The document discusses the passive voice in English and provides instructions on how to transform sentences from the active to the passive voice. It explains that in the passive voice, the subject of the active sentence becomes the agent and the direct object becomes the subject. The document then provides examples of transforming sentences between the active and passive voice for different tenses including the simple present, past, future, continuous, perfect and modal verbs. It also discusses omitting the agent and using idiomatic passive constructions.
The document discusses reported speech, or indirect speech. It provides rules for transforming direct quotes into indirect quotes, including changing pronouns, verbs, expressions of time and place, and questions. Examples are given to demonstrate how to report statements, questions, and imperative sentences indirectly. Reporting verbs that can be used when introducing reported speech are also discussed.
1. The document discusses relative pronouns in Portuguese and provides examples of their use. It distinguishes between defining and non-defining relative clauses.
2. A series of exercises are provided to practice using relative pronouns like "who", "whom", "whose", "that", and "which" in sentences, including omitting relative pronouns when possible.
3. The exercises cover topics like people, places, objects, and include questions to test understanding of relative pronoun usage.
The document is a test containing English language questions about grammar, vocabulary, and reading comprehension. It includes 31 multiple choice questions testing various language skills like filling in blanks in sentences, identifying the meaning of sentences, matching English and Turkish sentences, and answering questions about two short passages of text. The test assesses foundational English skills.
This document contains an English proficiency test with multiple choice questions. The questions cover topics such as completing sentences with the correct verb tenses, identifying the appropriate word or phrase to fill in blanks in sentences, choosing the correct English translation of Turkish sentences, and selecting answers that best match the meaning of given sentences. The test assesses grammar, vocabulary, and reading comprehension.
The document is a test that contains multiple choice questions about English grammar and comprehension. It covers topics like verb tenses, parts of speech, sentence structure, and inferring meaning from passages. The summary is:
The test contains multiple choice grammar and reading comprehension questions about topics like verb tenses, sentence structure, and inferring meaning from passages in English.
This document contains an English grammar questionnaire with multiple choice questions testing various aspects of English grammar, including: parts of speech, verbs (present simple, present continuous, past simple, present perfect), conditionals, irregular verbs, and passive voice. There are over 100 questions in total testing the examinee's knowledge of English grammar rules and usage.
Common mistakes in english speaking or writingAbir Chowdhury
The document provides examples of common grammatical errors in English and the correct versions. It addresses errors relating to prepositions, verb tenses, articles, plural vs. singular forms, word order, punctuation and more. Over 50 examples of incorrect sentences are given along with the right way to phrase the same idea. The purpose is to help improve English grammar skills.
New Headway Intermediate - Unit 3 telling tales .. ..
New Headway Intermediate Unit 3 telling tales.
New Headway Intermediate UNIDAD 3 Telling tales.
TEMAS: Past tenses, Passive, Art and literature, Giving opinions.
The document discusses reported speech, or indirect speech. It provides rules for transforming direct quotes into indirect quotes, including changing pronouns, verbs, expressions of time and place, and questions. Examples are given to demonstrate how to report statements, questions, and imperative sentences indirectly. Reporting verbs that can be used when introducing reported speech are also discussed.
1. The document discusses relative pronouns in Portuguese and provides examples of their use. It distinguishes between defining and non-defining relative clauses.
2. A series of exercises are provided to practice using relative pronouns like "who", "whom", "whose", "that", and "which" in sentences, including omitting relative pronouns when possible.
3. The exercises cover topics like people, places, objects, and include questions to test understanding of relative pronoun usage.
The document is a test containing English language questions about grammar, vocabulary, and reading comprehension. It includes 31 multiple choice questions testing various language skills like filling in blanks in sentences, identifying the meaning of sentences, matching English and Turkish sentences, and answering questions about two short passages of text. The test assesses foundational English skills.
This document contains an English proficiency test with multiple choice questions. The questions cover topics such as completing sentences with the correct verb tenses, identifying the appropriate word or phrase to fill in blanks in sentences, choosing the correct English translation of Turkish sentences, and selecting answers that best match the meaning of given sentences. The test assesses grammar, vocabulary, and reading comprehension.
The document is a test that contains multiple choice questions about English grammar and comprehension. It covers topics like verb tenses, parts of speech, sentence structure, and inferring meaning from passages. The summary is:
The test contains multiple choice grammar and reading comprehension questions about topics like verb tenses, sentence structure, and inferring meaning from passages in English.
This document contains an English grammar questionnaire with multiple choice questions testing various aspects of English grammar, including: parts of speech, verbs (present simple, present continuous, past simple, present perfect), conditionals, irregular verbs, and passive voice. There are over 100 questions in total testing the examinee's knowledge of English grammar rules and usage.
Common mistakes in english speaking or writingAbir Chowdhury
The document provides examples of common grammatical errors in English and the correct versions. It addresses errors relating to prepositions, verb tenses, articles, plural vs. singular forms, word order, punctuation and more. Over 50 examples of incorrect sentences are given along with the right way to phrase the same idea. The purpose is to help improve English grammar skills.
New Headway Intermediate - Unit 3 telling tales .. ..
New Headway Intermediate Unit 3 telling tales.
New Headway Intermediate UNIDAD 3 Telling tales.
TEMAS: Past tenses, Passive, Art and literature, Giving opinions.
This document contains a list of common mistakes in English grammar compiled by Andrew D. Miles. It is divided into two parts - the first part presents sentences containing a grammatical error, and the second part reveals which ones are correct. The list contains over 100 examples of commonly confused words and grammatical constructions in English. The author notes that the list is not comprehensive and other errors could also be considered common. The goal is to help reduce mistakes by bringing awareness to frequently confused elements of the English language.
This document provides exercises to practice using passive voice. It contains examples of sentences where the verbs are changed to passive voice and vice versa. It also contains exercises where the learner is asked to change sentences between active and passive voice. The exercises focus on identifying and transforming verbs between their active and passive forms in different sentences.
This document is an exam for a class at the Pusat Kegiatan Belajar Masyarakat "Luhur Pekerti" in Indramayu, Indonesia. It contains multiple choice, fill in the blank, and short answer questions testing English grammar concepts like tense, verbs, parts of speech, and conjunctions. The questions cover topics like simple past tense, past continuous tense, future tense with "be going to", and conjunctions like concessive, coordinating, correlative.
The document provides a series of exercises for rewriting sentences to have the same meaning as the original sentence. It includes 10 sentences for each of 5 tests, providing the original sentence and the rewritten version. The rewritten sentences maintain the same meaning while changing word order, replacing phrases, or making other minor edits.
Transformation of Sentences for HSC, SSC StudentsSuman Roy
The document provides examples of simple, complex, and compound sentences using different conjunctions and phrases. It includes 16 categories with examples of each type of sentence structure. For each category, it shows how the examples could be rewritten as simple, complex, or compound sentences using different conjunctions or phrase structures to connect or embed clauses. The document serves as a reference for learners to understand how to identify and construct different sentence types in English.
The document is an English test containing questions about a passage describing children in a library. [1] Some boys and girls are reading books and magazines while Bob takes a book from a shelf and Meg reads a yellow book. [2] Danny is looking at a picture on the wall instead of reading. [3] The test contains multiple choice and fill-in-the-blank questions about the passage and English verb tenses and modals.
This document contains exercises on changing sentences between active and passive voice. It provides examples of changing verbs from active to passive voice and vice versa. Sentences are changed by making the subject the recipient of the action and using appropriate helping verbs. The exercises focus on transforming tense, inclusion or exclusion of agents, and modifying structures between active and passive voice.
This document contains a series of Portuguese language exercises focusing on grammar, vocabulary, and translation. The exercises cover topics such as:
- Using "many" and "much" correctly
- Using adverbs like "very" and "much"
- Using quantifiers like "little", "a little", "few", and "a few"
- Translating common terms between Portuguese and English
- Conjugating verbs into simple past and past participle forms
- Finding synonyms and antonyms of words
- Translating short paragraphs and underlined words
The document provides practice with fundamental Portuguese grammar and vocabulary.
The document provides information about the Listening section of the TOEFL PBT exam. It discusses the three parts of the Listening section: Part A consists of short conversations, Part B includes longer conversations, and Part C features monologues. Several examples of conversations and questions are provided to illustrate Parts A and B. Part C discusses listening to a professor provide details about an upcoming exam, including the topics covered, question types, timing, and next steps. The document aims to familiarize and prepare test-takers for the different question formats and content in the Listening portion of the TOEFL exam.
This document appears to be a student evaluation containing several grammar exercises in Portuguese involving verbs, pronouns, prepositions and verb "to be". The exercises test the student's knowledge of topics like verb conjugation, sentence structure, pronoun usage and more. The evaluation contains questions about simple present tense verbs, filling in blanks, choosing the correctly written time, identifying pronouns, reading comprehension and matching questions to answers.
Mempersiapkan diri untuk test TOEFL PBT bisa sangat membingungkan dan sulit. Maka dari itu kami menyediakan sumber belajar bahasa inggrisdan practice TOEFL PBT preparation secara FREE jadi anda bisa lebih mudah mempersiapkan diri anda dan mendapat hasil yang memuaskan.
This document contains a grammar exercise with multiple parts testing idioms, prepositions, phrasal verbs, adjectives, expressions and corrections. Students are to fill in blanks with the appropriate options given for each question. There are over 25 questions testing a wide range of English grammar concepts.
This document provides directions for a listening comprehension test section with multiple parts (A, B, C). Part A contains 30 questions about 30 short conversations between two people. After each conversation, there will be a question about it. Parts B and C also contain conversations followed by questions. The conversations and questions will only be played once and not repeated. Test takers must choose the best answer among four options for each question on their answer sheet.
This document contains a mock listening comprehension test with multiple choice questions about short conversations and longer conversations. It tests comprehension of details discussed in the conversations about topics like arts and crafts fairs, physics courses, term paper requirements, fighting forest fires, and dating glaciers. The test is divided into three parts with questions about short conversations in Part A, longer conversations in Part B, and notes from three lectures.
dapatkan contoh-contoh soal listening TOEFL PBT untuk membantu anda dalam dan persiapkan diri dalam mengikuti tes TOEFL PBT sehingga hasil tes TOEFL PBT bisa mencapai target yang diinginkan
This document provides examples of how to use adverbs in sentences based on their position. It discusses how adverbs of manner, frequency, time and degree are placed in sentences relative to verbs and adjectives. Specifically, it notes that adverbs of manner usually follow linking verbs and come before main verbs, adverbs of frequency usually follow main verbs, adverbs of time usually come at the start or end of sentences, and adverbs of degree usually come before adjectives they modify. Examples are given for each type of adverb placement rule.
The document provides examples of how to use the present perfect, present perfect continuous, and simple present tenses in Spanish.
For the present perfect, it shows examples of using the verb haber conjugated in the present tense followed by the past participle of other verbs. For the present perfect continuous, it uses the verb haber conjugated in the present tense followed by the gerund (present participle) of other verbs.
The simple present examples demonstrate regular conjugations for -ar, -er, and -ir verbs in the third person singular and plural, as well as using the verbs ser and estar. Common uses like opinions, schedules, and habits are also outlined.
The document is a quiz about relative clauses. It presents a series of sentences with blanks to be filled in with the correct relative pronoun or adverb. The participant completes the sentences by choosing options like who, which, that, when, whose, whom, where. After completing the sentences, the participant is asked to match relative pronouns to their uses and identify cases where the relative can be omitted. The quiz then has exercises joining sentences using relative clauses and prepositions.
1) Bob went to Toronto, Canada last week. He had a wonderful time seeing the city by bus and visiting many shops, but also worked.
2) On Saturday, Bob woke up at 9am, took a bus into the city of Toronto, and saw many beautiful sights like shops. In the evening, he watched the movie Central do Brasil before returning to his hotel.
3) The next day, Bob took a plane back to his home city from Canada. He said he may return to Minas, Brazil in December.
Leitura e interpretação de texto - Simple Past e Past Continuous Tensepridamico
This document provides a Japanese tale and questions to test the reader's comprehension in Portuguese. The tale is about a poor young man who lives in a rural area and plays the flute. He finds a beautiful flower and wants to give it to his wife, but the spirit of the flower appears as a woman and agrees to be his wife instead. It uses supernatural elements and explores themes of loneliness and finding love. The questions test understanding of events in the story, use of tense, and grammar.
The document discusses several linguistic concepts related to word meaning:
- Polysemy refers to words that have multiple related meanings.
- Homonymy refers to words that are spelled/pronounced the same but have different unrelated meanings.
- Homophony refers to words that are pronounced the same but spelled differently and have different meanings.
- Homography refers to words that are spelled the same but pronounced differently and have different meanings.
- Hyponymy refers to the hierarchical relationship between a general term (hypernym) and more specific terms (hyponyms).
- Synonyms are words that have similar or the same meanings. True synonyms can always replace each other, while partial synonyms only
The document contains exercises on active and passive voice. It provides sentences to be rewritten from active to passive voice and vice versa. It also contains sentences to be completed in either the active or passive voice using different tenses. The exercises focus on identifying and transforming sentences between the active and passive voice.
This document contains a list of common mistakes in English grammar compiled by Andrew D. Miles. It is divided into two parts - the first part presents sentences containing a grammatical error, and the second part reveals which ones are correct. The list contains over 100 examples of commonly confused words and grammatical constructions in English. The author notes that the list is not comprehensive and other errors could also be considered common. The goal is to help reduce mistakes by bringing awareness to frequently confused elements of the English language.
This document provides exercises to practice using passive voice. It contains examples of sentences where the verbs are changed to passive voice and vice versa. It also contains exercises where the learner is asked to change sentences between active and passive voice. The exercises focus on identifying and transforming verbs between their active and passive forms in different sentences.
This document is an exam for a class at the Pusat Kegiatan Belajar Masyarakat "Luhur Pekerti" in Indramayu, Indonesia. It contains multiple choice, fill in the blank, and short answer questions testing English grammar concepts like tense, verbs, parts of speech, and conjunctions. The questions cover topics like simple past tense, past continuous tense, future tense with "be going to", and conjunctions like concessive, coordinating, correlative.
The document provides a series of exercises for rewriting sentences to have the same meaning as the original sentence. It includes 10 sentences for each of 5 tests, providing the original sentence and the rewritten version. The rewritten sentences maintain the same meaning while changing word order, replacing phrases, or making other minor edits.
Transformation of Sentences for HSC, SSC StudentsSuman Roy
The document provides examples of simple, complex, and compound sentences using different conjunctions and phrases. It includes 16 categories with examples of each type of sentence structure. For each category, it shows how the examples could be rewritten as simple, complex, or compound sentences using different conjunctions or phrase structures to connect or embed clauses. The document serves as a reference for learners to understand how to identify and construct different sentence types in English.
The document is an English test containing questions about a passage describing children in a library. [1] Some boys and girls are reading books and magazines while Bob takes a book from a shelf and Meg reads a yellow book. [2] Danny is looking at a picture on the wall instead of reading. [3] The test contains multiple choice and fill-in-the-blank questions about the passage and English verb tenses and modals.
This document contains exercises on changing sentences between active and passive voice. It provides examples of changing verbs from active to passive voice and vice versa. Sentences are changed by making the subject the recipient of the action and using appropriate helping verbs. The exercises focus on transforming tense, inclusion or exclusion of agents, and modifying structures between active and passive voice.
This document contains a series of Portuguese language exercises focusing on grammar, vocabulary, and translation. The exercises cover topics such as:
- Using "many" and "much" correctly
- Using adverbs like "very" and "much"
- Using quantifiers like "little", "a little", "few", and "a few"
- Translating common terms between Portuguese and English
- Conjugating verbs into simple past and past participle forms
- Finding synonyms and antonyms of words
- Translating short paragraphs and underlined words
The document provides practice with fundamental Portuguese grammar and vocabulary.
The document provides information about the Listening section of the TOEFL PBT exam. It discusses the three parts of the Listening section: Part A consists of short conversations, Part B includes longer conversations, and Part C features monologues. Several examples of conversations and questions are provided to illustrate Parts A and B. Part C discusses listening to a professor provide details about an upcoming exam, including the topics covered, question types, timing, and next steps. The document aims to familiarize and prepare test-takers for the different question formats and content in the Listening portion of the TOEFL exam.
This document appears to be a student evaluation containing several grammar exercises in Portuguese involving verbs, pronouns, prepositions and verb "to be". The exercises test the student's knowledge of topics like verb conjugation, sentence structure, pronoun usage and more. The evaluation contains questions about simple present tense verbs, filling in blanks, choosing the correctly written time, identifying pronouns, reading comprehension and matching questions to answers.
Mempersiapkan diri untuk test TOEFL PBT bisa sangat membingungkan dan sulit. Maka dari itu kami menyediakan sumber belajar bahasa inggrisdan practice TOEFL PBT preparation secara FREE jadi anda bisa lebih mudah mempersiapkan diri anda dan mendapat hasil yang memuaskan.
This document contains a grammar exercise with multiple parts testing idioms, prepositions, phrasal verbs, adjectives, expressions and corrections. Students are to fill in blanks with the appropriate options given for each question. There are over 25 questions testing a wide range of English grammar concepts.
This document provides directions for a listening comprehension test section with multiple parts (A, B, C). Part A contains 30 questions about 30 short conversations between two people. After each conversation, there will be a question about it. Parts B and C also contain conversations followed by questions. The conversations and questions will only be played once and not repeated. Test takers must choose the best answer among four options for each question on their answer sheet.
This document contains a mock listening comprehension test with multiple choice questions about short conversations and longer conversations. It tests comprehension of details discussed in the conversations about topics like arts and crafts fairs, physics courses, term paper requirements, fighting forest fires, and dating glaciers. The test is divided into three parts with questions about short conversations in Part A, longer conversations in Part B, and notes from three lectures.
dapatkan contoh-contoh soal listening TOEFL PBT untuk membantu anda dalam dan persiapkan diri dalam mengikuti tes TOEFL PBT sehingga hasil tes TOEFL PBT bisa mencapai target yang diinginkan
This document provides examples of how to use adverbs in sentences based on their position. It discusses how adverbs of manner, frequency, time and degree are placed in sentences relative to verbs and adjectives. Specifically, it notes that adverbs of manner usually follow linking verbs and come before main verbs, adverbs of frequency usually follow main verbs, adverbs of time usually come at the start or end of sentences, and adverbs of degree usually come before adjectives they modify. Examples are given for each type of adverb placement rule.
The document provides examples of how to use the present perfect, present perfect continuous, and simple present tenses in Spanish.
For the present perfect, it shows examples of using the verb haber conjugated in the present tense followed by the past participle of other verbs. For the present perfect continuous, it uses the verb haber conjugated in the present tense followed by the gerund (present participle) of other verbs.
The simple present examples demonstrate regular conjugations for -ar, -er, and -ir verbs in the third person singular and plural, as well as using the verbs ser and estar. Common uses like opinions, schedules, and habits are also outlined.
The document is a quiz about relative clauses. It presents a series of sentences with blanks to be filled in with the correct relative pronoun or adverb. The participant completes the sentences by choosing options like who, which, that, when, whose, whom, where. After completing the sentences, the participant is asked to match relative pronouns to their uses and identify cases where the relative can be omitted. The quiz then has exercises joining sentences using relative clauses and prepositions.
1) Bob went to Toronto, Canada last week. He had a wonderful time seeing the city by bus and visiting many shops, but also worked.
2) On Saturday, Bob woke up at 9am, took a bus into the city of Toronto, and saw many beautiful sights like shops. In the evening, he watched the movie Central do Brasil before returning to his hotel.
3) The next day, Bob took a plane back to his home city from Canada. He said he may return to Minas, Brazil in December.
Leitura e interpretação de texto - Simple Past e Past Continuous Tensepridamico
This document provides a Japanese tale and questions to test the reader's comprehension in Portuguese. The tale is about a poor young man who lives in a rural area and plays the flute. He finds a beautiful flower and wants to give it to his wife, but the spirit of the flower appears as a woman and agrees to be his wife instead. It uses supernatural elements and explores themes of loneliness and finding love. The questions test understanding of events in the story, use of tense, and grammar.
The document discusses several linguistic concepts related to word meaning:
- Polysemy refers to words that have multiple related meanings.
- Homonymy refers to words that are spelled/pronounced the same but have different unrelated meanings.
- Homophony refers to words that are pronounced the same but spelled differently and have different meanings.
- Homography refers to words that are spelled the same but pronounced differently and have different meanings.
- Hyponymy refers to the hierarchical relationship between a general term (hypernym) and more specific terms (hyponyms).
- Synonyms are words that have similar or the same meanings. True synonyms can always replace each other, while partial synonyms only
The document contains exercises on active and passive voice. It provides sentences to be rewritten from active to passive voice and vice versa. It also contains sentences to be completed in either the active or passive voice using different tenses. The exercises focus on identifying and transforming sentences between the active and passive voice.
The document discusses active and passive voice in English grammar. It defines active voice as when the subject performs the action, and passive voice as when the object receives the action. It provides examples of sentences in both voices and rules for changing between the two voices in different tenses.
This document contains an English grammar exercise with multiple parts testing different grammar skills. It begins with revision of verb tenses, asking to put verbs in brackets into the correct tense. The second part involves question formation, passive voice, conditional sentences, and reported speech. Subsequent parts continue practicing relative clauses, verb tenses, and conditional clauses. The exercise provides sentences for the student to rewrite or transform based on the specified grammar rules.
The document contains a consolidation activity with 10 sections. The activity asks the student to complete various language tasks including summarizing information from a partner's questionnaire responses, completing dialogues, conjugating verbs in different tenses, rewriting sentences, and ordering scrambled words to form sentences. It provides practice with common English grammar and language skills.
The document contains 10 short conversations followed by a question related to each conversation. The conversations include discussions about setting a table, typing letters, a family business, waiting for a plane, repainting a car, planning an outdoor fair, looking at a map, sending a valuable package, building a closet, and cleaning the kitchen. For each conversation, listeners must choose the correct answer to the follow-up question from four multiple choice options.
The document contains 10 short conversations followed by a question related to each conversation. The conversations include discussions about setting a table, typing letters, a family business, waiting for a plane, repainting a car, planning an outdoor fair, looking at a map, sending a valuable package, building a closet, and cleaning the kitchen. For each conversation, listeners must choose the correct answer to the follow-up question from four multiple choice options.
This document contains an English exam for Intermediate Part 1 consisting of objective and subjective questions testing comprehension of short stories, poems, and plays from the student's textbook. The objective questions cover topics like identifying correct answers, verbs, prepositions, and synonyms. The subjective questions require 3-4 sentence answers to questions about the stories, plays, and poems discussed in the textbook. The exam also includes composition questions asking the student to write a letter, story, or paragraph on provided prompts.
The document contains examples of sentences using the present perfect tense and asks the reader to fill in blanks or choose the correct option. It focuses on distinguishing the correct use of present perfect verbs, including irregular verbs and negatives, and distinguishing it from other verb tenses. Multiple choice questions test distinguishing correct present perfect forms from incorrect ones.
The document is a Spanish language worksheet that asks students to complete several tasks related to the passive voice in English, including:
1) Identifying true/false statements about how Heinz ketchup is made from a video
2) Converting active voice sentences to passive voice
3) Rearranging words to form passive voice sentences
4) Converting sentences from active to passive voice
5) Rewriting a passage in the passive voice
6) Describing images in two passive voice sentences each
7) Creating a slideshow presentation on how to form the passive voice in English and including examples of its use in different tenses.
The document discusses the passive voice in English grammar. It explains six situations when the passive voice should be used, including when the subject is more important than the actor, the actor is unknown or unimportant, or for formal or scientific writing. It then provides examples of how to form the passive voice in different English tenses and with verbs that take two objects. The document concludes with examples of the passive voice in subordinate clauses and with gerunds or infinitives.
This document discusses passive sentences and how to change active sentences to passive. It provides examples of active and passive voice and explains the structure of a passive sentence. It also covers how to change sentences with two objects to passive voice and how to use "it is said that" and "be said to" structures. Exercises are included to practice changing sentences to passive voice.
This document appears to be from a French language learning lesson. It includes examples of describing people using adjectives like "nice", "shy", and "lazy" in French. It provides the French translations of these adjectives for both male and female forms. Students practice translating adjective descriptions and learn about using "il est" and "elle est" to say what someone is like in French. The document also includes activities like creating a dialogue and providing feedback.
This document appears to be from a French language learning lesson. It includes examples of describing people using adjectives like "nice", "shy", and "lazy" in French. It provides the French translations of these adjectives for both male and female forms. Students practice translating adjective descriptions and build out a list of additional adjectives to describe characters. The lesson also includes an activity where students create a dialogue between characters and provide their inner thoughts.
This document provides examples of passive voice exercises for students. It contains sentences in both active and passive voice and asks students to identify the passive verbs or rewrite sentences in passive voice. It also contains exercises where students are asked to change sentences from passive to active voice. The exercises are intended to help students practice identifying and transforming between active and passive voice constructions.
This document is a student's homework assignment on the passive voice in English. It contains exercises where the student must identify true/false statements about how Heinz ketchup is made, put sentences into passive voice, rearrange words to form passive sentences, convert active sentences to passive, rewrite a passage in passive voice, describe images in passive sentences, and create a slideshow presentation explaining how to form the passive voice in English. The student provides their responses to the various exercises throughout the document.
This document appears to be the contents page for a book titled "1500 Structured Tests Level 2" that presents and tests 30 essential grammatical structures. It provides instructions on how teachers can use the book as a complement to other teaching materials to check how well students have learned specific structures or as the basis for short classroom activities. It then lists the grammatical structures that are covered in the book, structured as questions for students to test their knowledge.
This document appears to be the contents page for a book titled "1500 Structured Tests level 2" that presents and tests 30 essential grammatical structures. It provides instructions on how teachers can use the book as a complement to other teaching materials to check how well students have learned specific structures or as the basis for short classroom activities. It then lists the grammatical structures that are covered in the book, structured as questions for students to test their knowledge.
The document provides examples of exercises for practicing various English grammar structures. It includes examples sentences using modal verbs like must, can't, would rather, and had better. It also gives practice with indirect questions, conditionals, synonyms, and transforming sentences with verbs like borrow, lend, use to, and be used to. The exercises are intended to help readers strengthen their understanding and usage of common grammar structures in written English.
This document appears to be a test matrix for an English written exam for 11th grade students in Portugal. It outlines the contents, structures, competencies, and point values for test items for Module 1 of the exam. The test will have 3 parts (A, B, C) assessing various linguistic competencies (vocabulary, grammar, semantics, orthography) as well as pragmatic, sociolinguistic competencies. It provides details on the number and types of test items, such as multiple choice, short answer, extended response. It also provides the total possible points for each part and the exam overall.
Este documento descreve as características sociais e culturais do primeiro período medieval em Portugal, incluindo a estrutura de classes da sociedade, as cantigas de amigo e de amor, e as variedades dessas cantigas. Resume também as características das cantigas de amor provençais e como elas foram adaptadas na Península Ibérica.
Este poema de Fernando Pessoa reflete sobre a dualidade entre sentimento e pensamento no ser humano, reconhecendo que apesar de se sentir sentimental, na verdade tudo não passa de racionalização mental. O sujeito poético questiona o que constitui a vida verdadeira, entre a vivida e a pensada, mostrando a divisão inerente a todos os seres humanos.
Este documento não fornece informações substanciais para resumir. Ele consiste apenas em números sem contexto ou conteúdo. Um resumo precisa ter pelo menos algumas palavras ou frases para transmitir informações-chave. Infelizmente, este documento não fornece nenhuma informação para resumir.
1. O poema propõe-se cantar as armas, os barões e os reis de Portugal, aludindo a Ulisses e Eneias como heróis míticos que se libertaram da morte por obras valerosas.
2. Refere-se à "Ocidental praia Lusitana" como uma figura de estilo que designa Portugal.
3. Apresenta exemplos de hipérbole no texto.
O documento discute a estrutura e características da epopeia, com foco no poema épico de Camões "Os Lusíadas". Apresenta a definição de epopeia, suas características narrativas e estrutura interna e externa. Também analisa a substância lírica, épica e trágica presente na obra, bem como a ideologia por trás da mesma, que celebra os feitos heroicos dos portugueses e a viagem de Vasco da Gama à Índia.
O texto descreve a situação de sofrimento vivida pelos habitantes de uma cidade cercada por inimigos, relatando:
1) A cidade é apresentada como um ator coletivo sofrendo fome, discussões e desejando a morte, como se vê em "uũs com gram mingua do que padeciam; outros havendo doo dos atribulados".
2) Algumas pessoas desejavam a morte para fugir aos sofrimentos diários da fome e da guerra, como se vê em "rogavam a morte que os levas
1) As doze portas da cidade eram abertas durante o dia e vigiadas por guardas. Só entrava quem fosse conhecido e soubesse o motivo da entrada ou saída. De noite, dormiam junto às portas.
2) Algumas portas tinham chaves noturnas para barcos que traziam mantimentos. Outras chaves eram recolhidas pelo Mestre de Avis.
3) Junto à porta de Santa Catarina havia uma casa com suprimentos médicos para feridos das escaramuças.
Entre palavras teste_fernão_lopes_1_e_2_correcçãoCarla Ribeiro
1. A cidade é apresentada como uma personagem coletiva que age como um todo unido sob pressão do cerco.
2. Alguns habitantes desejavam a morte para escapar do sofrimento das desgraças sobre a cidade, deixando os responsáveis políticos indiferentes diante do povo sofredor.
3. A palavra "guerras" refere-se tanto à guerra real contra os castelhanos quanto à metáfora do sofrimento sem comida que a população suportava.
8 teste poesia-trovadoresca_asa_porto_editoraCarla Ribeiro
Este documento fornece um resumo conciso sobre a literatura medieval portuguesa em 3 frases:
A poesia trovadoresca no século XII marcou o início da expressão literária em português. As cantigas de amigo, amor e escárnio caracterizaram a poesia trovadoresca. A prosa medieval desenvolveu-se nos conventos e versou sobre religião, história e genealogias.
Paula Watson, an English teacher, was excited to discover an online chat community called EFL Plaza where her students could practice their English skills by chatting with other English learners around the world. She decided to have her students use this resource in class. However, her students had varying levels of computer and internet experience. So the more experienced students helped teach their classmates how to use the online chat. All the students enjoyed participating and asked how they could access EFL Plaza on their own computers at home, showing they had learned a lot through this activity.
Conditional tenses are used to talk about hypothetical or unlikely situations. There are three conditional types:
1. Type I uses present tense in the if-clause and future in the main clause to talk about probable future events. Examples are given of exercises to complete sentences in this form.
2. Type II uses past tense in the if-clause and present conditional (would/could/might) in the main clause to talk about unlikely or imaginary present situations. More exercises are provided to complete sentences in this form.
3. Type III uses past perfect in the if-clause and past conditional (could have/would have/might have) in the main clause to talk about unlikely past situations and their results
O documento descreve o surgimento do modernismo em Portugal no início do século XX como uma reação contra o classicismo e o marasmo intelectual da época. Detalha os principais nomes e publicações associadas ao movimento modernista português, como Fernando Pessoa, Mário de Sá Carneiro, José de Almada Negreiros e a revista Orpheu. Fornece também uma breve biografia de Fernando Pessoa e lista algumas de suas obras mais importantes.
The Prestige oil tanker sank off the coast of Galicia, Spain in 2002, spilling millions of gallons of oil and devastating the local fishing economy and environment. Fisherman Manuel Felipez describes how the oil has prevented local boats from sailing and covered the town. Workers are trying to clean the beaches, but the oil spill has ruined the tourism industry and livelihoods of fishermen and others who harvest shellfish. The disaster highlights the dangers of old single-hulled tankers, and the EU is now banning them to prevent future spills. The long-term environmental and economic impacts on Galicia remain uncertain.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. A Voz Passiva
A voz passiva constrói-se com o verbo auxiliar “to be” no tempo em que se
encontra o verbo principal na voz activa seguido do particípio passado do verbo
principal (3ª coluna). O sujeito da frase na voz activa transformar-se-á em agente
da passiva e o complemento directo da voz activa será o sujeito da frase na voz
passiva:1
Construção:
Thomas fixed the TV.
(a, b) (c, d, e) (f, g)
a) Identificamos o Sujeito: Thomas
b) O sujeito da voz Activa será o agente da passiva.
c) Identificamos o verbo e o tempo verbal – verbo: fixed, simple past
d) Colocamos o verbo “to be” no tempo em que estiver o verbo da voz activa
e) O verbo principal ficará no particípio passado
f) Identificamos o complemento: the TV.
g) O complemento será o nosso sujeito da voz passiva.
The TV was fixed by Thomas.
(f, g) (c, d, e) (a, b)
Simple Present Active: Rita writes a letter.
Passive:
A letter is written by Rita.
1. Simple Present – Transforma as seguintes frases em frases na VOZ
PASSIVA:
a) I write a long letter
b) He writes a note.
c) She gives an interview.
d) We call the secretary.
e) You see the ball.
f) They buy today’s paper.
2. Simple Present – Transforma as seguintes frases em frases na VOZ
PASSIVA, negativa e interrogativa:
g) I don’t write a long letter
h) He doesn’t write a note.
i) Does she give an interview?
j) We don’t call the secretary.
k) Do you see the ball?
l) Do they buy today’s paper?
3. Simple Present – Transforma as seguintes frases em frases na VOZ
PASSIVA, afirmativa, negativa e interrogativa:
a) We set the table.
b) She pays a lot of money.
1
Atenção às passivas idiomáticas!
1
2. c) I draw a picture.
d) They wear blue shoes.
e) They don't help you.
f) He doesn't open the book.
g) You do not write the letter.
h) Does your mum pick you up?
i) Does the police officer catch the thief?
Simple Past Active: Rita wrote a letter.
Passive:
A letter was written by Rita.
4. Simple Past – Transforma as seguintes frases em frases na VOZ PASSIVA,
negativa ou interrogativa:
m) I wrote a long letter
n) He wrote a note.
o) She gave an interview.
p) We called the secretary.
q) You saw the ball.
r) They bought today’s paper.
5. Simple Past – Transforma as seguintes frases em frases na VOZ PASSIVA,
negativa ou interrogativa:
s) I didn’t write a long letter
t) He didn’t write a note.
u) Did she give an interview.
v) We didn’t call the secretary.
w) Did you see the ball.
x) Did they buy today’s paper.
6. Simple Past – Transforma as seguintes frases em frases na VOZ PASSIVA,
afirmativa, negativa ou interrogativa:
a) Somebody hit me.
b) We stopped the bus.
c) A thief stole my car.
d) They didn't let him go.
e) She didn't win the prize.
f) They didn't make their beds.
g) I did not tell them.
h) Did you tell them?
i) Did he send the letter?
Present Perfect Active: Rita has written a letter.
Passive: has been written by Rita.
2
3. A letter
7. Present Perfect – Transforma as seguintes frases em frases na VOZ
PASSIVA:
a) I have eaten many sweets.
b) She has sold the red car.
c) He has sent fifteen postcards.
d) We have found an old Roman village.
e) You have visited the museum.
f) They have stolen the purse.
8. Present Perfect – Transforma as seguintes frases em VOZ PASSIVA,
negativa ou interrogativa:
g) I haven’t eaten many sweets.
h) She hasn’t sold the red car.
i) Has he sent fifteen postcards?
j) We have found an old Roman village.
k) Have you have the museum?
l) They haven’t stolen the purse.
9. Present Perfect – Transforma as seguintes frases em VOZ PASSIVA,
afirmativa, negativa ou interrogativa:
a) I have eaten a hamburger.
b) We have cycled five miles.
c) I have opened the present.
d) They have not read the book.
e) You have not sent the parcel.
f) We have not agreed to this issue.
g) They have not caught the thieves.
h) Has she phoned him?
i) Have they noticed us?
Past Perfect
Active: Rita had written a letter.
Passive:
A letter
had been written by Rita.
10. Past Perfect – Transforma as seguintes frases em frases na VOZ PASSIVA:
m) I had eaten many sweets.
n) She had sold the red car.
o) He had sent fifteen postcards.
p) We had found an old Roman village.
q) You had visited the museum.
r) They had stolen the purse.
11. Past Perfect – Transforma as seguintes frases em frases na VOZ PASSIVA,
negativa ou interrogativa:
s) Had I eaten many sweets?
t) Had she sold the red car?
u) He hadn’t sent fifteen postcards.
3
4. v) We had found an old Roman village.
w) Had you had the museum?
x) They hadn’t stolen the purse.
12. Past Perfect – Transforma as seguintes frases em frases na VOZ PASSIVA,
afirmativa, negativa ou interrogativa:
a) Joe had cleaned the tables.
b) We had lost the key.
c) They had started a fight.
d) I had been reading an article.
e) I had not closed the window.
f) They had not bought the paper.
g) She had not noticed me.
h) Had she solved the problem?
i) Had he recorded that song?
Present Continuous
Active: Rita is writing a letter.
Passive:
A letter is being written by Rita.
13. Present Continuous– Transforma as seguintes frases em frases na VOZ
PASSIVA:
a) I am cleaning the fridge.
b) He is opening the big stone door.
c) Kathy is singing a nice song.
d) We are pushing the boy.
e) You are carrying a heavy burden.
f) They are trowing the stones into the water.
14. Present Continuous– Transforma as seguintes frases em frases na VOZ
PASSIVA, negativa e interrogativa:
g) I am not cleaning the fridge.
h) Is he opening the big stone door?
i) Is Kathy singing a nice song?
j) We are not pushing the boy.
k) Are you carrying a heavy burden?
l) They aren’t trowing the stones into the water.
15. Present Continuous– Transforma as seguintes frases em frases na VOZ
PASSIVA, afirmativa, negativa e interrogativa:
a) My father is washing the car.
b) Farmer Joe is milking the cows.
c) She is taking a picture of him.
d) I am writing a poem.
e) We are not playing football.
f) He is not wearing a tie.
g) Is she preparing the party?
h) Are they talking about the meeting?
4
5. i) Is she watering the flowers?
Past Continuous
Active: Rita was writing a letter.
Passive:
A letter was being written by Rita.
16. Past Continuous– Transforma as seguintes frases em frases na VOZ
PASSIVA:
a) I was questioning the guards.
b) A policeman was stopping the cars.
c) Rachel was calling the children.
d) You were wearing a black hat.
e) We were playing pop music.
f) They were watching the birds.
17. Past Continuous– Transforma as seguintes frases em frases na VOZ
PASSIVA, negativa e interrogativa:
g) I wasn’t questioning the guards.
h) Was a policeman stopping the cars?
i) Was Rachel calling the children?
j) You weren’t wearing a black hat.
k) We weren’t playing pop music.
l) Were they watching the birds?
18. Past Continuous– Transforma as seguintes frases em frases na VOZ
PASSIVA, negativa e interrogativa:
a) He was playing the guitar.
b) She was watching a film.
c) was repairing their bikes.
d) They were not eating dinner.
e) We were not painting the gate.
f) You were not driving him home.
g) He was not feeding the dogs.
h) Was she reading these lines?
i) Were they carrying bags?
Future Active: Rita Will/shall write a letter.
Passive:
A letter Will/shall be written by Rita.
19. Future – Transforma as seguintes frases em frases na VOZ PASSIVA:
a) I shall accept the suggestion.
b) Gary will finish the job.
c) She will forget all problems.
d) Jane and I will solve the mystery.
e) You will discover a good place to settle.
f) The farmers will cultivate the fields.
5
6. 20. Future – Transforma as seguintes frases em frases na VOZ PASSIVA,
negativa e interrogativa:
g) I shan’t accept the suggestion.
h) Will Gary finish the job?
i) Will she forget all problems.?
j) Jane and I won’t solve the mystery.
k) Will you discover a good place to settle?
l) The farmers won’t cultivate the fields.
21. Future – Transforma as seguintes frases em frases na VOZ PASSIVA,
afirmativa, negativa e interrogativa:
a) Jane will buy a new computer.
b) Her boyfriend will install it.
c) Millions of people will visit the museum.
d) Our boss will sign the contract.
e) You will not do it.
f) They will not show the new film.
g) He won't see Sue.
h) They will not ask him.
i) Will the company employ a new worker?
j) Will the plumber repair the shower?
Future II Active: Rita Is going to write a letter.
Passive:
A letter Is going to be written by Rita.
22. “To be Going to” Future – Transforma as seguintes frases em frases na
VOZ PASSIVA:
a) Mr. Green is going to buy a new flat.
b) Uncle George is going to buy a new flat.
c) We are going to see a very interesting documentary.
d) The Police Inspector is going to investigate the robbery.
e) Thousands of people are going to watch the game on television.
f) International firms are going to produce historical films.
23. “To be Going to” Future – Transforma as seguintes frases em frases na
VOZ PASSIVA, negativa e interrogativa:
g) Is Mr. Green going to buy a new flat?
h) Uncle George isn’t going to buy a new flat.
i) Are we going to see a very interesting documentary?
j) The Police Inspector isn’t going to investigate the robbery.
k) Are thousands of people going to watch the game on television?
l) Are international firms going to produce historical films?
24. “To be Going to” Future – Transforma as seguintes frases em frases na
VOZ PASSIVA, afirmativa, negativa e interrogativa:
a) She is going to feed the cats.
b) Mary is going to wear her red shoes tonight.
c) We aren’t going to ask them directions.
6
7. d) Is he going to ask her out?
e) Are you going to eat all that food?
f) I am not going to take the car.
Modal verbs Active: Rita Can/would/may/should write a letter.
Passive:
A letter Can/would/may/should be written by Rita.
25. Modal Verbs – Transforma as seguintes frases em frases na VOZ PASSIVA,
afirmativa, negativa e interrogativa:
a) The waitress should serve my morning tea in the room.
b) Travel agencies might accept traveler’s cheques.
c) Mr. Clark couldn’t fix the shop window.
d) The headmaster may sign the certificate this afternoon.
e) Nowadays men can change the climate.
f) Should cultured people protect the forests?
g) Mary ought to do something about the flowers.
h) We must paint our room.
i) They can’t repair our car.
j) Someone is going to install the new programme.
k) They should feed the dog once a day.
l) Mary can’t solve this exercise.
m) They are going to publish a new book.
n) We must inform him about the news.
o) We should discuss the matter again.
p) They are going to build a new bridge.
q) He used to make coffee every morning.
r) Tom may buy a new computer.
s) Laura might not invite Tina to the party.
t) Karen has to prepare dinner for everyone.
u) We needn’t do our homework now.
v) She used to clean the house every day.
26. Modal Verbs – Transforma as seguintes frases em frases na VOZ
ACTIVA:
a) Mark can’t have stolen the money.
b) We should have informed the police.
c) Maria might have made a mistake.
d) The truck could have killed you.
e) He might have painted this picture before the war.
f) The police must have arrested the criminal by now
g) They should have called the doctor immediately.
h) She can’t have invited her former husband.
i) The fire may have damaged the house
j) He must have paid the electricity bill.
Passiva sem agente
7
8. O agente da passiva é normalmente omitido quando o sujeito da voz activa
apresenta um carácter indefinido ou vago, não se tornando necessário
expressar quem pratica a acção.
Ex.: The painter has painted our house => Our house has been painted. / Michael Angelo painted
the Sistine Chapel => The Sistine Chapel was painetd by Michael Angelo.
O agente da passiva é omitido quando o sujeito da voz activa for um dos seguintes:
one, they, you, nobody, someone, everybody, no one.
27. No Agent – Transforma as seguintes frases em frases na VOZ PASSIVA:
a) They’ve stolen a million pounds.
b) One watches a lot of TV in the UK.
c) No one will discover the secret passage.
d) Everyone must respect the traffic laws.
e) You had thrown everything away.
f) Is someone making all the necessary arrangements?
g) Someone has to clean the offices every morning.
h) They are going to collect the letters in the evening.
28. Segue o exemplo dado e inicia as frases por “how much” ou “how many”:
ate/apples => How many apples were eaten.
a) have written/postcards/at Christmas time?
b) Spent/much money?
c) Will eat/ice-creams/this Summer?
d) Are stealing/cars/each night?
e) Had smoked/cigarettes/during the party?
Pasiva idiomática
A passiva idiomática não tem equivalente em português mas é muito utilizada em
inglês. Chamamos passiva idiomática quando na voz activa temos dois
complementos: directo e indirecto. Normalmente é o complemento indirecto
que iremos transformar em sujeito da passiva.
The girls showed them the new album. => They were shown the new album by the girls
(sujeito) (c. Ind.) (c. Dir.)
Subject Verb Object 1 Object 2
Active: Rita Wrote a letter to me.
Passive: A letter was written to me by Rita.
Passive: I was written a letter by Rita.
29. Coloca as seguintes frases na voz passiva usando o C. Indirecto como
sujeito da frase:
a) Mrs Millet has given Andy and Rob some eggs from the farm.
b) They gave Richard a bike for his birthday.
c) Aunt Rose had promised me a lovely jumper.
d) The girls are going to show Tim how to use a computer.
e) The detective’s telling them about the robbery.
f) The postman brings us lots of letters everyday.
g) He gives his son the envelopes and the stamps.
8
9. h) The old woman will offer the children lots of nice food.
i) I’ll send you a box of smashing slides.
j) They didn’t teach him any Chinese words.
k) They allowed him to leave school.
l) They asked her her name at the information desk.
m) They will award Samuel a scholarship.
n) They offered you a better job.
o) They should tell us the truth.
p) They have given Peter a good piece of advice.
q) They are showing Barbara the new models.
r) They might teach me three languages.
s) They sent Dave lovely Christmas cards.
t) They would supply you with money if necessary.
u) They can't have told the parents that awful lie.
v) They won't offer me a car.
w) They didn't teach us Greek.
x) They showed me a new flat.
30 – Coloca as seguintes frases quer na VOZ PASSIVA quer na VOZ ACTIVA,
fazendo as alterações necessárias, em alguns casos, o sujeito que deves usar
encontra-se sublinhado:
a) Mike had to do a lot of work.
b) Their best friends couldn’t be forgotten.
c) The rest of the day will be spent there.
d) Did they write a book about the new discoveries?
e) They should make a shopping list.
f) Those Roman coins weren’t found in the town suburbs.
g) The village had been built nearly a hundred years ago.
h) They haven’t stolen it after all.
i) The TV is going to be repaired.
j) Was the car left in the garage?
k) You should not press the white button.
l) Mr. Morris wasn’t expecting her that evening.
m) The children’s laughter can’t be heard from here.
n) The waiter brought them the bill on a silver plate.
o) How many car accidents are reported each year in your country?
p) What will be done with the old buildings?
q) Had the people of Madrid been informed about the earthquake?
r) Was the address written inside?
s) The big international football match was being watched by thousands of
people.
t) What’s being done at the moment to save their lives?
u) You were left a notice at the office.
v) They have to give more love and understanding to old people.
9
10. h) The old woman will offer the children lots of nice food.
i) I’ll send you a box of smashing slides.
j) They didn’t teach him any Chinese words.
k) They allowed him to leave school.
l) They asked her her name at the information desk.
m) They will award Samuel a scholarship.
n) They offered you a better job.
o) They should tell us the truth.
p) They have given Peter a good piece of advice.
q) They are showing Barbara the new models.
r) They might teach me three languages.
s) They sent Dave lovely Christmas cards.
t) They would supply you with money if necessary.
u) They can't have told the parents that awful lie.
v) They won't offer me a car.
w) They didn't teach us Greek.
x) They showed me a new flat.
30 – Coloca as seguintes frases quer na VOZ PASSIVA quer na VOZ ACTIVA,
fazendo as alterações necessárias, em alguns casos, o sujeito que deves usar
encontra-se sublinhado:
a) Mike had to do a lot of work.
b) Their best friends couldn’t be forgotten.
c) The rest of the day will be spent there.
d) Did they write a book about the new discoveries?
e) They should make a shopping list.
f) Those Roman coins weren’t found in the town suburbs.
g) The village had been built nearly a hundred years ago.
h) They haven’t stolen it after all.
i) The TV is going to be repaired.
j) Was the car left in the garage?
k) You should not press the white button.
l) Mr. Morris wasn’t expecting her that evening.
m) The children’s laughter can’t be heard from here.
n) The waiter brought them the bill on a silver plate.
o) How many car accidents are reported each year in your country?
p) What will be done with the old buildings?
q) Had the people of Madrid been informed about the earthquake?
r) Was the address written inside?
s) The big international football match was being watched by thousands of
people.
t) What’s being done at the moment to save their lives?
u) You were left a notice at the office.
v) They have to give more love and understanding to old people.
9