Future perfect questions
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This document discusses an activity on page 60 that involves asking future perfect questions. The activity asks students in a class to think about and possibly answer future perfect questions. It provides no other context or details about the questions.
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Activy 24 on page 60
Students in a class were asked a question and provided their own answers. The question asked was "What do you think?" and the document provided answers from students in that particular class in response to the open-ended question.
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The document discusses passive sentences and their verb forms compared to active sentences. It explains that passive sentences have the subject receiving the action of the verb rather than performing it. It then provides examples of passive verb forms in different tenses, including with modal verbs. It also introduces the passive causative construction using have or get followed by the past participle.
Passives part 2
This document discusses the use of passive sentences. It explains that passive sentences can be used to describe situations, states or locations by using the subject, form of "be", past participle, and a prepositional phrase. It also explains that passive sentences can be used to report opinions or ideas using either the structure of "it be + past participle (by agent) that clause" or "be + past participle (by agent) to phrase". Examples are provided to illustrate these uses of passive sentences.
Passives part 1
The document discusses passive sentences and verb forms in the passive. It compares active and passive sentences and lists the passive verb forms for different tenses. It also discusses using modals like "can", "may", and "must" in passive sentences in the present and past tenses. Finally, it provides examples of speculative passive sentences about the present, past and future.
Modals to express degrees of certainty
This document discusses using modal verbs to express different degrees of certainty about statements in the present, past and future. It outlines modal verbs that can be used to speculate affirmatively or negatively about whether something is, was or may be true in the present (must be/can't be, may be/may not be), past (must have been/couldn't have been, may have been/may not have been) and future (should, may/may not).
Modals to express degrees of necessity
Modals are used to express degrees of necessity and attitude toward actions. They include verbs like can, could, shall, should, will, would, may, might, must, and had better. Simple modals use the modal verb with the base form of another verb to talk about present and future necessity, while perfect modals use the modal with have and a past participle to discuss past necessity. Different modals express obligation, advice, expectation, and suggestion in both affirmative and negative forms in the present and past tense.
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The document discusses several possible early visitors to the Americas before Columbus, including the Vikings, Japanese, and Irish monk St. Brendan. Evidence suggests that Vikings such as Lief Erickson may have visited an area called Vinland around 1000 CE. Pottery fragments in Ecuador dating to 3000 BCE resemble Japanese pottery, suggesting possible early Japanese contact. A voyage by St. Brendan in the 6th century was recreated in the 1970s, proving Irish boats could have reached North America. Ultimately, Native Americans were the earliest inhabitants, migrating over 10,000 years ago, but Columbus initiated sustained contact between the Old and New Worlds.
Recommended
Activy 24 on page 60
Students in a class were asked a question and provided their own answers. The question asked was "What do you think?" and the document provided answers from students in that particular class in response to the open-ended question.
Passives part 1
The document discusses passive sentences and their verb forms compared to active sentences. It explains that passive sentences have the subject receiving the action of the verb rather than performing it. It then provides examples of passive verb forms in different tenses, including with modal verbs. It also introduces the passive causative construction using have or get followed by the past participle.
Passives part 2
This document discusses the use of passive sentences. It explains that passive sentences can be used to describe situations, states or locations by using the subject, form of "be", past participle, and a prepositional phrase. It also explains that passive sentences can be used to report opinions or ideas using either the structure of "it be + past participle (by agent) that clause" or "be + past participle (by agent) to phrase". Examples are provided to illustrate these uses of passive sentences.
Passives part 1
The document discusses passive sentences and verb forms in the passive. It compares active and passive sentences and lists the passive verb forms for different tenses. It also discusses using modals like "can", "may", and "must" in passive sentences in the present and past tenses. Finally, it provides examples of speculative passive sentences about the present, past and future.
Modals to express degrees of certainty
This document discusses using modal verbs to express different degrees of certainty about statements in the present, past and future. It outlines modal verbs that can be used to speculate affirmatively or negatively about whether something is, was or may be true in the present (must be/can't be, may be/may not be), past (must have been/couldn't have been, may have been/may not have been) and future (should, may/may not).
Modals to express degrees of necessity
Modals are used to express degrees of necessity and attitude toward actions. They include verbs like can, could, shall, should, will, would, may, might, must, and had better. Simple modals use the modal verb with the base form of another verb to talk about present and future necessity, while perfect modals use the modal with have and a past participle to discuss past necessity. Different modals express obligation, advice, expectation, and suggestion in both affirmative and negative forms in the present and past tense.
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The document discusses several possible early visitors to the Americas before Columbus, including the Vikings, Japanese, and Irish monk St. Brendan. Evidence suggests that Vikings such as Lief Erickson may have visited an area called Vinland around 1000 CE. Pottery fragments in Ecuador dating to 3000 BCE resemble Japanese pottery, suggesting possible early Japanese contact. A voyage by St. Brendan in the 6th century was recreated in the 1970s, proving Irish boats could have reached North America. Ultimately, Native Americans were the earliest inhabitants, migrating over 10,000 years ago, but Columbus initiated sustained contact between the Old and New Worlds.
Columbus test
The document discusses several possible early visitors to the Americas before Columbus, including the Vikings, Japanese, and Irish monk St. Brendan. Evidence suggests that Vikings such as Lief Erickson may have visited an area called Vinland around 1000 CE. Pottery fragments in Ecuador dating to 3000 BCE resemble Japanese pottery, suggesting possible early Japanese contact. A voyage by St. Brendan in the 6th century was recreated in the 1970s, proving Irish boats could have reached North America. Ultimately, Native Americans were the earliest inhabitants, migrating over 10,000 years ago, but Columbus initiated sustained contact between the Old and New Worlds.
Future time
This document discusses different ways to express future time in English using verb forms. There are four main verb forms: future with "will", future with "going to", future progressive, and simple future. Each form is used to indicate a different nuance about the timing or certainty of a future event. Examples are provided to illustrate the affirmative, negative, and question forms for each future verb construction.
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The document discusses the simple past and past progressive tenses in English grammar.
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Used to expresses habitual past actions and is followed by the simple form of a verb, while be used to expresses being accustomed to something and is followed by a gerund. The document provides examples to illustrate the difference, showing that "I used to walk to work" refers to a past habit but "I am used to walking to work" refers to a current normal activity. Care must be taken with these similar but differently used structures.
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Modal auxiliaries such as will, can, should, ought to, must, have to, may, might, and could are often used in the passive form. To change an active sentence with a modal auxiliary into the passive voice, the modal auxiliary is placed before "be" followed by the past participle of the main verb, and the agent is introduced with "by".
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The document discusses the differences between active and passive sentences. In an active sentence, the subject performs the action on the object. In a passive sentence, the object of the active sentence becomes the subject and the subject becomes introduced with "by". Changing a sentence from active to passive voice switches the subject and object but maintains the same overall meaning.
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Present and past participle adjectives
This document discusses the present and past participles of verbs in English. The present participle ends in "-ing" and is used to form progressive tenses and can function as a gerund or adjective. The past participle usually ends in "-ed" for regular verbs and takes other forms for irregular verbs, and is used to form perfect tenses and the passive voice, and can also be used as an adjective. Examples are provided to illustrate the different uses of present and past participles.
Overview of connectors
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This document discusses different ways to express future time in English using verb forms. There are four main verb forms: future with "will", future with "going to", future progressive, and simple future. Each form is used to indicate a different nuance about the timing or certainty of a future event. Examples are provided to illustrate the affirmative, negative, and question forms for each future verb construction.
Present perfect simple past.
The document discusses the differences between using the present perfect and simple past tenses. It states that the simple past should be used when a definite time in the past is provided, such as with phrases like "ago" or when specifying a date or time. Examples are provided that contrast using the present perfect versus simple past in sentences where the time of the action is clearly in the past.
Present perfect and present perfect progressive 1
The document provides explanations and examples of the present perfect and present perfect progressive tenses in English grammar. It states that these tenses are used to connect a past time or action to the present when used with "for" or "since." Without these words, the present perfect indicates a finished action or repeated action in an undefined time frame. The present perfect progressive describes an action that began in the past and continues in the present. It notes that stative verbs, which describe a state of being, cannot be used in the progressive form.
2. simple past and past progressive
The document discusses the simple past and past progressive tenses in English grammar.
The simple past is used to describe completed actions or events that happened at a specific time in the past. The past progressive describes actions or events that were ongoing or in progress over a period of time in the past. Some examples are provided to illustrate using the simple past to talk about completed actions and the past progressive to talk about background activities that were happening simultaneously with the main event.
Usage note 22 on page 417
This document discusses how to change pronouns, possessive forms, time and place expressions when converting direct speech to indirect speech. It provides examples of direct speech and the corresponding indirect speech, showing how "you" becomes "I", "tomorrow" becomes "the next day", and "here" becomes "there". Pronouns, possessives, and temporal and locational expressions may need to change to be accurate in indirect speech.
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This document discusses using units of measure with noncount nouns to specify quantities. Noncount nouns like tea, toast, and cake can be measured using units like cups, slices, and pieces to indicate how much is being referred to rather than just using the noncount noun alone. Units of measure make noncount nouns more specific by associating a quantity with the noncount noun.
Azar 11 7
Noncount nouns refer to things that cannot be counted individually or that are not thought of as individual units. Noncount nouns take singular verbs and are used with general quantities or amounts of measurement rather than specific counts. Common noncount nouns include types of food, liquids, abstract concepts and more.
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Be supposed to is used to talk about an activity or event that is expected to happen. It expresses what is expected or intended to occur. For example, "Mike is supposed to call me tomorrow" means the speaker expects Mike to call. "We are supposed to write a composition" means the teacher expects the class to write a composition. In the past form, "was supposed to" often expresses that an expected event did not happen, such as "Alice was supposed to be home at ten, but she didnโt get in until midnight," indicating Alice did not meet the expected time of 10pm.
Azar 10 10
Used to expresses habitual past actions and is followed by the simple form of a verb, while be used to expresses being accustomed to something and is followed by a gerund. The document provides examples to illustrate the difference, showing that "I used to walk to work" refers to a past habit but "I am used to walking to work" refers to a current normal activity. Care must be taken with these similar but differently used structures.
Azar 10 9
This document discusses the verbs "to use" and "to accustom" and how they have the same meaning when used in certain sentences. It provides examples of sentences using each verb, such as "I am used to hot weather" and "I am accustomed to hot weather", and explains that they both mean living in hot weather is normal and usual. It also discusses how adding "-ing" can turn a verb into a noun and how this applies to sentences like "I am accustomed to living in a hot climate".
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Modal auxiliaries such as will, can, should, ought to, must, have to, may, might, and could are often used in the passive form. To change an active sentence with a modal auxiliary into the passive voice, the modal auxiliary is placed before "be" followed by the past participle of the main verb, and the agent is introduced with "by".
Azar 10 4
The by-phrase is used in passive sentences to indicate who performs the action when it is important information. Usually there is no by-phrase in a passive sentence when the performer of the action is unknown or unimportant. The active voice is usually used when the speaker knows who performs the action and wants to focus attention on the subject. The by-phrase adds extra important information about who performed the action when used in a passive construction.
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This document discusses the difference between transitive and intransitive verbs. Transitive verbs are followed by an object, while intransitive verbs are not. Common examples of transitive verbs include mailed, signed, and killed. Common intransitive verbs include agree, exist, live, and sleep. Only transitive verbs can be used in the passive voice. Intransitive verbs cannot be used in the passive voice. Some verbs can be either transitive or intransitive depending on how they are used.
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The document discusses the formation of passive verbs in English. It states that all passive verbs are formed with some form of the verb "to be" plus the past participle of the main verb. It then provides examples of active sentences being changed to their passive form for different English tenses, such as the simple present, simple past, present progressive, past progressive, present perfect, future with "will", and future with "going to".
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The document discusses the differences between active and passive sentences. In an active sentence, the subject performs the action on the object. In a passive sentence, the object of the active sentence becomes the subject and the subject becomes introduced with "by". Changing a sentence from active to passive voice switches the subject and object but maintains the same overall meaning.
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The document discusses which grammar class a student should take next semester based on their current class. If a student passes 273B, their next class will be 274A. If they pass 273A, their next class will be 273B, but the teacher may suggest skipping 273B and going directly to 274A if they are doing well in 273A. The teacher will move the student from the 273A list to the 273B list if they choose to skip ahead. Classes 273A and 273B are taught together with the same teacher, but 273B could also be taken with a different teacher in the spring. The student should let their current teacher know their choice by the end of the week.
Present and past participle adjectives
This document discusses the present and past participles of verbs in English. The present participle ends in "-ing" and is used to form progressive tenses and can function as a gerund or adjective. The past participle usually ends in "-ed" for regular verbs and takes other forms for irregular verbs, and is used to form perfect tenses and the passive voice, and can also be used as an adjective. Examples are provided to illustrate the different uses of present and past participles.
Overview of connectors
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Count and non count nouns
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Syllabus
Chapter-1
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Chapter 2
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ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
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