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The document discusses the different uses of the present continuous tense in English grammar. It provides examples of using the present continuous to describe actions in progress, observable states or conditions, long-term actions that may not be happening at the exact moment, and trends that describe changes in behavior over time.
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Azar 14 10
This document discusses common reporting verbs used to report speech and questions, including say, tell, ask, answer, and reply. It provides examples of how each verb can be used, such as saying is usually followed by a noun clause, tell is followed by an object pronoun and noun clause, ask is used to report questions, and answer and reply are often used to report replies to questions.
Azar 14 9
This document discusses how to report speech in the past tense versus present tense. It explains that if the reporting verb is in the past tense, the verb in the noun clause is also often changed to the past tense. However, the verb can depend on the real situation and time the sentence was spoken. It provides examples of how the verb would change or stay the same depending on whether you are reporting what was said in the past or what is still true now.
Azar 14 8
The document discusses the difference between quoted speech and reported speech. Quoted speech uses exact words from a speaker and uses quotation marks, while reported speech conveys the idea of the speaker's words without quotation marks. When changing from quoted to reported speech, pronouns and verb tenses often need to change to match the reporting verb, and "that" is sometimes omitted in reported conversations.
Azar 14 7
This document provides instructions for writing direct quotations from speakers in sentences. It explains that quotation marks should be used to indicate a speaker's exact words. When a quotation is used, the speaker's name and a comma should be included before the quotation, such as "Jane said, 'Cats are fun to watch.'" For multi-sentence quotations, the quotation marks go only at the beginning and end of the entire quote. Punctuation inside the quotation follows normal rules, but punctuation outside varies based on whether the quotation is at the beginning or end of the sentence.
Azar 14 6
The document discusses the use of "so" in conversational responses to indicate agreement with a yes/no question. Some examples provided are saying "I think so" to mean "I think that is the case", "I believe so" to agree, and "I hope so" to express hopeful agreement. Negative versions include "I don't think so" to disagree and "I hope not" to express hoping something is not the case. When just guessing, responses like "I guess so" or "I suppose so/not" can be used to indicate uncertainty.
Azar 14 5
This document discusses the use of that-clauses after certain expressions involving "be" verbs or past participles, such as "I'm sure" and "I'm glad", where the word "that" can be omitted without changing the meaning. It also lists common expressions followed by that-clauses, such as "be afraid that", "be disappointed that", and "It is true that". These expressions introducing that-clauses are used to report feelings, opinions, or facts.
Azar 14 4
That-clauses are commonly used as objects of verbs expressing mental activity like thinking, hoping, realizing. The word "that" introduces these clauses and can often be omitted, especially in speaking. Common verbs taking that-clauses include agree, dream, believe, decide, discover, doubt, know, learn, notice, predict, prove, read, and think.
Azar 14 3
This document discusses how noun clauses are used to replace yes/no questions. It states that if is usually used to introduce a noun clause when changing a yes/no question into a noun clause. It also notes that whether has the same meaning as if and can be used instead. Examples are provided showing the yes/no question, the corresponding noun clause using if, and sometimes with the addition of "or not" at the end of the clause.
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Azar 14 10
This document discusses common reporting verbs used to report speech and questions, including say, tell, ask, answer, and reply. It provides examples of how each verb can be used, such as saying is usually followed by a noun clause, tell is followed by an object pronoun and noun clause, ask is used to report questions, and answer and reply are often used to report replies to questions.
Azar 14 9
This document discusses how to report speech in the past tense versus present tense. It explains that if the reporting verb is in the past tense, the verb in the noun clause is also often changed to the past tense. However, the verb can depend on the real situation and time the sentence was spoken. It provides examples of how the verb would change or stay the same depending on whether you are reporting what was said in the past or what is still true now.
Azar 14 8
The document discusses the difference between quoted speech and reported speech. Quoted speech uses exact words from a speaker and uses quotation marks, while reported speech conveys the idea of the speaker's words without quotation marks. When changing from quoted to reported speech, pronouns and verb tenses often need to change to match the reporting verb, and "that" is sometimes omitted in reported conversations.
Azar 14 7
This document provides instructions for writing direct quotations from speakers in sentences. It explains that quotation marks should be used to indicate a speaker's exact words. When a quotation is used, the speaker's name and a comma should be included before the quotation, such as "Jane said, 'Cats are fun to watch.'" For multi-sentence quotations, the quotation marks go only at the beginning and end of the entire quote. Punctuation inside the quotation follows normal rules, but punctuation outside varies based on whether the quotation is at the beginning or end of the sentence.
Azar 14 6
The document discusses the use of "so" in conversational responses to indicate agreement with a yes/no question. Some examples provided are saying "I think so" to mean "I think that is the case", "I believe so" to agree, and "I hope so" to express hopeful agreement. Negative versions include "I don't think so" to disagree and "I hope not" to express hoping something is not the case. When just guessing, responses like "I guess so" or "I suppose so/not" can be used to indicate uncertainty.
Azar 14 5
This document discusses the use of that-clauses after certain expressions involving "be" verbs or past participles, such as "I'm sure" and "I'm glad", where the word "that" can be omitted without changing the meaning. It also lists common expressions followed by that-clauses, such as "be afraid that", "be disappointed that", and "It is true that". These expressions introducing that-clauses are used to report feelings, opinions, or facts.
Azar 14 4
That-clauses are commonly used as objects of verbs expressing mental activity like thinking, hoping, realizing. The word "that" introduces these clauses and can often be omitted, especially in speaking. Common verbs taking that-clauses include agree, dream, believe, decide, discover, doubt, know, learn, notice, predict, prove, read, and think.
Azar 14 3
This document discusses how noun clauses are used to replace yes/no questions. It states that if is usually used to introduce a noun clause when changing a yes/no question into a noun clause. It also notes that whether has the same meaning as if and can be used instead. Examples are provided showing the yes/no question, the corresponding noun clause using if, and sometimes with the addition of "or not" at the end of the clause.
Azar 14 2
This document discusses the use of question words like who, what, when, where, why and how to introduce noun clauses. It notes that question word order is not used in a noun clause and provides examples of questions and the corresponding noun clauses. It also explains that a noun or pronoun followed by the verb "be" in a question comes before "be" in the noun clause, and a prepositional phrase does not come before "be" in a noun clause. Finally, it states that question word order and noun clause word order are the same when the question word is used as the subject.
Azar 14 1
This document introduces noun clauses, which are clauses that function as the object of a verb. Noun clauses contain their own subject and verb and can begin with question words like where, what, when, why; if or whether; or that. Examples are given of sentences where the verb is followed by a noun clause as the object, such as "I know where he lives" and "I don't know if Ed is married."
Azar 12 7
The document discusses the use of the relative pronoun "whose" in adjective clauses. Whose is used to show possession and can replace a possessive adjective, such as "his", "her", or "their", when combining two sentences into one with an adjective clause. Examples are provided where the main sentence is combined with an embedded sentence using whose to express possession, such as "The man whose car was stolen called the police".
Azar 12 6
This document discusses the use of pronouns like that, whom, and which as objects of prepositions in adjective clauses. It provides examples showing that these pronouns can be used after prepositions like "to" and "in" to refer back to nouns in the main clause. However, that and who cannot be used when the preposition comes before the pronoun, and the pronoun cannot be omitted in this case either.
Azar 12 5
The verb in an adjective clause must agree in number with the noun it refers to. If the noun is singular, the verb in the adjective clause is also singular. If the noun is plural, the verb in the adjective clause is plural as well. For example, if the noun is "man" which is singular, the verb in the adjective clause is "is"; but if the noun is "men" which is plural, the verb becomes "are".
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This document discusses using object pronouns in adjective clauses to describe things. It explains that which refers to things, that can refer to either people or things, and who and whom refer to people. The document provides examples of adjective clauses with pronouns replacing both the subject and object of embedded sentences, noting that the pronoun cannot be omitted if it replaces the subject.
Azar 12 3
1) An adjective clause embeds one sentence into another to describe people by using pronouns as the object of a verb.
2) One way to make an adjective clause is to change the object pronoun "him" to "that", which refers back to the subject "the man".
3) Object pronouns like "him" can also be changed to "who" or "whom" to form an adjective clause, with "whom" used more commonly in formal writing.
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Azar 11 4 more noncount nouns
This document lists and categorizes examples of noncount nouns into groups including liquids, solids and semi-solids, gases, things that occur in nature, and abstractions. It provides lists of noncount nouns for each category, such as coffee and milk for liquids, bread and meat for solids, air and smoke for gases, weather and rain for things that occur in nature, and beauty and courage for abstractions. All of the listed nouns in each category are identified as being noncount.
Azar 11 3 noncount nouns
The document discusses noncount nouns. It provides examples of count nouns and their corresponding noncount nouns, such as furniture for chairs, tables, sofas, and dressers. It also lists common noncount nouns in categories like mail, food, jewelry, and languages. Noncount nouns usually refer to a group of parts or a category of varieties rather than individual items.
Azar 11 2 count and noncount nouns
Count nouns can be used with numbers to indicate quantity and have both a singular and plural form. They can be used with indefinite articles like "a" and "an". Non-count nouns cannot be counted, are used without articles, and do not have a plural form. Examples of count nouns include chair, banana, and apple. Examples of non-count nouns include furniture, water, and air.
Azar 11 1 a vs. an
This document discusses the rules for using "a" versus "an" in the English language. It explains that "a" is used before singular nouns that start with consonant sounds, while "an" is used before singular nouns that start with vowel sounds. It provides examples of words that take "a" and "an", and notes that the determination is based on the starting sound of the word, not necessarily the starting letter. The document emphasizes that the choice of "a" or "an" depends on whether the first sound of the word is a vowel sound or a consonant sound.
Azar 12 2 Relative Pronouns
Relative pronouns like that, who, and which are often used as the subject of an adjective clause to describe people or things. Who is used to refer to people as the subject of the adjective clause, while that can also be used as a subject pronoun for people. An adjective clause properly follows and modifies the noun it describes.
Azar 12 1 adjective clauses introduction
This document discusses adjective clauses, which modify nouns by describing or providing information about them. Adjective clauses are introduced by relative pronouns like "who" or "that" and follow the noun they modify. Examples are given of adjective clauses modifying nouns, such as "I met a man who is kind to everyone" and "I bought a dress that was too expensive for my budget." The document explains that adjective clauses function similarly to regular adjectives by adding descriptive details about nouns.
Azar 9 10 using superlatives
The document discusses the use of superlatives in English. It provides examples of different structures that can follow a superlative, including using a superlative with a place, with an adjective clause, with "of all", and with "one of the". It also notes that "never + comparative" is equivalent to using a superlative.
Elm3 chart12 09
Say and tell are commonly used reporting verbs that have similar but distinct meanings. Say is used without an indirect object, as in "I said I'd meet my roommate at seven." Tell requires an indirect object indicating who was told, such as "Someone told my roommate that Joey wasn't coming."
Reporting verbs beyond say and tell can provide important context about attitude and feelings. Verbs like argue, complain, point out, and others express perspective when used in reported speech, for example "My friend pointed out that I had forgotten to turn on the electricity." Wonder and want to know can report questions rather than statements.
Elm3 chart12 08
This document discusses different ways to report what someone else has said, including direct speech using quotation marks versus indirect speech using a that clause. It explains that verbs are typically "backshifted" or changed to a past tense form when converting direct to indirect speech. Some exceptions are discussed where the verb may remain in the present tense to indicate something is still true or relevant. The document also notes that questions can be reported using "asked" followed by if/whether clauses for yes/no questions or wh- word clauses for wh- questions.
Elm3 chart12 07
The document discusses different types of noun clauses introduced by wh- words like whether and if. It provides examples of how if-clauses and whether-clauses can function as objects of verbs or adjective complements. While if-clauses are commonly used in these ways, they are not as flexible and are not common as subjects or subject complements. Whether-clauses can function in all these ways. The document also notes that whether-clauses, but not if-clauses, can be used with "or not" directly following whether.
Elm3 chart12 06
This document discusses noun clauses introduced by wh- words like who, what, where, how. It provides examples of wh- noun clauses functioning as subjects, objects, subject complements, adjective complements, and objects of prepositions. It notes that wh- clauses do not follow the word order of wh- questions, and instead follow the pattern of wh- word + subject + verb. The document also contains a section correcting common errors in using wh- clauses.
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Azar 14 2
This document discusses the use of question words like who, what, when, where, why and how to introduce noun clauses. It notes that question word order is not used in a noun clause and provides examples of questions and the corresponding noun clauses. It also explains that a noun or pronoun followed by the verb "be" in a question comes before "be" in the noun clause, and a prepositional phrase does not come before "be" in a noun clause. Finally, it states that question word order and noun clause word order are the same when the question word is used as the subject.
Azar 14 1
This document introduces noun clauses, which are clauses that function as the object of a verb. Noun clauses contain their own subject and verb and can begin with question words like where, what, when, why; if or whether; or that. Examples are given of sentences where the verb is followed by a noun clause as the object, such as "I know where he lives" and "I don't know if Ed is married."
Azar 12 7
The document discusses the use of the relative pronoun "whose" in adjective clauses. Whose is used to show possession and can replace a possessive adjective, such as "his", "her", or "their", when combining two sentences into one with an adjective clause. Examples are provided where the main sentence is combined with an embedded sentence using whose to express possession, such as "The man whose car was stolen called the police".
Azar 12 6
This document discusses the use of pronouns like that, whom, and which as objects of prepositions in adjective clauses. It provides examples showing that these pronouns can be used after prepositions like "to" and "in" to refer back to nouns in the main clause. However, that and who cannot be used when the preposition comes before the pronoun, and the pronoun cannot be omitted in this case either.
Azar 12 5
The verb in an adjective clause must agree in number with the noun it refers to. If the noun is singular, the verb in the adjective clause is also singular. If the noun is plural, the verb in the adjective clause is plural as well. For example, if the noun is "man" which is singular, the verb in the adjective clause is "is"; but if the noun is "men" which is plural, the verb becomes "are".
Azar 12 4
This document discusses using object pronouns in adjective clauses to describe things. It explains that which refers to things, that can refer to either people or things, and who and whom refer to people. The document provides examples of adjective clauses with pronouns replacing both the subject and object of embedded sentences, noting that the pronoun cannot be omitted if it replaces the subject.
Azar 12 3
1) An adjective clause embeds one sentence into another to describe people by using pronouns as the object of a verb.
2) One way to make an adjective clause is to change the object pronoun "him" to "that", which refers back to the subject "the man".
3) Object pronouns like "him" can also be changed to "who" or "whom" to form an adjective clause, with "whom" used more commonly in formal writing.
Azar 11 6 nouns that can be count or noncount
This document discusses nouns that can be used as both count and non-count nouns. It provides examples of nouns like glass, hair, iron, light, paper, time, work, coffee, chicken, fish, and experience that have multiple meanings depending on whether they are used in a counted or uncounted sense. These nouns take on different meanings based on whether they are referred to as singular units that can be counted or as unmeasured quantities.
Azar 11 4 more noncount nouns
This document lists and categorizes examples of noncount nouns into groups including liquids, solids and semi-solids, gases, things that occur in nature, and abstractions. It provides lists of noncount nouns for each category, such as coffee and milk for liquids, bread and meat for solids, air and smoke for gases, weather and rain for things that occur in nature, and beauty and courage for abstractions. All of the listed nouns in each category are identified as being noncount.
Azar 11 3 noncount nouns
The document discusses noncount nouns. It provides examples of count nouns and their corresponding noncount nouns, such as furniture for chairs, tables, sofas, and dressers. It also lists common noncount nouns in categories like mail, food, jewelry, and languages. Noncount nouns usually refer to a group of parts or a category of varieties rather than individual items.
Azar 11 2 count and noncount nouns
Count nouns can be used with numbers to indicate quantity and have both a singular and plural form. They can be used with indefinite articles like "a" and "an". Non-count nouns cannot be counted, are used without articles, and do not have a plural form. Examples of count nouns include chair, banana, and apple. Examples of non-count nouns include furniture, water, and air.
Azar 11 1 a vs. an
This document discusses the rules for using "a" versus "an" in the English language. It explains that "a" is used before singular nouns that start with consonant sounds, while "an" is used before singular nouns that start with vowel sounds. It provides examples of words that take "a" and "an", and notes that the determination is based on the starting sound of the word, not necessarily the starting letter. The document emphasizes that the choice of "a" or "an" depends on whether the first sound of the word is a vowel sound or a consonant sound.
Azar 12 2 Relative Pronouns
Relative pronouns like that, who, and which are often used as the subject of an adjective clause to describe people or things. Who is used to refer to people as the subject of the adjective clause, while that can also be used as a subject pronoun for people. An adjective clause properly follows and modifies the noun it describes.
Azar 12 1 adjective clauses introduction
This document discusses adjective clauses, which modify nouns by describing or providing information about them. Adjective clauses are introduced by relative pronouns like "who" or "that" and follow the noun they modify. Examples are given of adjective clauses modifying nouns, such as "I met a man who is kind to everyone" and "I bought a dress that was too expensive for my budget." The document explains that adjective clauses function similarly to regular adjectives by adding descriptive details about nouns.
Azar 9 10 using superlatives
The document discusses the use of superlatives in English. It provides examples of different structures that can follow a superlative, including using a superlative with a place, with an adjective clause, with "of all", and with "one of the". It also notes that "never + comparative" is equivalent to using a superlative.
Elm3 chart12 09
Say and tell are commonly used reporting verbs that have similar but distinct meanings. Say is used without an indirect object, as in "I said I'd meet my roommate at seven." Tell requires an indirect object indicating who was told, such as "Someone told my roommate that Joey wasn't coming."
Reporting verbs beyond say and tell can provide important context about attitude and feelings. Verbs like argue, complain, point out, and others express perspective when used in reported speech, for example "My friend pointed out that I had forgotten to turn on the electricity." Wonder and want to know can report questions rather than statements.
Elm3 chart12 08
This document discusses different ways to report what someone else has said, including direct speech using quotation marks versus indirect speech using a that clause. It explains that verbs are typically "backshifted" or changed to a past tense form when converting direct to indirect speech. Some exceptions are discussed where the verb may remain in the present tense to indicate something is still true or relevant. The document also notes that questions can be reported using "asked" followed by if/whether clauses for yes/no questions or wh- word clauses for wh- questions.
Elm3 chart12 07
The document discusses different types of noun clauses introduced by wh- words like whether and if. It provides examples of how if-clauses and whether-clauses can function as objects of verbs or adjective complements. While if-clauses are commonly used in these ways, they are not as flexible and are not common as subjects or subject complements. Whether-clauses can function in all these ways. The document also notes that whether-clauses, but not if-clauses, can be used with "or not" directly following whether.
Elm3 chart12 06
This document discusses noun clauses introduced by wh- words like who, what, where, how. It provides examples of wh- noun clauses functioning as subjects, objects, subject complements, adjective complements, and objects of prepositions. It notes that wh- clauses do not follow the word order of wh- questions, and instead follow the pattern of wh- word + subject + verb. The document also contains a section correcting common errors in using wh- clauses.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
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.
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2.2 on page 45
- 1. Lesson 2, Page 45 Grammar Explanation 2.2
- 2. 2.2 The Present Continuous -- Use Examples Explanation Some people are doing yoga over there. Those women are playing a game. We use the present continuous to describe and action in progress this moment.
- 3. 2.2 The Present Continuous -- Use Examples Explanation Mary is standing over there. She’s wearing a red T-shirt. . We use the present continuous to describe a state or condition that we can observe now, using the following verbs: sit, stand, wear, sleep.
- 4. 2.2 The Present Continuous -- Use Examples Explanation Judy is meeting new people She is getting her pension and earning money from her new job. . We use the present continuous to show a long-term action that is in progress. It may not be happening at this exact moment.
- 5. 2.2 The Present Continuous -- Use Examples Explanation More and more retired Americans are starting a new career. People are living longer. . We use the present continuous to describe a trend. A trend is a behavior that many people in society are doing at this time. It describes a change in behavior from an earlier time.