The document discusses the rules for using definite and indefinite articles in English. It explains that the indefinite article "a/an" is used when referring to something in a general sense or when the identity is unknown, while the definite article "the" is used when referring to something specific or already mentioned. The document provides numerous examples and exercises to illustrate the differences between definite and indefinite article usage.
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.
The document provides examples to distinguish between the words "there", "their", and "they're". It notes that "there" means "at that place", "their" is the possessive form of "they", and "they're" is a contraction of "they are". Multiple choice questions are included for the reader to practice identifying the correct word in different sentences. The document emphasizes the differences between these commonly confused words.
The document discusses subordinating conjunctions of contrast such as although, though, however, and nevertheless. It provides examples of how each conjunction is used and explanations of their meanings and functions in a sentence. For example, it states that although is used to introduce a statement that makes the main statement seem surprising, though and even though show something happened but could have been stopped, however introduces a contrasting statement, and nevertheless also introduces a contrast and is more formal than however.
The document discusses prepositional verbs. It begins by defining prepositions and prepositional verbs. It notes that prepositional verbs have the same meaning as the regular verb. It provides rules for prepositional verbs - they do not typically change the verb's meaning, can sometimes be separated, and are used in the middle or at the end of sentences. Examples are provided to illustrate these rules. The document concludes by providing practice matching prepositional verbs to their meanings and filling in blanks with prepositional verbs.
The document discusses conjunctions and conditions. It defines conjunctions as words that connect two ideas or clauses. It explains different types of conjunctions including coordinating conjunctions, subordinating conjunctions, and the subordinating conjunctions "if", "whether", "even if", and their uses. The document also defines conditions as things that may or may not happen depending on circumstances, and provides examples of conditional sentences using the conjunctions.
This document provides an overview of conditionals in English grammar. It discusses the zero conditional and first conditional tenses. The zero conditional uses present simple verbs to express general truths, like "if you mix blue and yellow, you get green." The first conditional uses a present simple clause followed by "will" to express possible future events contingent on something else, like "if I study, I will pass my exam." The document provides examples and practice exercises for understanding and using these two conditional tenses.
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."
Runon sentences and how to fix them. The document discusses runon sentences and provides examples of how to fix them using periods, coordinating conjunctions, and commas. It explains that runon sentences occur when two independent clauses are incorrectly joined and ways to fix this include using a period to separate the clauses, adding a coordinating conjunction like and, or, but to connect the clauses, or using a comma with a conjunction, though the comma is optional. It also notes that only using a comma between clauses is incorrect. The document provides practice examples and shows how to identify and correct runon sentences.
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.
The document provides examples to distinguish between the words "there", "their", and "they're". It notes that "there" means "at that place", "their" is the possessive form of "they", and "they're" is a contraction of "they are". Multiple choice questions are included for the reader to practice identifying the correct word in different sentences. The document emphasizes the differences between these commonly confused words.
The document discusses subordinating conjunctions of contrast such as although, though, however, and nevertheless. It provides examples of how each conjunction is used and explanations of their meanings and functions in a sentence. For example, it states that although is used to introduce a statement that makes the main statement seem surprising, though and even though show something happened but could have been stopped, however introduces a contrasting statement, and nevertheless also introduces a contrast and is more formal than however.
The document discusses prepositional verbs. It begins by defining prepositions and prepositional verbs. It notes that prepositional verbs have the same meaning as the regular verb. It provides rules for prepositional verbs - they do not typically change the verb's meaning, can sometimes be separated, and are used in the middle or at the end of sentences. Examples are provided to illustrate these rules. The document concludes by providing practice matching prepositional verbs to their meanings and filling in blanks with prepositional verbs.
The document discusses conjunctions and conditions. It defines conjunctions as words that connect two ideas or clauses. It explains different types of conjunctions including coordinating conjunctions, subordinating conjunctions, and the subordinating conjunctions "if", "whether", "even if", and their uses. The document also defines conditions as things that may or may not happen depending on circumstances, and provides examples of conditional sentences using the conjunctions.
This document provides an overview of conditionals in English grammar. It discusses the zero conditional and first conditional tenses. The zero conditional uses present simple verbs to express general truths, like "if you mix blue and yellow, you get green." The first conditional uses a present simple clause followed by "will" to express possible future events contingent on something else, like "if I study, I will pass my exam." The document provides examples and practice exercises for understanding and using these two conditional tenses.
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."
Runon sentences and how to fix them. The document discusses runon sentences and provides examples of how to fix them using periods, coordinating conjunctions, and commas. It explains that runon sentences occur when two independent clauses are incorrectly joined and ways to fix this include using a period to separate the clauses, adding a coordinating conjunction like and, or, but to connect the clauses, or using a comma with a conjunction, though the comma is optional. It also notes that only using a comma between clauses is incorrect. The document provides practice examples and shows how to identify and correct runon sentences.
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 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.
An essential clause provides necessary information to identify the subject, while a nonessential clause provides extra information. Commas should not be used with essential clauses but should be used with nonessential clauses. For example, "The café that Chester recommended is fantastic" contains an essential clause, while "Posey's Café, which Chester recommended, is fantastic" contains a nonessential clause marked with commas.
The document discusses conditionals and provides examples of different types of conditionals:
- Zero conditionals refer to routine events. Second conditionals refer to unlikely or hypothetical present/future situations. Third conditionals refer to unlikely past situations.
- The second conditional uses "if + past tense" in the conditional clause and "would/wouldn't" in the main clause. It describes an unlikely present or future situation.
- The third conditional uses "if + past perfect" in the conditional clause and "would/wouldn't have" in the main clause. It describes an unlikely past situation that cannot be changed.
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.
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 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.
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.
The document discusses irregular plural nouns and exceptions to normal pluralization rules. It provides examples of changing singular nouns to plural by adding "s" or "es" and identifies exceptions. It also discusses using singular or plural nouns with exact numbers and uncountable nouns. Examples are provided to demonstrate correct usage.
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.
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 the use of articles in English grammar. It explains that the zero article is used with plural countable nouns with general meanings, uncountable nouns, and some proper nouns. It also notes that the word "some" indicates a quantity and provides examples of how the zero article versus "some" can change a sentence's meaning by emphasizing quantity. Specific rules and examples are given for using the zero article with different types of nouns.
The document discusses the definite and indefinite articles "the" and "a/an". It explains that the definite article "the" refers to something specific, while the indefinite article "a/an" refers to things in a general or unspecified way. It provides examples of when to use each article with different types of nouns such as countable and uncountable nouns. The document also covers exceptions when proper nouns can take the definite article and use of "some" and "any" with plural nouns.
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 intonation and its importance in communication. It defines intonation as the rising or falling of voice pitch across phrases and sentences. The document notes that intonation conveys meaning and emotion. It provides examples of using rising intonation for yes/no questions and surprise, and falling intonation to indicate choices or when listing items. The document concludes with a review of intonation and when to use rising and falling intonation.
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.
The document discusses the differences between the modal verbs "could", "would", and "should". It explains that "could" is used to express possibilities, "would" is used to express hypothetical or unreal situations, and "should" is used to ask for or give advice. It provides examples of each modal verb in sentences. It then gives a practice section where the reader chooses which modal verb fits in sentence blanks. This allows the reader to apply their understanding of when to use could, would, and should.
The document discusses the difference between using "bring" and "take" in sentences. It explains that "bring" is used to refer to movement toward someone or something, while "take" refers to movement away from someone or something. Several examples are provided to illustrate this distinction. A quiz with multiple choice questions then tests the reader on choosing the correct word to use in different scenarios.
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 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.
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 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.
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 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.
An essential clause provides necessary information to identify the subject, while a nonessential clause provides extra information. Commas should not be used with essential clauses but should be used with nonessential clauses. For example, "The café that Chester recommended is fantastic" contains an essential clause, while "Posey's Café, which Chester recommended, is fantastic" contains a nonessential clause marked with commas.
The document discusses conditionals and provides examples of different types of conditionals:
- Zero conditionals refer to routine events. Second conditionals refer to unlikely or hypothetical present/future situations. Third conditionals refer to unlikely past situations.
- The second conditional uses "if + past tense" in the conditional clause and "would/wouldn't" in the main clause. It describes an unlikely present or future situation.
- The third conditional uses "if + past perfect" in the conditional clause and "would/wouldn't have" in the main clause. It describes an unlikely past situation that cannot be changed.
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.
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 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.
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.
The document discusses irregular plural nouns and exceptions to normal pluralization rules. It provides examples of changing singular nouns to plural by adding "s" or "es" and identifies exceptions. It also discusses using singular or plural nouns with exact numbers and uncountable nouns. Examples are provided to demonstrate correct usage.
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.
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 the use of articles in English grammar. It explains that the zero article is used with plural countable nouns with general meanings, uncountable nouns, and some proper nouns. It also notes that the word "some" indicates a quantity and provides examples of how the zero article versus "some" can change a sentence's meaning by emphasizing quantity. Specific rules and examples are given for using the zero article with different types of nouns.
The document discusses the definite and indefinite articles "the" and "a/an". It explains that the definite article "the" refers to something specific, while the indefinite article "a/an" refers to things in a general or unspecified way. It provides examples of when to use each article with different types of nouns such as countable and uncountable nouns. The document also covers exceptions when proper nouns can take the definite article and use of "some" and "any" with plural nouns.
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 intonation and its importance in communication. It defines intonation as the rising or falling of voice pitch across phrases and sentences. The document notes that intonation conveys meaning and emotion. It provides examples of using rising intonation for yes/no questions and surprise, and falling intonation to indicate choices or when listing items. The document concludes with a review of intonation and when to use rising and falling intonation.
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.
The document discusses the differences between the modal verbs "could", "would", and "should". It explains that "could" is used to express possibilities, "would" is used to express hypothetical or unreal situations, and "should" is used to ask for or give advice. It provides examples of each modal verb in sentences. It then gives a practice section where the reader chooses which modal verb fits in sentence blanks. This allows the reader to apply their understanding of when to use could, would, and should.
The document discusses the difference between using "bring" and "take" in sentences. It explains that "bring" is used to refer to movement toward someone or something, while "take" refers to movement away from someone or something. Several examples are provided to illustrate this distinction. A quiz with multiple choice questions then tests the reader on choosing the correct word to use in different scenarios.
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 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.
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 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.
The document discusses the rules for using the definite article "the" in English. It explains that the definite article is used with plural and singular countable nouns as well as uncountable nouns. It also provides four specific situations when the definite article is used: 1) when the noun is shared knowledge, 2) when referring to a specific noun, 3) when referring to a unique or famous noun, and 4) when a noun has already been mentioned. Examples are given to illustrate each situation. The document concludes with a practice section where readers identify which rule applies to different example sentences.
The document discusses skimming and scanning as reading strategies. Skimming involves quickly reading a text to get the general idea, while scanning means quickly finding specific information. Some techniques for skimming include reading the title, subtitles, and last paragraph. Scanning techniques involve looking for keywords, dates, numbers, and reading questions closely. Both strategies can be used when reading articles, schedules, recipes and other materials.
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.
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 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.
The document discusses run-on sentences and how to fix them. It explains that a run-on sentence contains two or more independent clauses joined together without proper punctuation or conjunctions. Run-on sentences can be fixed by using (1) a period to separate the clauses into separate sentences, (2) a coordinating conjunction like "and" or "but" to join the clauses, or (3) a comma followed by a coordinating conjunction, though the comma is optional. Several examples of run-on sentences are provided and corrected.
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.
The document discusses the differences between using "going to" and "will" to talk about the future. It explains that "going to" is used for planned or predicted future events, while "will" can be used for future facts or predictions where the speaker has more confidence. Some examples are provided to illustrate the distinction, such as "I'm going to work out tomorrow" (planned) versus "I will lose 10 pounds" (more confident prediction). Readers are guided through exercises to choose whether to use "going to" or "will" based on whether the future event is planned, spontaneous, or a general prediction.
The document discusses correlative conjunctions, which are conjunctions that work in pairs to join sentence fragments. It provides examples of common correlative conjunctions like either/or, neither/nor, both/and, whether/or, and not only/but also. It then presents practice sentences for the reader to identify which correlative conjunction is being used in each case. The document aims to teach the different types of correlative conjunctions and provide interactive practice identifying them.
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.
1. The document discusses the relative pronouns "which", "who", and "that" and how they are used.
2. "That" is used for essential information where removing the relative clause would change the meaning of the sentence. "Which" and "who" are used for non-essential information where removing the relative clause does not impact the meaning.
3. Examples are provided to illustrate the difference, such as "The book that I thought I lost is on the shelf" versus "Moby Dick, which was written by Herman Melville, is my favorite novel."
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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
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 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.
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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!"
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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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 Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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 presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
3. determiners
Words that precede a noun are called determiners.
Articles are determiners.
There are two articles:
1. definite article (the)
2. indefinite article (a/an).
The school in my neighbourhood
has windows in each classroom.
A school in my neighbourhood
should have windows in each
classroom.
3
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4. determiners
Words that precede a noun are called determiners.
Other determiners include
1. Possessives
My book is lost.
2. Demonstratives
That book is lost.
4
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5. Rule 1
definite article: the
The definite article is used for
1. plural countable nouns
The cats were meowing.
2. singular countable nouns
The dog was barking.
3. uncountable nouns
The danger was real.
5
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6. Rule 2
indefinite article: a/an
The indefinite article a/an is
used for
1. singular countable nouns.
I own a cat and two dogs.
A/an means ‘one’.
I own one cat and two dogs.
6
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7. Rule 3
indefinite article: a/an
Use a before a word the
begins with a consonant.
I bought a lottery ticket.
Use an before a word that
begins with a vowel.
I bought an orange sweater.
7
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8. Rule 4
indefinite article: a/an
Some/any are the plural
versions of a/an. They are
both used for
1. plural countable nouns
I have some apples.
I’ll take any food you have.
2. uncountable nouns.
Do you have any advice?
Would you like some money?
8
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9. Rule 4
indefinite article: a/an
Use some when
you’re offering
Would you like some pineapples?
you’re describing an amount
I’d like some of your time.
Use any when
you’re asking a question
Are there any pineapples?
you’re giving a negative
I don’t want any pineapples, thanks. 9
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10. 10
Summary
singular countable plural countable uncountable
apple apples rice
She has an apple.
They have the apple.
-
-
-
Here are the chairs.
Would you like some
apples?
Do you have any
apples?
-
Pass the rice.
Do you want some
rice?
I don’t want any rice.
some – for an amount and when offering
any – when questions and when giving a negative
12. 12
1. I’d like __ tomato.
2. I’ll have ___ olives.
3. Do you have ___ classes on Monday?
4. I’d like __ tomatoes.
5. Do you want __ milk?
the – singular/plural countable and uncountable nouns
a/an – singular countable nouns
some/any – plural countable and uncountable nouns
some – for an amount and when offering
any – when questions and when giving a negative
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
13. 13
1. I’d like a/the tomato. singular countable noun
2. I’ll have the/some olives. plural countable noun
3. Do you have any classes on Monday? plural countable and a question
4. I’d like the/some tomatoes. plural countable noun
5. Do you want some milk? uncountable noun and offering
the – singular/plural countable and uncountable nouns
a/an – singular countable nouns
some/any – plural countable and uncountable nouns
some – for an amount and when offering
any – when questions and when giving a negative
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
14. 14
6. Pass __ milk.
7. Can you give me __ advice?
8. Do you make __ of the decisions?
9. I have __ class on Mondays.
10. Where can I find __ skates for my hockey team in this town?
the – singular/plural countable and uncountable nouns
a/an – singular countable nouns
some/any – plural countable and uncountable nouns
some – for an amount and when offering
any – when questions and when giving a negative
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
15. 15
6. Pass the milk. uncountable noun
7. Can you give me some/any advice? uncountable noun and a question
8. Do you make some/any of the decisions? plural countable and a question
9. I have a/the class on Mondays. singular countable noun
10. Where can I find the/some skates for my hockey team in this town?
plural countable noun
the – singular/plural countable and uncountable nouns
a/an – singular countable nouns
some/any – plural countable and uncountable nouns
some – for an amount and when offering
any – when questions and when giving a negative
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
16. Rule 5
Indefinite article: a/an
A/an is used when the noun
has a general meaning, or
when the identity of the noun
is unknown.
1. I think an animal is in the garage.
2. That man is a scoundrel.
3. We are looking for an apartment.
16
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17. Rule 6
definite article: the
The definite article is used
when everyone knows the
noun that is discussed.
1. Can we go to the park?
Asking about a specific park, not
parks generally.
2. Dad, can I borrow the car?
Asking about the family car, not just
any car.
17
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18. Rule 7
definite article: the
The definite article is used
when talking about a specific
item/place.
1. Where is the bathroom?
2. My father enjoyed the
book you gave him.
18
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19. Rule 8
definite article: the
The definite article is used
when talking about a unique,
or famous, item.
1. We are going to see the Statue
of Liberty this weekend.
2. The sun rose at 6:17 this
morning.
19
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20. Rule 9
definite article: the
The definite article is used
when a noun has already
been mentioned.
1. I ate an apple yesterday. The
apple was juicy and delicious.
2. On Monday, an unarmed man
stole $1,000 from the bank. The
thief hasn't been caught yet.
20
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21. the most important idea
indefinite article “a/an”
“Indefinite” means not clearly
defined.
The indefinite article is used for
when you’re talking about
something in a general way.
I’d like a better job.
definite article “the”
“Definite” means easily
understood, or something that is
certain.
The definite article is used when
you’re talking about something in
a specific way.
I’d like the job my boss has.
21
22. Review the idea
Does the speaker care what park they visit?
Can we go to the park?
Can we go to a park?
22https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
23. Review the idea
Does the speaker care what park they visit?
Can we go to the park?
Yes, it is a specific park.
Can we go to a park?
No, it is any park.
23https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
24. Review the idea
Is the speaker talking about a specific
restaurant?
Here is the restaurant.
Here is a restaurant.
24https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
25. Review the idea
Is the speaker talking about a specific
restaurant?
Here is the restaurant.
A specific place that we both know.
Here is a restaurant.
Not specific place, and not known to
everyone.
25https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
26. Summary
the rules
A/an is used when
1. the noun has a general meaning, or
when the identity of the noun is
unknown.
The is used when
2. everyone knows the noun that is
discussed.
3. talking about a specific item/place.
4. talking about a unique, or famous,
item.
5. a noun has already been mentioned.
26https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
28. 28
1. __ class last week was a lot of fun.
2. Taking __ science course is a good idea, but I’m not sure which to choose.
3. We went to __ Louvre and saw __ Mona Lisa.
4. I was out the other day and I found __ ten dollar bill on the street.
I couldn't decide whether to keep __ money or hand it in.
5. He is __ doctor I came to see.
6. I went to __ movie alone.
A/an
1. The noun has a general meaning, or the identity of the
noun is unknown.
The
2. The noun is shared knowledge, specific noun,
unique/famous noun, already mentioned
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
29. 29
1. The class last week was a lot of fun. shared knowledge
2. Taking a science course is a good idea, but I’m not sure which to choose.
general noun and identity unknown
3. We went to the Louvre and saw the Mona Lisa. unique/famous
4. I was out the other day and I found a ten dollar bill on the street.
I couldn't decide whether to keep the money or hand it in.
already mentioned
5. He is the doctor I came to see. specific person
6. I went to a/the movie alone. general/specific item
A/an
1. The noun has a general meaning, or the identity of the
noun is unknown.
The
2. The noun is shared knowledge, specific noun,
unique/famous noun, already mentioned
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
30. 30
7. I live in __ small house with a blue door.
I live in __ small house.
8. __ apple a day keeps the doctor away!
9. Where can I find __ cup of coffee in this town?
10. Pass ___ last jar of strawberry jam.
11. __ tomato is rotten.
12. __ furniture will be delivered tomorrow.
A/an
1. The noun has a general meaning, or the identity of the
noun is unknown.
The
2. The noun is shared knowledge, specific noun,
unique/famous noun, already mentioned
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
31. 31
7. I live in the small house with a blue door. specific noun
I live in a small house. general noun and identity unknown
8. An apple a day keeps the doctor away! general
9. Where can I find a cup of coffee in this town?
general meaning and identity unknown
10. Pass the last jar of strawberry jam. specific noun
11. The tomato is rotten. specific noun
12. The furniture will be delivered tomorrow. specific noun
A/an
1. The noun has a general meaning, or the identity of the
noun is unknown.
The
2. The noun is shared knowledge, specific noun,
unique/famous noun, already mentioned
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0