going to speak? decision made for the future conclusion with regard to the future in one year, next week, tomorrow Future I Progressive A: He will be speaking. N: He will not be speaking. Q: Will he be speaking? action that is going on at a certain time in the future action that is sure to happen in the near future in one year, next week, tomorrow Future II Simple A: He will have spoken. N: He will not have spoken. Q: Will he have spoken? action that will be finished at a certain time in the future by Monday, in a week Future II Progressive A: He will have been speaking. N: He will not have been speaking. Q: Will he have been speaking? action taking place before a certain time in the future putting emphasis on the course of an action for …, the last couple of hours, all day long

Conditional I Simple A: He would speak. N: He would not speak. Q: Would he speak? action that might take place if sentences type II (If I were you, I would go home.) Conditional I Progressive A: He would be speaking. N: He would not be speaking. Q: Would he be speaking? action that might take place putting emphasis on the course / duration of the action   Conditional II Simple A: He would have spoken. N: He would not have spoken. Q: Would he have spoken? action that might have taken place in the past if sentences type III (If I had seen that, I would have helped.) Conditional II Progressive A: He would have been speaking. N: He would not have been speaking. Q: Would he have been speaking? action that might have taken place in the past puts emphasis on the course / duration of the action  

Write in your diary/journal in English

Be best friends with a good English dictionary

Speak the language whenever you can

Learn a new word a day

learn new phrases, idioms or proverbs a day.

Learn at your own pace

in New Orleans. Prior to Hurricane Katrina, the city was notorious for its poorly performing schools, but since then, 88 charters have opened and are considered a lead cause of improved student achievement. What the policy's proponents won't tell you, though, is that charter school proposals in New Orleans are decided upon by the local school district, or they are independently evaluated.

In Florida, another frequently quoted "success" story, local districts have complete control over charter school applications.

At the hearings, local people are allowed to voice concerns or support for the planned school, obliging the potential founders to listen to the community they will serve

Any government writing a policy specifically avoiding this step must be doing so because it believes ordinary people could not possibly add anything to its perfect decision-making

That a government can be open about the application process yet still achieve great schools is perfectly demonstrated by Massachusetts and New York. Both have high-scoring charter schools and both require applicants who wish to start a school to face public hearings as part of the application process

The impact of charter schools appears to derive from the fact that those that are failing are closed more quickly than failing traditional schools

in England, there is no consistent process for closing a failing school or transferring its ownership to another group, with some poor performers forced to "restart", whereas others are left alone

The Credo report also admits that many charter schools perform worse than traditional ones