The document provides instruction on using comparatives and adverbs in English. It discusses forming comparative adjectives using "er" and "ier", and using "more" and "less" with adjectives of two or more syllables. It also covers using "than" in comparative sentences. The document then explains what adverbs are and how they are used, and how to form comparative adverbs using "more/less" plus the adverb form of adjectives. It concludes by discussing than-clauses and as-clauses, how they are used to compare things that are unequal or equal, respectively.
The document provides instruction and examples for using comparatives and adverbs in English. It discusses forming comparative adjectives using "er" and "ier", and using "more" and "less" with adjectives of two or more syllables. Examples are given comparing one, two or three items using "than". The document also covers forming comparative adverbs using "more"/"less" plus the adverb's root form or exceptions like "harder", "faster", "later". Practice questions have learners form comparative sentences. Finally, it introduces using "than"-clauses and "as"-clauses to compare things that aren't equal or are equal.
The document provides instruction on using comparatives in English. It outlines three main rules: 1) Most one-syllable adjectives add "-er" and most two-syllable adjectives ending in "y" add "-ier"; 2) Adjectives with two or more syllables use "more" or "less"; and 3) The word "than" is used to connect the two items being compared. It also discusses exceptions and provides examples to illustrate the rules. Adverbs of degree that indicate the extent of a difference, such as "much," "a little," and "no," are introduced. Overall, the document offers a comprehensive overview of how to form and use comparatives in the English language
The document discusses forming comparatives and superlatives in English. It explains that comparatives show differences between two objects using adjectives or adverbs with "er" or "more", while superlatives show differences between three or more objects using adjectives or adverbs with "est" or "most". It provides examples of forming comparatives and superlatives and discusses using "in" or "of" after the superlative. It also notes exceptions to the rules for certain adjectives and adverbs.
The document provides an overview of a lesson on compound structures:
- It reviews lesson two and introduces compound sentences and FANBOYS conjunctions.
- Students practice writing tips for conversations and identifying clauses, fragments, and compound sentences.
- The lesson defines independent clauses, simple sentences, and compound sentences. It discusses run-on sentences and how to correct them.
- Students are assigned homework to write tips for conversations following Canadian cultural norms.
This document is a lesson plan on complex sentences. It begins with an overview of the day's topics which include reviewing independent and dependent clauses and practicing writing dialogues. Examples are provided of simple, compound, and complex sentences. The rest of the lesson defines independent and dependent clauses, complex sentences, and conjunctions. Exercises have students identifying clause types and correcting run-on sentences. The homework assignment is to write compound sentences using each conjunction. The lesson concludes with reminding students to ask questions and providing attribution for the lesson content.
The document provides lesson materials on writing practice. It includes a review of punctuation in complex sentences and dependent clauses. Students learn about paragraph structure and outlining. They practice writing a paragraph comparing punctuality in their home country and Canada. The lesson content is based on an article about punctuality in Canada. For homework, students are asked to write an outline and paragraph on why punctuality is important in Canada and send it to their teacher for feedback.
The document discusses a lesson on compound and complex sentences. It begins with reviewing lesson one on basic sentence rules. Then it defines complex sentences and conjunctions of condition that can be used with them. Students are instructed to practice writing a review of small talk between two people and giving their opinion on Canadian rules for small talk. Examples of complex sentences using different conjunctions are provided. The lesson concludes with assigning a homework of writing a comparison of small talk rules between Canada and another country.
7 using commas with nonessential information, lists, and transitional words d...English Online Inc.
The document discusses a lesson on using commas with nonessential information, lists, and transitional words. It begins with an overview of the lesson and then covers rules for punctuation with nonessential clauses, examples of essential and nonessential clauses, how to use commas in lists, and how to use transitional words to connect ideas. The document also includes practice exercises for the reader to work on sentences and their essay using these punctuation concepts.
The document provides instruction and examples for using comparatives and adverbs in English. It discusses forming comparative adjectives using "er" and "ier", and using "more" and "less" with adjectives of two or more syllables. Examples are given comparing one, two or three items using "than". The document also covers forming comparative adverbs using "more"/"less" plus the adverb's root form or exceptions like "harder", "faster", "later". Practice questions have learners form comparative sentences. Finally, it introduces using "than"-clauses and "as"-clauses to compare things that aren't equal or are equal.
The document provides instruction on using comparatives in English. It outlines three main rules: 1) Most one-syllable adjectives add "-er" and most two-syllable adjectives ending in "y" add "-ier"; 2) Adjectives with two or more syllables use "more" or "less"; and 3) The word "than" is used to connect the two items being compared. It also discusses exceptions and provides examples to illustrate the rules. Adverbs of degree that indicate the extent of a difference, such as "much," "a little," and "no," are introduced. Overall, the document offers a comprehensive overview of how to form and use comparatives in the English language
The document discusses forming comparatives and superlatives in English. It explains that comparatives show differences between two objects using adjectives or adverbs with "er" or "more", while superlatives show differences between three or more objects using adjectives or adverbs with "est" or "most". It provides examples of forming comparatives and superlatives and discusses using "in" or "of" after the superlative. It also notes exceptions to the rules for certain adjectives and adverbs.
The document provides an overview of a lesson on compound structures:
- It reviews lesson two and introduces compound sentences and FANBOYS conjunctions.
- Students practice writing tips for conversations and identifying clauses, fragments, and compound sentences.
- The lesson defines independent clauses, simple sentences, and compound sentences. It discusses run-on sentences and how to correct them.
- Students are assigned homework to write tips for conversations following Canadian cultural norms.
This document is a lesson plan on complex sentences. It begins with an overview of the day's topics which include reviewing independent and dependent clauses and practicing writing dialogues. Examples are provided of simple, compound, and complex sentences. The rest of the lesson defines independent and dependent clauses, complex sentences, and conjunctions. Exercises have students identifying clause types and correcting run-on sentences. The homework assignment is to write compound sentences using each conjunction. The lesson concludes with reminding students to ask questions and providing attribution for the lesson content.
The document provides lesson materials on writing practice. It includes a review of punctuation in complex sentences and dependent clauses. Students learn about paragraph structure and outlining. They practice writing a paragraph comparing punctuality in their home country and Canada. The lesson content is based on an article about punctuality in Canada. For homework, students are asked to write an outline and paragraph on why punctuality is important in Canada and send it to their teacher for feedback.
The document discusses a lesson on compound and complex sentences. It begins with reviewing lesson one on basic sentence rules. Then it defines complex sentences and conjunctions of condition that can be used with them. Students are instructed to practice writing a review of small talk between two people and giving their opinion on Canadian rules for small talk. Examples of complex sentences using different conjunctions are provided. The lesson concludes with assigning a homework of writing a comparison of small talk rules between Canada and another country.
7 using commas with nonessential information, lists, and transitional words d...English Online Inc.
The document discusses a lesson on using commas with nonessential information, lists, and transitional words. It begins with an overview of the lesson and then covers rules for punctuation with nonessential clauses, examples of essential and nonessential clauses, how to use commas in lists, and how to use transitional words to connect ideas. The document also includes practice exercises for the reader to work on sentences and their essay using these punctuation concepts.
This document provides information about comma splices and how to correct them. It begins with definitions of a comma splice, independent clause, and dependent clause. A comma splice occurs when only a comma is used between two independent clauses, which is incorrect. To fix a comma splice, a conjunction such as "and," "but," or "so" should be added between the clauses, or a semicolon can be used. Several examples of comma splices and the corrected versions are provided. The document also discusses coordinating and subordinating conjunctions and provides practice identifying dependent and independent clauses.
4 compound complex sentences and paragraph structure desktopEnglish Online Inc.
The document discusses a lesson on compound-complex sentences and paragraph structure. It reviews compound and complex sentences. Students will learn about compound-complex sentences, practice correcting run-on sentences, and write a paragraph about personal space. Homework involves sending the outline and paragraph to the teacher for feedback.
This document provides an overview of a lesson on complex sentences and conjunctions of contrast. It begins with reviewing compound and complex sentences from the previous lesson. Then it defines what a complex sentence is and introduces conjunctions of contrast like although and though. Examples of complex sentences using these conjunctions are provided. Finally, students are assigned to write sentences using the new conjunctions and watch a TED talk on conversations, answering a question about it in a paragraph.
The document discusses punctuation for emphasis in writing. It begins with an outline of today's lesson which reviews punctuation rules and teaches how to use dashes, colons, semicolons, and parentheses. It provides examples of how to use these punctuation marks correctly in different sentence types and gives practice correcting sentences and writing an email using the punctuation rules. The document emphasizes using punctuation to properly structure sentences and convey meaning and tone.
The document discusses parts of speech, including verbs, adjectives, and adverbs. It provides examples of how the same word can be different parts of speech depending on the context and sentence. Verbs express actions or states of being. Adjectives describe nouns. Adverbs provide additional information about verbs, adjectives, other adverbs, clauses, or entire sentences. The document uses examples and exercises to illustrate the different parts of speech.
The document provides guidance on writing a professional email. It discusses the key components of an email, including the greeting, purpose, details, and conclusion. It also reviews making an outline to organize ideas. Students are assigned to write a response email to their manager who informed them of repeated tardiness issues and warnings. They are instructed to first make an outline before drafting the email response.
The document provides instruction on using comparatives in English. It outlines three main rules for forming comparatives: 1) most one-syllable adjectives add "-er" and most two-syllable adjectives ending in "y" add "-ier", 2) some two-syllable adjectives and adjectives with three or more syllables use "more/less" before the base adjective, and 3) "than" is used to connect the two items being compared. The document also discusses exceptions to the rules and provides examples to illustrate proper comparative usage.
The document discusses how to form and use superlatives in English. It explains that superlatives are used to compare three or more objects and indicate which object has the most of a quality. Superlatives are formed by adding "-est" to short adjectives and adverbs or using "most" with long adjectives and adverbs. The prepositions "in" and "of" are used after the superlative, with "in" followed by a singular noun and "of" usually followed by a plural noun. Examples are provided to illustrate superlative usage.
The document provides information about gerunds and infinitives in English grammar. It defines gerunds as verb forms ending in "ing" that function as nouns. Infinitives are verb forms preceded by "to" that can function as nouns, adjectives, or adverbs. Some key points include: certain verbs are commonly followed by gerunds or infinitives; gerunds can be subjects or objects in sentences; and a few verbs can take either a gerund or infinitive without changing the sentence's meaning. Examples are provided to illustrate proper usage of gerunds and infinitives.
The document is a lesson on coordinating conjunctions and their function. It defines FANBOYS as an acronym for the coordinating conjunctions for, and, nor, but, or, yet, and so. It provides examples of how each conjunction is used to join independent clauses. The lesson then provides exercises where students practice adding the appropriate conjunction to join sentences. The high-level purpose is to teach students about coordinating conjunctions and how they are used to connect independent clauses.
This document provides a lesson on prefixes. It begins by defining an affix as letters added to the root of a word that change its meaning. Examples are given of prefixes like over, under, pre, post, re and dis and how they affect the meaning of words. Common words using these prefixes are listed and their meanings explained. Students are assigned homework to write sentences using the prefixes. The purpose is to teach students how prefixes change the core meaning of words and help expand vocabulary.
The document discusses infinitive phrases, including what an infinitive verb is, what a complement is, and examples of infinitive phrases being used as subjects and objects in sentences. It provides examples of identifying the infinitive verb and complement in sentences. It then gives a practice section where the reader identifies the infinitive phrase in different sentences by determining if it is the subject or object. This allows the reader to practice recognizing infinitive phrases and their use in sentences.
This document discusses the differences between -ed and -ing adjective endings. It provides examples of words with each ending and their meanings. -Ed endings describe how someone feels about something, like "tired" or "bored." -Ing endings describe what causes the feeling, like "boring" or "frightening." The document tests readers with sentences using words with these endings and identifies the correct form. It emphasizes that -ed describes a feeling and -ing describes what causes the feeling.
This document discusses parts of speech and grammar rules. It explains that adjectives can come before nouns or after linking verbs. Linking verbs connect subjects to descriptions and include verbs like "be", "become", and verbs of perception like "look", "smell", and "taste". Verbs of perception describe how we use our senses to understand the world.
This document provides an overview of different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, and possessive adjectives. It defines each type of pronoun and provides examples to illustrate their usage. The document concludes with practice questions to help readers identify the different pronoun types in sample sentences.
The document is a lesson on parts of speech that provides definitions and examples of the 7 main parts of speech: verbs, nouns/pronouns, adjectives, adverbs, articles, prepositions, and conjunctions. It defines each part of speech and provides patterns and examples to illustrate how they are used in sentences. It then has exercises for learners to identify the different parts of speech in sample sentences.
This document provides information on run-on sentences and how to fix them. It defines a run-on sentence as two or more independent clauses joined together without proper punctuation or conjunctions. It then discusses the three main ways to fix run-on sentences: 1) separate the clauses with a period to make two complete sentences, 2) join the clauses with a coordinating conjunction, or 3) use a comma followed by a coordinating conjunction. The document provides examples of each method and practices identifying and correcting run-on sentences. It concludes by summarizing the key ways to fix run-on sentences in 3 sentences or less.
This document provides information about using the modal verbs "can" and "could" in English. It discusses when to use "can" versus "could", including for talking about abilities in the present or past, possibilities, requests, and offers of help. Examples are given for different uses. The last sections provide practice identifying whether sentences discuss abilities, possibilities, requests, offers, or permissions and whether they refer to the past, present or future.
The document discusses different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, and possessive adjectives. It provides examples for each type and a practice section where students identify which type of pronoun is being used in sample sentences. The key information covered includes defining characteristics of each pronoun type and example sentences to illustrate proper usage.
Lesson 2_Clauses and Simple Sentences_Writing Workshop_Sentence Types.pdfEnglish Online Inc.
This document summarizes Lesson Two from an English grammar course. It covers clauses and simple sentences. Key points include:
- A clause is a group of words that contains a subject and a verb and expresses a complete idea.
- A simple sentence contains one independent clause.
- Fragments are incomplete because they are missing a subject or verb.
- The lesson provides examples of identifying clauses and evaluates whether sentences are simple or fragments. Homework involves practicing identifying clauses and answering small talk questions.
The document provides instruction on forming wh-word questions in English. It discusses three main rules: 1) The wh-word goes at the beginning of the question. 2) If the wh-word is the subject, the word order is the same as a statement. 3) If the wh-word is not the subject, the word order is inverted and an auxiliary verb is needed. Examples are provided to illustrate each rule. Learners then practice forming questions based on statements and correcting incorrectly formed questions. The document aims to teach learners how to properly structure wh-word questions in English.
1. The document discusses prefixes and their meanings. It provides examples of prefixes like non-, un-, mis- and mal- and explains that they mean "not" or "incorrectly".
2. It gives sentences using words with those prefixes and asks the reader to determine the meanings. For example, it explains that being misinformed means being given wrong information.
3. The document is a lesson on determining word meanings from prefixes. It teaches the definitions and uses interactive examples to practice applying the prefix rules.
This document provides information about comma splices and how to correct them. It begins with definitions of a comma splice, independent clause, and dependent clause. A comma splice occurs when only a comma is used between two independent clauses, which is incorrect. To fix a comma splice, a conjunction such as "and," "but," or "so" should be added between the clauses, or a semicolon can be used. Several examples of comma splices and the corrected versions are provided. The document also discusses coordinating and subordinating conjunctions and provides practice identifying dependent and independent clauses.
4 compound complex sentences and paragraph structure desktopEnglish Online Inc.
The document discusses a lesson on compound-complex sentences and paragraph structure. It reviews compound and complex sentences. Students will learn about compound-complex sentences, practice correcting run-on sentences, and write a paragraph about personal space. Homework involves sending the outline and paragraph to the teacher for feedback.
This document provides an overview of a lesson on complex sentences and conjunctions of contrast. It begins with reviewing compound and complex sentences from the previous lesson. Then it defines what a complex sentence is and introduces conjunctions of contrast like although and though. Examples of complex sentences using these conjunctions are provided. Finally, students are assigned to write sentences using the new conjunctions and watch a TED talk on conversations, answering a question about it in a paragraph.
The document discusses punctuation for emphasis in writing. It begins with an outline of today's lesson which reviews punctuation rules and teaches how to use dashes, colons, semicolons, and parentheses. It provides examples of how to use these punctuation marks correctly in different sentence types and gives practice correcting sentences and writing an email using the punctuation rules. The document emphasizes using punctuation to properly structure sentences and convey meaning and tone.
The document discusses parts of speech, including verbs, adjectives, and adverbs. It provides examples of how the same word can be different parts of speech depending on the context and sentence. Verbs express actions or states of being. Adjectives describe nouns. Adverbs provide additional information about verbs, adjectives, other adverbs, clauses, or entire sentences. The document uses examples and exercises to illustrate the different parts of speech.
The document provides guidance on writing a professional email. It discusses the key components of an email, including the greeting, purpose, details, and conclusion. It also reviews making an outline to organize ideas. Students are assigned to write a response email to their manager who informed them of repeated tardiness issues and warnings. They are instructed to first make an outline before drafting the email response.
The document provides instruction on using comparatives in English. It outlines three main rules for forming comparatives: 1) most one-syllable adjectives add "-er" and most two-syllable adjectives ending in "y" add "-ier", 2) some two-syllable adjectives and adjectives with three or more syllables use "more/less" before the base adjective, and 3) "than" is used to connect the two items being compared. The document also discusses exceptions to the rules and provides examples to illustrate proper comparative usage.
The document discusses how to form and use superlatives in English. It explains that superlatives are used to compare three or more objects and indicate which object has the most of a quality. Superlatives are formed by adding "-est" to short adjectives and adverbs or using "most" with long adjectives and adverbs. The prepositions "in" and "of" are used after the superlative, with "in" followed by a singular noun and "of" usually followed by a plural noun. Examples are provided to illustrate superlative usage.
The document provides information about gerunds and infinitives in English grammar. It defines gerunds as verb forms ending in "ing" that function as nouns. Infinitives are verb forms preceded by "to" that can function as nouns, adjectives, or adverbs. Some key points include: certain verbs are commonly followed by gerunds or infinitives; gerunds can be subjects or objects in sentences; and a few verbs can take either a gerund or infinitive without changing the sentence's meaning. Examples are provided to illustrate proper usage of gerunds and infinitives.
The document is a lesson on coordinating conjunctions and their function. It defines FANBOYS as an acronym for the coordinating conjunctions for, and, nor, but, or, yet, and so. It provides examples of how each conjunction is used to join independent clauses. The lesson then provides exercises where students practice adding the appropriate conjunction to join sentences. The high-level purpose is to teach students about coordinating conjunctions and how they are used to connect independent clauses.
This document provides a lesson on prefixes. It begins by defining an affix as letters added to the root of a word that change its meaning. Examples are given of prefixes like over, under, pre, post, re and dis and how they affect the meaning of words. Common words using these prefixes are listed and their meanings explained. Students are assigned homework to write sentences using the prefixes. The purpose is to teach students how prefixes change the core meaning of words and help expand vocabulary.
The document discusses infinitive phrases, including what an infinitive verb is, what a complement is, and examples of infinitive phrases being used as subjects and objects in sentences. It provides examples of identifying the infinitive verb and complement in sentences. It then gives a practice section where the reader identifies the infinitive phrase in different sentences by determining if it is the subject or object. This allows the reader to practice recognizing infinitive phrases and their use in sentences.
This document discusses the differences between -ed and -ing adjective endings. It provides examples of words with each ending and their meanings. -Ed endings describe how someone feels about something, like "tired" or "bored." -Ing endings describe what causes the feeling, like "boring" or "frightening." The document tests readers with sentences using words with these endings and identifies the correct form. It emphasizes that -ed describes a feeling and -ing describes what causes the feeling.
This document discusses parts of speech and grammar rules. It explains that adjectives can come before nouns or after linking verbs. Linking verbs connect subjects to descriptions and include verbs like "be", "become", and verbs of perception like "look", "smell", and "taste". Verbs of perception describe how we use our senses to understand the world.
This document provides an overview of different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, and possessive adjectives. It defines each type of pronoun and provides examples to illustrate their usage. The document concludes with practice questions to help readers identify the different pronoun types in sample sentences.
The document is a lesson on parts of speech that provides definitions and examples of the 7 main parts of speech: verbs, nouns/pronouns, adjectives, adverbs, articles, prepositions, and conjunctions. It defines each part of speech and provides patterns and examples to illustrate how they are used in sentences. It then has exercises for learners to identify the different parts of speech in sample sentences.
This document provides information on run-on sentences and how to fix them. It defines a run-on sentence as two or more independent clauses joined together without proper punctuation or conjunctions. It then discusses the three main ways to fix run-on sentences: 1) separate the clauses with a period to make two complete sentences, 2) join the clauses with a coordinating conjunction, or 3) use a comma followed by a coordinating conjunction. The document provides examples of each method and practices identifying and correcting run-on sentences. It concludes by summarizing the key ways to fix run-on sentences in 3 sentences or less.
This document provides information about using the modal verbs "can" and "could" in English. It discusses when to use "can" versus "could", including for talking about abilities in the present or past, possibilities, requests, and offers of help. Examples are given for different uses. The last sections provide practice identifying whether sentences discuss abilities, possibilities, requests, offers, or permissions and whether they refer to the past, present or future.
The document discusses different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, and possessive adjectives. It provides examples for each type and a practice section where students identify which type of pronoun is being used in sample sentences. The key information covered includes defining characteristics of each pronoun type and example sentences to illustrate proper usage.
Lesson 2_Clauses and Simple Sentences_Writing Workshop_Sentence Types.pdfEnglish Online Inc.
This document summarizes Lesson Two from an English grammar course. It covers clauses and simple sentences. Key points include:
- A clause is a group of words that contains a subject and a verb and expresses a complete idea.
- A simple sentence contains one independent clause.
- Fragments are incomplete because they are missing a subject or verb.
- The lesson provides examples of identifying clauses and evaluates whether sentences are simple or fragments. Homework involves practicing identifying clauses and answering small talk questions.
The document provides instruction on forming wh-word questions in English. It discusses three main rules: 1) The wh-word goes at the beginning of the question. 2) If the wh-word is the subject, the word order is the same as a statement. 3) If the wh-word is not the subject, the word order is inverted and an auxiliary verb is needed. Examples are provided to illustrate each rule. Learners then practice forming questions based on statements and correcting incorrectly formed questions. The document aims to teach learners how to properly structure wh-word questions in English.
1. The document discusses prefixes and their meanings. It provides examples of prefixes like non-, un-, mis- and mal- and explains that they mean "not" or "incorrectly".
2. It gives sentences using words with those prefixes and asks the reader to determine the meanings. For example, it explains that being misinformed means being given wrong information.
3. The document is a lesson on determining word meanings from prefixes. It teaches the definitions and uses interactive examples to practice applying the prefix rules.
The document provides an overview of the uses and rules for commas. It discusses the three main uses of commas: 1) to separate items in a series, 2) to join two independent clauses, and 3) after introductory phrases or non-essential information. Examples are given for each use and practice sentences are provided for learners to insert commas correctly. Key points about commas are reinforced such as only using commas with FANBOYS conjunctions and the optional Oxford comma.
This document provides information and examples about prepositions and prepositional verbs. It begins by defining prepositions as words that describe relationships between persons, objects, and locations. Examples are provided of common prepositions like "under", "at", and "to". The document then discusses prepositional verbs, which are verbs combined with a preposition that do not typically change the verb's meaning. Rules and examples are given for identifying and using prepositional verbs correctly in sentences. The purpose is to help readers understand and identify prepositions and prepositional verbs.
The document discusses how to identify and fix run-on sentences. It provides examples of run-on sentences and explains how to correct them by adding a period to separate independent clauses, adding a comma and conjunction, or restructuring the sentence. Some common ways to fix run-on sentences include using a period, comma, or conjunction like "and," "but," or "so."
This document provides an overview of adverbs of manner in English. It begins by defining what an adverb is and gives examples of how adverbs modify verbs, adjectives, and other adverbs. It then discusses the five main types of adverbs, including adverbs of manner. Examples of common adverbs of manner like slowly, happily, and loudly are provided. The document provides exercises for learners to practice identifying and using adverbs of manner correctly in sentences. It concludes by announcing a language contest on social media to help learners improve their English.
This document provides an overview of a lesson on the simple present tense. It begins with welcoming students and establishing guidelines of inclusion and respect. It then defines verbs and verb tenses, focusing on the simple present tense. It provides examples of how to form affirmative, negative, and interrogative sentences in the simple present. The lesson includes exercises for students to practice using the simple present correctly. It concludes by discussing students' daily routines and answering any questions.
This document provides information about gradable and ungradable adjectives. It begins by defining adjectives as words that modify or describe nouns. It explains that gradable adjectives can have different degrees of a quality and lists common gradable adjectives like "angry" and "big". It discusses how modifiers like "very" and "quite" can be used with gradable adjectives. It then defines non-gradable or absolute adjectives that cannot be modified and lists examples like "dead" and "finished". It concludes by discussing non-gradable extreme adjectives that already imply a level of intensity and can be modified by words like "absolutely". The document provides examples and
This document provides an overview of an English lesson about idioms related to justice and the legal system. It reviews common idioms such as "to feel sorry for," "to mess it up," and "better to be safe than sorry." It includes a quiz to practice using the idioms correctly. It also discusses how the justice system differs in Canada compared to other countries. Additionally, it covers grammar transitions about cause and effect and defines new vocabulary words related to the legal system.
The document discusses a lesson on Moon idioms and related activities:
1. It reviews common Moon idioms such as "over the moon", "once in a blue moon", and "to love someone to the moon and back".
2. Learners practice using the idioms correctly in sentences and discuss beliefs about the moon in their own cultures.
3. The passage then discusses how in recent years, several countries have successfully landed on the Moon, and the first private company delivery of cargo to the lunar surface through the Odysseus mission.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
3. 1. add + er / ier
Adjectives that have 1 syllable. + er
Adjectives that have 2 syllables and/or end in y. + ier
Please make a sentence.
1. cat / dog / happy
2. ill / sister / husband
3. wrong / cheat / fail
4. spicy / Canadian / Indian
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4. 1. add + er / ier
Adjectives that have 1 syllable. + er
Adjectives that have 2 syllables and/or end in y. + ier
Please make a sentence.
1. My cat is happier than my dog.
2. Her sister is more ill than her
husband.
3. It is less wrong to fail than to cheat.
4. Indian food is spicier than Canadian
food.
4https://pixabay.com/photos/laptop-woman-education-study-young-3087585/ shared under CC0https://pixabay.com/photos/paper-romance-symbol-valentine-1100254/ shared under CC0https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
5. 2. add more / less
Adjectives with 2 syllables and with 3 or more syllables
+ more/less before the adjective.
Please make a sentence.
1. handsome
2. helpful
3. interesting
4. peaceful
5. relaxing
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6. 3. use “than”
Use “than” between the two objects being compared.
Please make a sentence.
1. old
2. exciting
3. dry
4. real
5. persuasive
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8. 8
1. The salary at my previous job was ________than at my current job. (much/high)
2. Ling is ________ than Teddy but Teddy is ________ than Ling. (a little/polite,
somewhat/helpful)
3. Eun Bin ________ than Sarah. (isn’t any/exciting)
4. Tommy is ________ than Billy and only ________ than Billy. (no/rich,
slightly/interesting)
1. 1 syllable or ends in y = + er/ier
2. 2 or more syllables = more/less
3. use “than”
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
9. 9
1. The salary at my previous job was much higher than at my current job.
2. Ling is a little more polite than Teddy but Teddy is somewhat more helpful than
Ling.
3. Eun Bin isn’t any more exciting than Sarah.
4. Tommy is no richer than Billy and only slightly more interesting than Billy.
1. 1 syllable or ends in y = + er/ier
2. 2 or more syllables = more/less
3. use “than”
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
11. Adverbs
The children read very quietly.
What are the adverbs in this
sentence?
“______” and “______”
What is the purpose of an adverb?
• To ____________
• To ____________
11https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
12. Adverbs
The children read very quietly.
What are the adverbs in this
sentence?
“very” and “quietly”
What is the purpose of an adverb?
• To ____________
• To ____________
12https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
13. Adverbs
The children read very quietly.
What are the adverbs in this
sentence?
“very” and “quietly”
What is the purpose of an adverb?
• To give more information about a
verb, an adjective, or another
adverb
• To describe how something is
done.
13https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
14. How are adverbs and adjectives different?
Our new neighbour greeted us politely.
Adverb
“Politely” adds information to
the verb “greeted”.
Adjective
“New” adds information about
the noun “neighbour”.
14
15. How are adverbs and adjectives different?
She is really a noisy neighbour.
Adverb
“Really” adds information to
the adjective “noisy”.
Adjective
“Noisy” adds information to
the noun “neighbour”.
15
16. How are adverbs and adjectives different?
He always moves slowly at the end of the day.
Adverb
“Always” adds information to
the verb “moves” and the
adverb “slowly”.
“Slowly” adds information to
the verb “moves”.
Adjective
None
16
17. Adverbs
The children read very quietly.
Is this a comparative sentence?
17https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
18. Adverbs
The children read very quietly.
Is this a comparative sentence?
No, it isn’t.
Can you change it into a comparative
sentence?
18https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
19. Adverbs
The children read very quietly.
Is this a comparative sentence?
No, it isn’t.
Can you change it into a comparative
sentence?
The children read more quietly in the
forest. (than elsewhere)
19https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
20. Using adverbs in the comparative form
more/less + adjective + ly
What is the comparative
adverb?
1. sad
2. beautiful
3. brave
20https://pixabay.com/photos/laptop-woman-education-study-young-3087585/ shared under CC0https://pixabay.com/photos/paper-romance-symbol-valentine-1100254/ shared under CC0https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
21. Using adverbs in the comparative form
more/less + adjective + ly
What is the comparative
adverb?
1. sad sadly
2. beautiful beautifully
3. brave bravely
21https://pixabay.com/photos/laptop-woman-education-study-young-3087585/ shared under CC0https://pixabay.com/photos/paper-romance-symbol-valentine-1100254/ shared under CC0https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
22. Using adverbs in the comparative form
more/less + adjective + ly
Exceptions to this rule
1. hard harder
2. fast faster
3. late later
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23. Using adverbs in the comparative form
more/less + adjective + ly
Exceptions to this rule
1. hard harder
2. fast faster
3. late later
Don’t use more/less!
more harder
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25. 25
1. (happy) She danced __________ at the wedding.
2. (cold) He says hello to me __________ since I bought him a coffee.
3. (quiet) Could you please speak __________ in the library? (than elsewhere)
4. (poor) The essay is __________ written. (than your previous essay)
5. (aggressive)They were driving __________ (than normal) so they could win the
race.
6. (quick) She usually washes the dishes __________. (than she is now)
more/less + adjective + ly
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26. 26
1. (happy) She danced more happily at the wedding.
2. (cold) He says hello to me less coldly since I bought him a coffee.
He says hello to me more politely since I bought him coffee.
3. (quiet) Could you please speak more quietly in the library? (than elsewhere)
4. (poor) The essay is more poorly written. (than your previous essay)
5. (aggressive)They were driving more aggressively (than normal) so they could win
the race.
6. (quick) She usually washes the dishes more/less quickly. (than she is now)
more/less + adjective + ly
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
27. 27
1. (happy) She danced more happily at the wedding.
2. (cold) He says hello to me less coldly since I bought him a coffee.
3. (quiet) Could you please speak more quietly in the library? (than elsewhere)
4. (poor) The essay is less poorly written. (than your previous essay)
5. (aggressive)They were driving more aggressively (than normal) so they could win
the race.
6. (quick) She usually washes the dishes less quickly. (than she is now)
more/less + adjective + ly
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
28. 28
1. (slow) Could you possibly walk __________?
2. (serious) She’s kind too, but behaves __________ than her sister.
3. (hard) You must hammer these nails __________! (than you are)
4. (graceful) He dances __________ now. (than he did before)
5. (fast) Drive __________!
6. (late) The wine arrived to the table __________ than our food.
more/less + adjective + ly
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
29. 29
1. (slow) Could you possibly walk more slowly?
2. (serious) She’s kind too, but behaves more seriously than her sister.
3. (hard) You must hammer these nails harder! (than you are)
4. (graceful) He dances more gracefully now. (than he did before)
5. (fast) Drive faster!
6. (late) The wine arrived to the table later than our food.
more/less + adjective + ly
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
31. Than-clauses
Than-clauses describe things that aren’t equal.
comparative word + than + clause
1. You’re prettier than your cousin.
2. The concert lasted longer than we
expected.
3. I’m hungrier than I’ve ever been.
4. That restaurant is less expensive than
it looks.
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32. As-clauses
As-clauses describe things that are equal.
as + comparative word + as + clause
1. This cake is as good as your
mother’s!
2. The party was as dead as a dinosaur.
3. That man is as tall as a tree.
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33. As-clauses
As is a preposition which is a word that goes before
a noun phrase. Example/ of, with, by, at.
As is used in many ways, and in many
types of clauses.
1. As the oldest child, you must pay for
your parents retirement home.
As-clause of reason
2. As prices rise, demand falls.
As-clause of proportion
3. She treats me as if I was her servant.
Idiom
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34. As-clauses
As-clauses describe things that are equal.
as + comparative word + as + clause
What is the negative form of these
sentences?
1. This cake is not as good as your
mother’s!
2. The party was as dead as a dinosaur.
3. That man is as tall a tree.
34https://pixabay.com/photos/laptop-woman-education-study-young-3087585/ shared under CC0https://pixabay.com/photos/paper-romance-symbol-valentine-1100254/ shared under CC0https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
35. As-clauses
As-clauses describe things that are equal.
as + comparative word + as + clause
What is the negative form of these
sentences?
1. This cake is not as good as your
mother’s!
2. The party was as dead as a dinosaur.
3. That man is as tall a tree.
35https://pixabay.com/photos/laptop-woman-education-study-young-3087585/ shared under CC0https://pixabay.com/photos/paper-romance-symbol-valentine-1100254/ shared under CC0https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
36. As-clauses
As-clauses describe things that are equal.
as + comparative word + as + clause
What is the negative form of these
sentences?
1. This cake is not as good as your
mother’s!
2. The party was not as dead as a dinosaur.
3. That man is not as tall a tree.
36https://pixabay.com/photos/laptop-woman-education-study-young-3087585/ shared under CC0https://pixabay.com/photos/paper-romance-symbol-valentine-1100254/ shared under CC0https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
38. 38
1. (you’re/stupid/brother)
2. (the service/bad/last week)
3. (vegetables/cheap/last week)
4. (her new apartment/close/work)
5. (Irina’s son’s/report card/excellent)
(not) as + comparative word +
as + clause
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
39. 39
1. (you’re/stupid/brother) You’re (not) as stupid as your brother.
2. (the service/bad/last week)
3. (vegetables/cheap/last week)
4. (her new apartment/close/work)
5. (Irina’s son’s/report card/excellent)
(not) as + comparative word +
as + clause
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
40. 40
1. (you’re/stupid/brother) You’re (not) as stupid as your brother.
2. (the service/bad/last week) The service here is (not) as bad as it was last week.
3. (vegetables/cheap/last week)
4. (her new apartment/close/work)
5. (Irina’s son’s/report card/excellent)
(not) as + comparative word +
as + clause
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
41. 41
1. (you’re/stupid/brother) You’re (not) as stupid as your brother.
2. (the service/bad/last week) The service here is (not) as bad as it was last week.
3. (vegetables/cheap/last week) The vegetables are (not) as cheap as they were
last week.
4. (her new apartment/close/work)
5. (Irina’s son’s/report card/excellent)
(not) as + comparative word +
as + clause
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
42. 42
1. (you’re/stupid/brother) You’re (not) as stupid as your brother.
2. (the service/bad/last week) The service here is (not) as bad as it was last week.
3. (vegetables/cheap/last week) The vegetables are (not) as cheap as they were
last week.
4. (her new apartment/close/old apartment) Her new apartment is (not) as close
as her old apartment.
5. (Irina’s son’s/report card/excellent)
(not) as + comparative word +
as + clause
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
43. 43
1. (you’re/stupid/brother) You’re (not) as stupid as your brother.
2. (the service/bad/last week) The service here is (not) as bad as it was last week.
3. (vegetables/cheap/last week) The vegetables are (not) as cheap as they were
last week.
4. (her new apartment/close/old apartment) Her new apartment is (not) as close
as her old apartment.
5. (Irina’s son’s/report card/excellent) Irina’s son’s report card was not as excellent
as it was last semester.
(not) as + comparative word +
as + clause
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
45. As-clauses
As-clauses describe things that are equal.
as + comparative word + as + clause
This cake is (not) as good as your mother’s!
The same + … + as + clause
1. She’s wearing the same dress as
her sister wore last year.
2. This is the same bed as the last
one I bought.
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47. 47
anger / material / university degree / your assignment / cute / cold
1. Why is _____________ the same as your friend’s?
2. The weather is not as________ as I thought it would be.
3. Your coat is the same ________ as your old one.
4. They have the same________ as my mother.
5. He’s not as_______ as I remember. (him being)
(not) as + comparative word + as + clause
The same + … + as + clause
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48. 48
anger / material / university degree / your assignment / cute / cold
1. Why is your assignment the same as your friend’s?
2. The weather is not as________ as I thought it would be.
3. Your coat is the same ________ as your old one.
4. They have the same________ as my mother.
5. He’s not as_______ as I remember. (him being)
(not) as + comparative word + as + clause
The same + … + as + clause
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49. 49
anger / material / university degree / your assignment / cute / cold
1. Why is your assignment the same as your friend’s?
2. The weather is not as cold as I thought it would be.
3. Your coat is the same ________ as your old one.
4. They have the same________ as my mother.
5. He’s not as_______ as I remember. (him being)
(not) as + comparative word + as + clause
The same + … + as + clause
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
50. 50
anger / material / university degree / your assignment / cute / cold
1. Why is your assignment the same as your friend’s?
2. The weather is not as cold as I thought it would be.
3. Your coat is the same material as your old one.
4. They have the same________ as my mother.
5. He’s not as_______ as I remember. (him being)
(not) as + comparative word + as + clause
The same + … + as + clause
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
51. 51
anger / material / university degree / your assignment / cute / cold
1. Why is your assignment the same as your friend’s?
2. The weather is not as cold as I thought it would be.
3. Your coat is the same material as your old one.
4. They have the same university degree as my mother.
5. He’s not as_______ as I remember. (him being)
(not) as + comparative word + as + clause
The same + … + as + clause
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
52. 52
anger / material / university degree / your assignment / cute / cold
1. Why is your assignment the same as your friend’s?
2. The weather is not as cold as I thought it would be.
3. Your coat is the same material as your old one.
4. They have the same university degree as my mother.
5. He’s not as cute as I remember. (him being)
(not) as + comparative word + as + clause
The same + … + as + clause
https://pixabay.com/photos/books-bookstore-book-reading-1204029/ shared under CC0
53. Summary
We learnt how to make comparisons using
1. adjectives
My toast is drier than hers.
2. adverbs
Please walk more quickly!
3. As-clauses
She is as boring as she always has
been.
The weather is the same today as it
was yesterday!
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