Writing about the enviroment
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The document provides instructions for writing an assignment on environmental issues, organized into four paragraphs: discuss current problems like pollution, their causes in both present and past terms, give more details about one important issue, and suggest possible solutions. The writer should list problems, use linking words, and consider pollution causes over time, choose one key concern to describe and exemplify in depth, and propose actions to address environmental problems.
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Teamwork and collaboration are important for achieving common goals in the workplace. The document defines teamwork as the ability to work together towards a shared objective. It explains that teamwork involves a group of people with different skills working together on objectives that contribute to the overall business strategy. When teams collaborate well, the whole group can be more effective than individuals working alone. Examples of teamwork in the workplace include brainstorm meetings, group presentations, mentoring, and event planning. The conclusion states that multiple perspectives are stronger than single individuals and the benefits of teamwork generally outweigh potential negatives.
Modal verbs bachillerato
1. Modal verbs do not take suffixes like -s, -ing, or -ed and are followed by the bare infinitive without "to."
2. They come before the subject in questions and are followed by "not" in negations.
3. Modal verbs do not have tense and cannot be conjugated like regular verbs. They are followed by the perfect bare infinitive to refer to a completed action or state in the past.
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This document discusses different ways to talk about the future in English:
The future simple tense is used for general predictions, opinions, spontaneous decisions, and scheduled future events. The future with "be going to" expresses plans and intentions that have already been decided on as well as predictions based on evidence. The present continuous can refer to future arrangements that have already been made, similar to its use in the present tense.
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The document contains sentences with blanks that need to be filled in with verbs. It discusses writing an essay, visiting parents, traveling to Paris, a soccer player not scoring a goal, cars flying in the future, helping someone by contacting John, having an online meeting, taking a shower before bed, not beginning a party until Maria arrives, and returning a book after reading it.
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This document discusses negative prefixes in adjectives. It notes that negative prefixes modify the word they precede but not the grammatical category. So an adjective remains an adjective. It then lists common negative prefixes like "dis", "il", "im", "in", "ir", and "un" and provides examples of negative adjectives formed with each prefix. It cautions that not all words beginning with these prefixes are negative adjectives, providing examples like "insist", "discuss", "important", and "illuminate" which are verbs or non-negative adjectives.
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3. Modal verbs do not have tense and cannot be conjugated like regular verbs. They are followed by the perfect bare infinitive to refer to a completed action or state in the past.
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This document discusses different ways to talk about the future in English:
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The document contains sentences with blanks that need to be filled in with verbs. It discusses writing an essay, visiting parents, traveling to Paris, a soccer player not scoring a goal, cars flying in the future, helping someone by contacting John, having an online meeting, taking a shower before bed, not beginning a party until Maria arrives, and returning a book after reading it.
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This document contains exercises from a Spanish workbook for 1st year high school students. The vocabulary section provides sample sentences about breakfast, teachers, and weather. The grammar section includes exercises practicing present continuous tense, question forms, and affirmative and negative statements using common verbs like watch, leave, spend, teach, get up, visit, celebrate, come, and run. Students are asked to identify the correct verb forms and respond to simple questions about daily routines and current activities.
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This document provides information on the uses of different tenses in English, including the present simple, present continuous, present perfect simple, and present perfect continuous tenses. It explains that the present simple is used for schedules, habits, general truths, feelings and emotions. The present continuous expresses future arrangements, current actions, and temporary situations. The present perfect simple is used for repeated past actions, life experiences, unfinished time periods, and completed actions relevant to the present. The present perfect continuous expresses long actions with obvious results and actions that began in the past and continue to the present.
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The document discusses active and passive voice structures. It provides examples of changing sentences from active to passive voice in the present simple, present perfect, and future tenses. The main changes involve making the subject the recipient of the action and placing the agent of the action after "by". Examples are given for both affirmative and negative sentences. Additional sentences are provided to be changed from active to passive voice.
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1. Modals are auxiliary verbs that are placed before the main verb in the infinitive form without "to", and they express modality such as prohibition, lack of necessity, ability, requests, obligation, advice, and possibility.
2. Modals cannot be conjugated for tense or person and do not have non-personal forms. Common modals include can, could, may, might, must, shall, should, would, and have to.
3. When expressing a modal verb in a different tense, a different modal form is sometimes used, such as "can" for present ability and "could" for past ability.
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This document discusses how to report direct speech in reported speech by changing verb tenses and pronouns. It covers statements, questions, commands, requests, and modals. For statements, the reporting verb changes to the past tense and pronouns and time references are adjusted. For questions, commands and requests, the original wording is kept but introduced with a reporting verb like "asked." Modal verbs may change form in reported speech depending on the modal.
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1. The document provides examples of phrasal verbs using the verbs "put", "run", and "put" with various particles.
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The document discusses grammar exercises from a grammar bank. It provides practice for students to improve their understanding and mastery of grammar concepts. Exercises are designed to help reinforce rules and allow students to apply their knowledge of proper grammar usage.
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Relative clauses are subordinate clauses that provide additional information about a noun. They are introduced by relative pronouns like who, which, that, whose, where, when. The relative pronouns substitute the noun they follow in the main clause. Defining relative clauses, introduced without commas, are essential to the meaning of the main sentence. Non-defining relative clauses, introduced with commas, provide extra information that is not essential. The relative pronoun can be omitted when it is the object of the clause.
Relative clauses and pronouns
Relative clauses are subordinate clauses that provide more information about a noun. They are introduced by relative pronouns like who, which, that, whose, where, when. The relative pronouns substitute the noun they follow in the main clause, which can be the subject or object of the subordinate clause. Defining relative clauses are essential to the meaning of the main sentence and not set off by commas, while non-defining clauses provide extra information and are set off by commas.
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