Adj and adv
•Download as PPTX, PDF•
0 likes•630 views
The document discusses the jobs and uses of adjectives, adverbs, comparatives, and superlatives in sentences. It provides examples of how adjectives modify nouns and follow linking verbs, how adverbs modify verbs and other adverbs by describing how, when, where or why something is done, and how to use comparatives and superlatives to compare two or more people, places, things or ideas. Common errors when using words like good, well, bad and badly are also addressed.
Report
Share
Report
Share
Recommended
Participial Adjectives
This document discusses participial adjectives that describe feelings and end in "-ing" or "-ed". Adjectives like "boring" and "interesting" describe something that causes a feeling, while "-ed" adjectives like "bored" and "interested" describe the person or thing experiencing the feeling. It provides examples of how these types of adjectives are used and cautions that sometimes a person rather than an object can cause a feeling. Tables are included that list examples and provide practice identifying the correct adjective form based on whether something causes or experiences a feeling.
Ing ed adjectives yo
The document provides information on using -ed and -ing adjectives in English. -ed adjectives are used to describe how people feel (tired, confused, etc.) while -ing adjectives describe things and situations (boring, confusing, etc.). Some adjectives can be both -ed and -ing depending on whether they are describing a person's state or an ongoing action/process. The document includes examples and exercises to practice using these adjective forms correctly.
Tiger time 2
This document contains a lesson plan about pets. The objectives are to identify different pets, listen to and understand a story about a girl getting a new pet, and think about values like caring for pets. The lesson includes listening to a word chant about pets, sticking pet stickers, and reading a story called "A New Pet". It also lists classroom language, vocabulary, values, and audio tracks to use.
tiger
This document contains exercises from an English language learning workbook for children. It includes activities to practice vocabulary words for different animals, reading and writing sentences about animals' movements, and a rhyme about catching animals. The activities focus on building reading, writing, and language skills through content about animals.
What is Parallelism?
Parallelism
Parallelism, examples, definitions, explain, ESL, EFL, TESOL, English, grammar, rules, learn
E10 dec6 2010
This document provides guidance for dealing with unfamiliar words when reading. It advises that on a first reading, readers should try to infer meanings from context clues. On subsequent readings, readers should look up unfamiliar words, note important points, and highlight key details. Examples are given of using context and word parts like prefixes, suffixes, and roots to determine meanings. Exercises then have readers practice identifying the meanings of underlined words using these strategies. The document concludes with assigning a re-reading of "The Tell-Tale Heart" to better understand unfamiliar words in the story.
Run-on Sentence
This document provides a lesson on identifying and correcting run-on sentences. It begins by stating the objectives of being able to identify run-on sentences and fix them using proper punctuation or conjunctions. It then gives examples of run-on sentences and the two types: fused sentences and comma splices. Methods for fixing run-on sentences are outlined as using periods to make two sentences, semicolons, or commas paired with conjunctions or subordinators. The document concludes with examples of correcting run-on sentences using these methods.
Day 5 lesson_16
This summary provides an overview of a lesson on comparing and contrasting stories. It discusses reading an adapted Chinese version of Little Red Riding Hood called "A Red-Riding Hood Story from China". It asks comprehension questions about how the main character feels at different points in the story. The summary then discusses building vocabulary and grammar skills like using adjectives.
Recommended
Participial Adjectives
This document discusses participial adjectives that describe feelings and end in "-ing" or "-ed". Adjectives like "boring" and "interesting" describe something that causes a feeling, while "-ed" adjectives like "bored" and "interested" describe the person or thing experiencing the feeling. It provides examples of how these types of adjectives are used and cautions that sometimes a person rather than an object can cause a feeling. Tables are included that list examples and provide practice identifying the correct adjective form based on whether something causes or experiences a feeling.
Ing ed adjectives yo
The document provides information on using -ed and -ing adjectives in English. -ed adjectives are used to describe how people feel (tired, confused, etc.) while -ing adjectives describe things and situations (boring, confusing, etc.). Some adjectives can be both -ed and -ing depending on whether they are describing a person's state or an ongoing action/process. The document includes examples and exercises to practice using these adjective forms correctly.
Tiger time 2
This document contains a lesson plan about pets. The objectives are to identify different pets, listen to and understand a story about a girl getting a new pet, and think about values like caring for pets. The lesson includes listening to a word chant about pets, sticking pet stickers, and reading a story called "A New Pet". It also lists classroom language, vocabulary, values, and audio tracks to use.
tiger
This document contains exercises from an English language learning workbook for children. It includes activities to practice vocabulary words for different animals, reading and writing sentences about animals' movements, and a rhyme about catching animals. The activities focus on building reading, writing, and language skills through content about animals.
What is Parallelism?
Parallelism
Parallelism, examples, definitions, explain, ESL, EFL, TESOL, English, grammar, rules, learn
E10 dec6 2010
This document provides guidance for dealing with unfamiliar words when reading. It advises that on a first reading, readers should try to infer meanings from context clues. On subsequent readings, readers should look up unfamiliar words, note important points, and highlight key details. Examples are given of using context and word parts like prefixes, suffixes, and roots to determine meanings. Exercises then have readers practice identifying the meanings of underlined words using these strategies. The document concludes with assigning a re-reading of "The Tell-Tale Heart" to better understand unfamiliar words in the story.
Run-on Sentence
This document provides a lesson on identifying and correcting run-on sentences. It begins by stating the objectives of being able to identify run-on sentences and fix them using proper punctuation or conjunctions. It then gives examples of run-on sentences and the two types: fused sentences and comma splices. Methods for fixing run-on sentences are outlined as using periods to make two sentences, semicolons, or commas paired with conjunctions or subordinators. The document concludes with examples of correcting run-on sentences using these methods.
Day 5 lesson_16
This summary provides an overview of a lesson on comparing and contrasting stories. It discusses reading an adapted Chinese version of Little Red Riding Hood called "A Red-Riding Hood Story from China". It asks comprehension questions about how the main character feels at different points in the story. The summary then discusses building vocabulary and grammar skills like using adjectives.
Ed and -ing
This document discusses participial adjectives ending in -ed and -ing. It explains that these words look like verbs but function as adjectives to describe nouns. It provides many examples of common -ed and -ing adjective pairs and explains that -ed adjectives describe how a person feels while -ing adjectives describe personality, places, events, or experiences. The document encourages practicing distinguishing between -ed and -ing forms through example sentences.
PET Unit 20 Summary of Contents PET
This document provides information about comparative and superlative adverbs in English. It discusses how adverbs of one syllable usually form the comparative with -er and the superlative with -est. Adverbs of two or more syllables generally form the comparative with "more" and the superlative with "most". It also notes some irregular adverbs like "badly", "well", "far" and provides examples and exercises to practice forming comparative and superlative adverbs.
DEMONSTRATIVE PRONOUNS
The document provides a lesson on demonstrative pronouns. It defines the demonstrative pronouns "this", "that", "these", and "those" and explains that "this" and "these" refer to people, animals, or objects that are near while "that" and "those" refer to people, animals, or objects that are farther away. Examples are given to illustrate the correct usage of each pronoun. Exercises are also included for students to practice identifying and filling in the appropriate demonstrative pronoun.
5. wh's quetions
This document discusses WH- questions in English and provides examples of their use. WH- questions begin with interrogative words like what, who, when, where, why, and how and are used to ask about people, things, times, places, reasons, ages, durations, quantities, and conditions. It provides examples of common WH- questions and exercises for practicing forming WH- questions and answering them.
Unit 6 –detective stories
The document provides vocabulary related to detective stories. It includes a matching activity with words like arrest, accuse, witness, etc. It also lists common objects found in detective stories like a torch, magnifying glass, fingerprints. The second part discusses suffixes like -ing and -ed and provides examples of how they are used to describe feelings and qualities.
R17 aynonymantonymrp
This document provides information about synonyms and antonyms. It defines synonyms as words that have the same or similar meanings, and provides examples of synonym pairs for words like "smart" and "large." It defines antonyms as words with opposite meanings and gives examples like "black and white" or bored's antonyms of "excited, thrilled, energized, and wound up." The document includes questions and activities for students to identify synonyms and antonyms.
Zero conditional, Pronunciation -ed endings, Grammar: Past Continuous
English 4
Vocabulary words:
jumped into, run away, bushes, Arid desert, leapt over, plod along, sprouted, sobbed, hissing, splash, spacecraft/ spaceships, astronauts
Reading 1: One Giant Leap - The story of Neil Armstrong
Reading 2: Lost in the desert
>Pronunciation -ed endings
>Grammar: Past Continuous
Conditionals. type 2
This document discusses the second conditional, which is used to talk about unlikely or imaginary situations in the future. It provides examples of sentences using the past simple in the if-clause and "would" plus the verb in the result clause, such as "If I were French, I'd live in Paris." It also notes that "were" is always used in the if-clause of the expression "If I were you." Additionally, it provides exercises for learners to practice forming second conditional sentences.
-ed and -ing adjectives
This document discusses '-ed' and '-ing' adjectives in English. It explains that '-ed' adjectives are used to describe feelings, like being surprised, bored, or disappointed. '-Ing' adjectives describe things and situations, such as an interesting game or tiring trip. A table provides examples of adjectives that take both '-ed' and '-ing' forms and how they are used differently. The document encourages practice with '-ed' and '-ing' adjectives.
Odd One Out Verbs Metz
This is a simple game for upper elementary students learning verbs. There are 3 wrong answers and 1 correct. That is the one the players are looking for. There is a automatic count down that tells the students to choose. The teacher does not have to click anything until he/she wants the correct answer revealed.
Wednesday, November 14th
The document provides instructions for an English class assignment. Students are asked to read a story called "The Dog That Bit People" and answer comprehension questions. They are also tasked with writing a short story that uses exaggeration to be humorous. The document then provides vocabulary and grammar lessons on Greek prefixes and identifying complete predicates in sentences.
Vocabulary exercises for list 53
1. The document defines and provides examples for the words debate, discredit, displace, enforce, and enumerate.
2. It includes fill in the blank, multiple choice, and short answer questions testing understanding of the defined words.
3. The questions cover topics like debating issues, damaging reputations, enforcing rules, listing qualities, and helping displaced people.
Parallel structure
This document discusses the concept of parallel structure and provides examples of parallel and non-parallel constructions. It defines parallelism as using the same pattern of words to show that two or more ideas have equal importance. The document then provides four examples of parallel and non-parallel phrases and sentences. It encourages the reader to fix non-parallel examples and confirms whether the reader's corrections are accurate.
Parallelism
The document contains a series of short passages and questions about grammar concepts like parallel structure. Some examples of non-parallel constructions are provided, along with their parallel revisions. The key concept of parallelism - where elements in a series should be grammatically similar - is tested through examples requiring revision to make the elements parallel.
Subject verb agreement - Report
This document provides 12 rules for subject-verb agreement in academic writing. It explains that the subject and verb of a sentence must agree in number, and provides examples of how to determine the subject of sentences with collective nouns, compound subjects, inverted word order, and other constructions. Exceptions and tricky cases are illustrated through examples showing how to identify the true subject and select the correct verb form.
Nouns
This document provides a summary of nouns and their types. It begins by defining what a noun is and gives examples of common nouns and proper nouns. It then discusses countable nouns versus uncountable nouns and provides examples of each. The document also covers collective nouns, compound nouns, possessive nouns, and noun phrases. In less than 3 sentences, it provides a high-level overview of the key types of nouns and their definitions.
Unit 1
This document contains an English grammar reinforcement exercise with multiple levels of difficulty. It covers topics like the simple present tense, adverbs of frequency, and using verbs like "like" and "don't like". There are sentence building, correction, and question/answer activities with topics ranging from daily routines to events like the Olympics and lunar cycles. The goal is to practice and reinforce foundational grammar concepts.
Conjunctions
The document discusses different types of conjunctions that are used to join words, phrases, and clauses. It describes coordinating conjunctions like "and", "but", "or", and "so". It also discusses correlative conjunctions that link elements in pairs, such as "both...and", "either...or", "neither...nor", and "not only...but also". Examples are provided for each conjunction to illustrate its use.
Synonyms, antonyms, homophones, homographs powerpoint
This document defines and provides examples of synonyms, antonyms, and homophones. Synonyms are words that have the same or similar meanings, such as "easy" and "simple." Antonyms are words with opposite meanings, like "give" and "take." Homophones are words that sound the same but have different spellings and meanings, such as "ate" and "eight." The document includes exercises asking the reader to identify synonyms, antonyms, and homophones in sentences.
Parallelism copy
The document discusses parallelism and provides examples of how to use parallel structure to add clarity, elegance, and symmetry. Some key points:
- Parallel structure shows that two or more ideas are equally important by stating them in a grammatically parallel form, with nouns lining up with nouns, verbs with verbs, and phrases with phrases.
- Examples are given from historical figures like Julius Caesar, Winston Churchill, and Abraham Lincoln to demonstrate parallel structure.
- Correlatives like both...and, not only...but also, either...or are also discussed as a type of parallel structure used to join words, phrases, or clauses.
More Related Content
What's hot
Ed and -ing
This document discusses participial adjectives ending in -ed and -ing. It explains that these words look like verbs but function as adjectives to describe nouns. It provides many examples of common -ed and -ing adjective pairs and explains that -ed adjectives describe how a person feels while -ing adjectives describe personality, places, events, or experiences. The document encourages practicing distinguishing between -ed and -ing forms through example sentences.
PET Unit 20 Summary of Contents PET
This document provides information about comparative and superlative adverbs in English. It discusses how adverbs of one syllable usually form the comparative with -er and the superlative with -est. Adverbs of two or more syllables generally form the comparative with "more" and the superlative with "most". It also notes some irregular adverbs like "badly", "well", "far" and provides examples and exercises to practice forming comparative and superlative adverbs.
DEMONSTRATIVE PRONOUNS
The document provides a lesson on demonstrative pronouns. It defines the demonstrative pronouns "this", "that", "these", and "those" and explains that "this" and "these" refer to people, animals, or objects that are near while "that" and "those" refer to people, animals, or objects that are farther away. Examples are given to illustrate the correct usage of each pronoun. Exercises are also included for students to practice identifying and filling in the appropriate demonstrative pronoun.
5. wh's quetions
This document discusses WH- questions in English and provides examples of their use. WH- questions begin with interrogative words like what, who, when, where, why, and how and are used to ask about people, things, times, places, reasons, ages, durations, quantities, and conditions. It provides examples of common WH- questions and exercises for practicing forming WH- questions and answering them.
Unit 6 –detective stories
The document provides vocabulary related to detective stories. It includes a matching activity with words like arrest, accuse, witness, etc. It also lists common objects found in detective stories like a torch, magnifying glass, fingerprints. The second part discusses suffixes like -ing and -ed and provides examples of how they are used to describe feelings and qualities.
R17 aynonymantonymrp
This document provides information about synonyms and antonyms. It defines synonyms as words that have the same or similar meanings, and provides examples of synonym pairs for words like "smart" and "large." It defines antonyms as words with opposite meanings and gives examples like "black and white" or bored's antonyms of "excited, thrilled, energized, and wound up." The document includes questions and activities for students to identify synonyms and antonyms.
Zero conditional, Pronunciation -ed endings, Grammar: Past Continuous
English 4
Vocabulary words:
jumped into, run away, bushes, Arid desert, leapt over, plod along, sprouted, sobbed, hissing, splash, spacecraft/ spaceships, astronauts
Reading 1: One Giant Leap - The story of Neil Armstrong
Reading 2: Lost in the desert
>Pronunciation -ed endings
>Grammar: Past Continuous
Conditionals. type 2
This document discusses the second conditional, which is used to talk about unlikely or imaginary situations in the future. It provides examples of sentences using the past simple in the if-clause and "would" plus the verb in the result clause, such as "If I were French, I'd live in Paris." It also notes that "were" is always used in the if-clause of the expression "If I were you." Additionally, it provides exercises for learners to practice forming second conditional sentences.
-ed and -ing adjectives
This document discusses '-ed' and '-ing' adjectives in English. It explains that '-ed' adjectives are used to describe feelings, like being surprised, bored, or disappointed. '-Ing' adjectives describe things and situations, such as an interesting game or tiring trip. A table provides examples of adjectives that take both '-ed' and '-ing' forms and how they are used differently. The document encourages practice with '-ed' and '-ing' adjectives.
Odd One Out Verbs Metz
This is a simple game for upper elementary students learning verbs. There are 3 wrong answers and 1 correct. That is the one the players are looking for. There is a automatic count down that tells the students to choose. The teacher does not have to click anything until he/she wants the correct answer revealed.
Wednesday, November 14th
The document provides instructions for an English class assignment. Students are asked to read a story called "The Dog That Bit People" and answer comprehension questions. They are also tasked with writing a short story that uses exaggeration to be humorous. The document then provides vocabulary and grammar lessons on Greek prefixes and identifying complete predicates in sentences.
Vocabulary exercises for list 53
1. The document defines and provides examples for the words debate, discredit, displace, enforce, and enumerate.
2. It includes fill in the blank, multiple choice, and short answer questions testing understanding of the defined words.
3. The questions cover topics like debating issues, damaging reputations, enforcing rules, listing qualities, and helping displaced people.
Parallel structure
This document discusses the concept of parallel structure and provides examples of parallel and non-parallel constructions. It defines parallelism as using the same pattern of words to show that two or more ideas have equal importance. The document then provides four examples of parallel and non-parallel phrases and sentences. It encourages the reader to fix non-parallel examples and confirms whether the reader's corrections are accurate.
Parallelism
The document contains a series of short passages and questions about grammar concepts like parallel structure. Some examples of non-parallel constructions are provided, along with their parallel revisions. The key concept of parallelism - where elements in a series should be grammatically similar - is tested through examples requiring revision to make the elements parallel.
Subject verb agreement - Report
This document provides 12 rules for subject-verb agreement in academic writing. It explains that the subject and verb of a sentence must agree in number, and provides examples of how to determine the subject of sentences with collective nouns, compound subjects, inverted word order, and other constructions. Exceptions and tricky cases are illustrated through examples showing how to identify the true subject and select the correct verb form.
Nouns
This document provides a summary of nouns and their types. It begins by defining what a noun is and gives examples of common nouns and proper nouns. It then discusses countable nouns versus uncountable nouns and provides examples of each. The document also covers collective nouns, compound nouns, possessive nouns, and noun phrases. In less than 3 sentences, it provides a high-level overview of the key types of nouns and their definitions.
Unit 1
This document contains an English grammar reinforcement exercise with multiple levels of difficulty. It covers topics like the simple present tense, adverbs of frequency, and using verbs like "like" and "don't like". There are sentence building, correction, and question/answer activities with topics ranging from daily routines to events like the Olympics and lunar cycles. The goal is to practice and reinforce foundational grammar concepts.
Conjunctions
The document discusses different types of conjunctions that are used to join words, phrases, and clauses. It describes coordinating conjunctions like "and", "but", "or", and "so". It also discusses correlative conjunctions that link elements in pairs, such as "both...and", "either...or", "neither...nor", and "not only...but also". Examples are provided for each conjunction to illustrate its use.
Synonyms, antonyms, homophones, homographs powerpoint
This document defines and provides examples of synonyms, antonyms, and homophones. Synonyms are words that have the same or similar meanings, such as "easy" and "simple." Antonyms are words with opposite meanings, like "give" and "take." Homophones are words that sound the same but have different spellings and meanings, such as "ate" and "eight." The document includes exercises asking the reader to identify synonyms, antonyms, and homophones in sentences.
What's hot (19)
Zero conditional, Pronunciation -ed endings, Grammar: Past Continuous
Zero conditional, Pronunciation -ed endings, Grammar: Past Continuous
Synonyms, antonyms, homophones, homographs powerpoint
Synonyms, antonyms, homophones, homographs powerpoint
Viewers also liked
Parallelism copy
The document discusses parallelism and provides examples of how to use parallel structure to add clarity, elegance, and symmetry. Some key points:
- Parallel structure shows that two or more ideas are equally important by stating them in a grammatically parallel form, with nouns lining up with nouns, verbs with verbs, and phrases with phrases.
- Examples are given from historical figures like Julius Caesar, Winston Churchill, and Abraham Lincoln to demonstrate parallel structure.
- Correlatives like both...and, not only...but also, either...or are also discussed as a type of parallel structure used to join words, phrases, or clauses.
Instruire asistată de calculator
This document lists and briefly describes 10 different online tools for collaboration, communication, and multimedia creation: VoiceThread allows collaborative presentations with comments in different media, flickr is a photo sharing site, Google Apps offers business communication and collaboration tools, Glogster enables creative multimedia poster creation, Picasa allows photo sharing, Storybird is for making and sharing illustrated stories, Photo Story 3 creates slideshows from photos with added elements, Edmodo is an education-focused platform, SnagIt captures and annotates screenshots, and Android is an operating system for mobile devices.
Instruire asistată de calculator
This document lists and briefly describes 10 different online tools for collaboration, communication, and multimedia creation: VoiceThread allows collaborative presentations with comments in different media, flickr is a photo sharing site, Google Apps offers business communication and collaboration tools, Glogster enables creative multimedia poster creation, Picasa allows photo sharing, Storybird is for making and sharing illustrated stories, Photo Story 3 creates slideshows from photos on Windows, Edmodo is an education platform, SnagIt captures screenshots and adds annotations, and Android is an operating system for mobile devices.
Oppportunity
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Eng. 091 the argument paper copy-1(2)
The document provides guidance on writing an effective argument paper. It begins by explaining that an argument paper must take a debatable position on a topic. It then outlines the key components of an argument paper, including developing a clear thesis statement, providing background information, reasons or evidence to support the thesis, anticipating objections, and concluding with a call to action. The document emphasizes establishing a reasonable tone, using logical reasoning supported by credible evidence and appeals to the reader.
ICM Pocky
Youth in Japan are saving more and spending less as the economy stagnates. A survey found over 50% are saving money and over 90% plan to save. Younger people under 30 do not have much savings. Even older surveys show a $500 difference in monthly spending between generations. As trendsetters, it's important for companies to understand youth interests. The key to attracting youth is focusing on products that have one of the following qualities: economy, ecology, ease of use, emotion, and quality. Examples that embody these principles include affordable digital cameras and fast fashion brands that are cheap yet stylish. Young consumers seek value and prioritize affordability while maintaining acceptable quality. They want products that fit into their
Plot structure 2010(2)
The document discusses the key elements of plot structure: exposition, rising action, climax, falling action, and conclusion. In the exposition, the conflict is introduced and the characters, setting, and point of view are established. The rising action thickens the plot as tensions build towards the climax, the highest point of interest or turning point. The falling action follows the climax as events wind down towards the conclusion, which wraps up the plot.
The argument paragraph 091
The document provides guidance on writing an effective argument paper. It should begin with an introductory paragraph that sets up a debatable topic and thesis. The body should provide background information, reasons supporting the thesis with examples, and anticipate and rebut opposing positions. The conclusion should call the reader to action without an abrupt ending. Tone should be fair, credible, and avoid exaggeration.
Narrative descriptive 2013
The document discusses how to write an effective descriptive narrative using the five senses to appeal to the audience. It emphasizes painting a picture with words and provides examples of how to use metaphors, similes, and personification to describe experiences vividly. The document also outlines the main patterns for organizing a descriptive narrative, including chronological, spatial, and psychological order. It stresses the importance of choosing which questions to answer like who, what, when, where, why, and how to include relevant narrative details.
Conflict(3)
The document discusses different types of conflict that can occur in literature. It describes conflict as a struggle between opposing forces, either external or internal to a character. Some examples of conflict mentioned include character vs. character, character vs. self, character/group vs. society, and character/group vs. nature. Conflict is seen as integral to life and helps drive the plot and keep readers engaged in a story. A story's conflict can evolve over time and even result in an unexpected blessing.
National sales manager
The Regional Sales Manager will be responsible for managing a sales team to achieve annual business objectives for the Surgical Supplies or Advanced Surgical Technologies business unit. Key responsibilities include developing the sales process, coaching and training the team, coordinating service teams, and maximizing account conversions. The role requires strong sales management experience, business acumen, and the ability to motivate a team to succeed. Performance will be evaluated based on sales targets, gross margin achievement, and other key performance indicators.
The writing process 091
This document discusses the writing process and provides guidance on establishing purpose, voice, and audience. It explains that writers should first determine their purpose by asking questions about their main point and desired effect. The document then outlines common writing types (narrative, descriptive, process, compare/contrast, argument) and their key characteristics. It emphasizes that voice and credibility are important, and that one must consider their audience to effectively reach them. The writing process involves defining these interconnected elements of purpose, voice, and audience.
Active and passive voice1
The document discusses verbs and their active and passive voices. It explains that the active voice is usually clearer and more concise as it directly states who is performing the action of the verb. The passive voice places the subject of the sentence as being acted upon rather than performing the action. The document provides examples of changing sentences from passive to active voice and also discusses the mood of verbs, including statements, questions, commands, suggestions, and the subjunctive mood. It emphasizes using consistent verb mood within sentences for clarity.
The argument paper 2013
This document provides guidance on writing an effective argument paper. It explains that an argument paper must present a debatable topic or position. The paper should follow a classical structure, including an introductory paragraph with a clear thesis statement, background information, reasons and evidence to support the thesis, anticipated objections and rebuttals, and a concluding paragraph with a call to action. When developing the argument, writers should use logical reasoning supported by specific examples, consider opposing positions, and maintain a reasonable tone.
Brainstorming
The document discusses how growing up on a family farm shaped the author's personality and values. The farm required long hours of difficult work to complete necessary tasks like plowing, planting, fertilizing, and repairing old equipment. However, the farm also provided many personal rewards that outweighed the challenges of the work, such as a good harvest, the satisfaction of working the land, and the quiet solitude. Overall, the farm experience influenced the author's perspective on life and being human.
Viewers also liked (19)
Similar to Adj and adv
Adj and adv
The document provides information about adjectives and adverbs:
- Adjectives describe nouns and answer questions like "which" or "what kind". Adverbs describe verbs, adjectives, and other adverbs and answer questions like "how".
- Common adjectives tell readers qualities like color, size, or number. Adverbs tell how an action was done, when, where, or to what extent.
- Comparative adjectives/adverbs (-er, -ly) compare two things, while superlative (-est, -ly) compare more than two. The document also cautions about proper use of words like "good", "well", "bad", and "bad
Parts_of_Speech_PPT_Bahasa_Inggris_Week.pptx
The document discusses parts of speech including nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions, and interjections. It provides examples and explanations of different types of nouns, pronouns, verbs, and how to identify them in sentences. For nouns, it distinguishes between common and proper nouns, and concrete and abstract nouns. For pronouns, it discusses personal, possessive, reflexive, demonstrative, indefinite pronouns. For verbs, it explains action verbs and linking verbs, and how to identify linking verbs.
Subject verb agreement
The document discusses subject-verb agreement rules. It provides general rules for singular and plural subjects, collective nouns, compound subjects, and other situations where the subject and verb must agree. It includes examples of correct and incorrect subject-verb agreement and tests to check understanding.
Functional English 08. Adverb and Its Types (Code. 0064)
It teaches about adverbs, its seven types along with examples. Watch video: https://youtu.be/_Apvvvt4jxA
G9 eng-u2-l1-finding others' greatness
This document provides information on Module 2 of a course, including standards and lessons on valuing others. It discusses finding others' greatness, observing circumstances, feeling for others, and supporting advocacy. It also covers language registers and provides examples of frozen, formal, consultative, casual, and intimate registers. Finally, it includes a sample story in third-person limited point of view and elements to consider in prose, such as character, setting, plot, point of view, and mood.
Unidad ii ejercicios roiber mendoza
This document provides instructions and exercises for practicing simple past tense verbs in English. It includes:
1. Ten sentences in simple past tense with English and Spanish translations.
2. Ten sentences to complete using simple past tense verbs like "played", "lived", "cooked", etc.
3. A table with 10 regular and irregular verbs listing their infinitive form, past form, past participle, and example sentences.
4. A section comparing adjectives using comparative and superlative forms like "quieter", "quietest".
ENGLISH WEEK 7-LESSONS ON PREPOSITIONS.pptx
This document contains a lesson plan for teaching prepositions over the course of 5 days. Day 1 introduces common prepositions like across, into, before, etc. and has students practice identifying prepositions in sentences. It also has them come up with sentences describing objects in their classroom. Day 2 reviews locations prepositions like to and from and has students talk about getting places. It also contains a reading comprehension activity. Day 3 focuses on positional prepositions like in, on, under, etc. Day 4 and 5 provide more review and practice identifying prepositions and using them in sentences to describe pictures. The document aims to help students learn and reinforce their understanding of different types of prepositions.
ENGLISH SIX-wEEk SEVEN day ONE & TWO.pptx
This document contains a lesson plan for oral reading fluency, grammar, and attitude skills. The lesson focuses on using prepositions and prepositional phrases to compose clear sentences. It includes tasks for students to practice identifying and using prepositions like "to", "from", "at", and "in". Students read a story, answer questions about it, and complete exercises identifying prepositions and writing sentences with them. The document provides answer keys for the exercises.
Parts of-speech Complete Edition
The document provides an overview of the eight parts of speech: noun, verb, pronoun, adjective, adverb, preposition, conjunction, and interjection. It defines each part of speech and provides examples. It also includes exercises for students to practice identifying and using the different parts of speech in sentences. The purpose is to teach English grammar by explaining the importance and functions of each part of speech.
Pronoun.pdf
This document provides an overview of different types of pronouns in English grammar. It discusses personal pronouns, possessive pronouns, reflexive pronouns, indefinite pronouns, demonstrative pronouns, and interrogative pronouns. For each type of pronoun, it provides definitions and examples to illustrate their uses in sentences. The document also includes tables and exercises for the reader to practice identifying and using different pronouns.
Adjectives and adverbs
Adjectives describe nouns and adverbs describe verbs, adjectives, or other adverbs. Adjectives usually come before the noun they describe. When using multiple adjectives, they follow a typical order from opinion to factual information. There are rules for forming comparative and superlative adjectives. Some adjectives and adverbs have similar forms but different meanings.
adverb comparing adverbs drill for .pptx
An adverb is a word that modifies a verb, adjective, or other adverb by expressing manner, frequency, time, degree, place, or sequence. Adverbs typically answer how, where, or when questions and many end in -ly, though not always. Adverbs are used to modify verbs, adjectives, and other adverbs by providing more details on an action, event, or quality.
Determiners
The document discusses various types of determiners in English including definite articles, indefinite articles, demonstrative adjectives, possessive adjectives, and quantifiers. It provides examples for each type of determiner to illustrate their uses in sentences. Key determiners covered include the, a/an, this/that/these/those, my/your/his/her/our/their/its, some, many, a few, all, and numerals.
Unit4lesson1
The document provides an overview of a lesson on deaf education, including new vocabulary words related to sign language. It discusses the history of deaf education, how sign language developed, and different methods used over time to educate deaf children. Grammatical concepts around using the past simple tense are also explained through examples.
Adjective or adverb
This document provides examples to distinguish between using adjectives and adverbs correctly. It offers sentences with blanks to choose the proper adjective or adverb from parentheses. It also distinguishes between using singular and plural forms of nouns correctly, as well as comparative and superlative forms of adjectives and adverbs. The document aims to help the reader identify and properly use parts of speech.
Basic gramar in english
The document provides information about singular and plural nouns in English. It explains that most nouns form their plural by adding -s, while nouns ending in ch, s, x, or s sounds add -es. It also discusses irregular plural forms. The document includes examples and a quiz to test understanding of plural nouns. It then discusses count vs. non-count nouns and possessive nouns. It concludes by explaining pronouns, "be" verbs, action verbs, adjectives, comparative/superlative adjectives, and adverbs.
Portfolio.
The document describes William Lopez's portfolio of English work from his 7th level class at the UPEC in February and August 2011. It contains multiple writing assignments he completed, including describing his personality and three classmates, writing an article using connectors to join ideas, and exercises practicing past and present verb tenses. The portfolio shows William's progress in English and completion of homework assignments.
Basic english powerpoint
This document defines and provides examples of the main parts of speech in English: nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. It discusses the different types of words that fall within each part of speech category and provides examples to illustrate how they are used in sentences.
Basic grammar rules
This document provides an overview of basic grammar rules regarding nouns, verbs, pronouns, adjectives and their usage. It explains the rules for singular and plural nouns, count and non-count nouns, possessive nouns, personal pronouns, verbs including "be" verbs and action verbs. It also discusses how to form the opposite of adjectives using prefixes and the typical order of adjectives in a phrase. Quizzes with answers are included to test comprehension.
Adverbs
Adverbs are used to modify verbs, adjectives, and other adverbs. They provide additional information about the manner, time, place, degree, or frequency of the action. Some common types of adverbs include adverbs of degree, frequency, manner, place, and time. Adverbs are typically formed by adding "-ly" to adjectives, though some adverbs are exceptions and do not end in "-ly".
Similar to Adj and adv (20)
Functional English 08. Adverb and Its Types (Code. 0064)
Functional English 08. Adverb and Its Types (Code. 0064)
More from Karen Wright
Rhetorical stance copy 1
This document provides guidance on developing an effective writing strategy by considering purpose, audience, and voice. It advises the writer to determine their purpose by asking questions about what they want to say and achieve. The writer should also consider their audience and adopt an appropriate voice. Different types of writing, like narratives, descriptions, examples, definitions, and arguments are discussed. For each type, key elements and structures are outlined. The document stresses tailoring the writing based on integrating considerations of purpose, audience, and voice.
Writing extended definition paper2
This document provides guidance on developing an effective thesis statement and structure for a research paper. It recommends beginning with broad questions about the topic to develop a focused thesis. An effective thesis should make a clear claim, position, or generalization that can be supported with evidence. The document then outlines sections to include in the paper such as defining the problem, presenting solutions that have been attempted, discussing opposing views, and concluding with a call to action.
Editing and proofreading
The document provides tips for effectively editing and proofreading academic papers, including checking that research agrees with the paper's arguments, having strong supporting evidence, and printing a hard copy for easier reading. It recommends ensuring grammatical correctness, clear structure and style, accurate information, concise wording, smooth transitions, proper referencing, varied sentence structures, elimination of passive voice and first-person pronouns, subject-verb agreement, coherent paragraphs, correct punctuation, and verification of sources in the works cited page. Following these steps results in a well-edited paper.
Thinking critically3
The document discusses different types of reasoning including induction, deduction, and logical fallacies. It provides examples of each:
- Induction involves reasoning from specific facts or instances to arrive at a general conclusion. An example is concluding the motor vehicle center is inefficient based on multiple unproductive visits.
- Deductive reasoning moves from a general statement to a specific conclusion. An example is concluding your time will be wasted at the motor vehicle center tomorrow based on the premise it wastes people's time.
- Logical fallacies are flaws in reasoning that seem logical but are invalid. Examples of fallacies discussed include hasty generalization, self-contradiction, guilt by association, and ambiguity.
How to write definition essay(2)(2)
This document provides guidance on writing an effective definition essay. It emphasizes using vivid examples to support definitions rather than just providing generalizations. Definitions should grow from a definition into a powerful image. Examples are needed to clarify meanings, especially for abstract terms. The topic chosen needs to be something the writer can comment on and that others would want to read about. Strong support through relevant and representative examples is important. The conclusion should not just restate the introduction but could explain how the topic affects others.
Cause effect essay2
The document provides guidance on writing a cause and effect essay. It discusses identifying a topic with a clear relationship between causes and effects. Students are advised to brainstorm potential causes and effects, and organize these graphically to clearly see the relationships. The document also provides tips for structuring the essay, such as using chronological, least obvious to most obvious, or least to most important order. It suggests transitional words to link causes and effects like "because," "therefore," and "consequently." Finally, it lists some potential topics that could be analyzed in terms of causes and effects, such as the effects of air pollution, smoking, or being an athlete.
Mla new
This document provides guidance on using MLA (Modern Language Association) style for citations and formatting. It discusses why MLA is important, how to avoid plagiarism, and the different components of MLA including in-text citations, works cited pages, paraphrasing, and quoting. Key resources for learning MLA are identified such as the MLA Handbook and library databases. Examples are given of how to format citations for different source types like books, websites, and interviews.
Style in Writing-Cut Wordiness
The document provides advice for improving writing style by eliminating wordiness and redundancy. It suggests cutting repetition, formulaic phrases, references to intentions, and redundant words. Other tips include using vivid verbs instead of "be" verbs or passive voice, putting the subject before the verb, placing new information at the end of sentences, and committing to a clear point of view with language of confidence.
Compare and contrast powerpoint
This document discusses comparison and contrast as a writing technique. It provides examples of comparing trivial topics like food choices as well as more complex comparisons of legal systems or sports. The document outlines two basic patterns for organizing a comparison/contrast paper: block pattern and alternating pattern. The block pattern discusses one subject at a time in separate sections while the alternating pattern discusses points about both subjects together. Key elements to compare like audience, purpose, and outcomes are given. Finally, common transition words for comparing and contrasting are listed.
Parallelism copy
The document discusses the use of parallel structure and parallelism in writing. It provides examples from historical figures that use parallel constructions to make ideas equally important and provide clarity, elegance and symmetry. Examples include phrases from Julius Caesar, Winston Churchill, Abraham Lincoln and others that pair grammatically similar elements like nouns, verbs, prepositional phrases for effect. The document also discusses correlatives used in pairs like "both...and", "not only...but also" and provides examples of their use and corrections of non-parallel phrases.
Descriptive writing1
The document discusses techniques for using descriptive writing to appeal to readers' senses. It recommends using vivid details about how things smell, taste, feel, look, and sound to paint a picture with words. Examples are given of using sensory details, personification, and different patterns like chronological, spatial, and psychological order when writing descriptively. The overall aim is to use descriptive techniques to create vivid images in the reader's mind.
Process analysis
This document provides guidance on writing a process paper. A process paper explains how to make or do something by describing the steps in a series or sequence. It should have an orderly progression of events. Key points include:
- Explain how to perform a task or make something through clear, easy-to-follow directions divided into distinct steps.
- Be very familiar with the process and only write about topics you know well.
- Use chronological order and define any unfamiliar terms.
- Introduce the topic, explain each step in paragraphs using normal words rather than "Step 1", and conclude with a positive note.
- Include transitional words to smoothly guide the reader through the beginning,
The Power of Sentences
Sentences require a subject, a verb, and must form an independent clause to make sense. Phrases lack either a subject or a verb or both. Infinitive phrases contain "to" followed by a verb, and split infinitives insert words between "to" and the verb. Sentences can be fragments if they lack a subject or verb, or run-on if joined improperly with commas. Dangling modifiers are not grammatically linked to the words they modify.
The writing process
This document discusses the writing triangle of purpose, voice, and audience. It explains that an author's purpose and strategy shape the type of writing, such as descriptive, narrative, process, compare/contrast, or argument. The author emphasizes finding your voice and considering your intended audience. Key questions are provided to help define each element of the writing triangle before beginning a writing project.
Sentences 091
The document discusses key elements of sentences including subjects, verbs, phrases, and clauses. It provides examples of different types of phrases and sentences such as infinitive phrases and split infinitives. It also discusses fragments, run-ons, comma splices, modifiers, and how to identify and correct issues with sentences. The overall message is that words and sentences have power and should be used carefully and constructively.
Narrative for 091
This document provides guidance on writing narratives and using anecdotes. It discusses that stories are used to entertain, inform, instruct, and persuade. Anecdotes can make a point, draw a picture, produce an emotional response, or emphasize a point. When writing, one should consider their purpose, audience, and answer questions of who, what, when, where, why, and how. Details should be selected carefully and arranged chronologically to ensure everything fits together cohesively. The topic should be chosen for a specific reason like to entertain, express feelings, relate an experience, inform, or persuade. An outline of steps for writing includes determining the point, generating ideas, painting a picture, writing, revising
Style in writing copy
The Lincoln Library carefully preserves many rare books and manuscripts. It houses both rare books and a manuscript collection.
Precise language 2
The document provides guidance on proper writing techniques, including selecting precise words, maintaining consistent grammatical form in lists, avoiding shifts in person between first, second and third person, and the importance of reviewing and revising one's writing for clarity despite time pressures. Specific examples of sentences are provided and revised to demonstrate applying these techniques.
Sentences, fragments, run ons
This document discusses strategies for avoiding run-on sentences and sentence fragments. It provides definitions of run-on sentences and fragments, then lists five strategies effective writers use to correct run-ons: separating sentences with end punctuation and capitalization, using conjunctions preceded by commas, inserting semicolons, adding conjunctive adverbs with commas, and turning one sentence into a subordinate clause. Examples of fragments involving dependent clauses, -ing and to words, and missing subjects are given, along with explanations and corrections.
Punctuation
The document discusses proper use of commas, including using commas to separate items in a series, to separate independent clauses in compound sentences, to set off nouns of direct address, and to set off nonessential information. It also discusses using semicolons to separate independent clauses not joined by a conjunction or when there are commas within clauses being joined. The document provides examples for proper use of commas and semicolons in sentences.
More from Karen Wright (20)
Recently uploaded
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Lesson 12 - The Blessed Hope: The Mark of the Christian
SBS – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
Heartfulness Magazine - June 2024 (Volume 9, Issue 6)
Dear readers,
This month we continue with more inspiring talks from the Global Spirituality Mahotsav that was held from March 14 to 17, 2024, at Kanha Shanti Vanam.
We hear from Daaji on lifestyle and yoga in honor of International Day of Yoga, June 21, 2024. We also hear from Professor Bhavani Rao, Dean at Amrita Vishwa Vidyapeetham University, on spirituality in action, the Venerable BhikkuSanghasena on how to be an ambassador for compassion, Dr. Tony Nader on the Maharishi Effect, Swami Mukundananda on the crossroads of modernization, Tejinder Kaur Basra on the purpose of work, the Venerable GesheDorjiDamdul on the psychology of peace, the Rt. Hon. Patricia Scotland, KC, Secretary-General of the Commonwealth, on how we are all related, and world-renowned violinist KumareshRajagopalan on the uplifting mysteries of music.
Dr. Prasad Veluthanar shares an Ayurvedic perspective on treating autism, Dr. IchakAdizes helps us navigate disagreements at work, Sravan Banda celebrates World Environment Day by sharing some tips on land restoration, and Sara Bubber tells our children another inspiring story and challenges them with some fun facts and riddles.
Happy reading,
The editors
English - The Book of 1st Samuel the Prophet.pdf
The Book of Samuel is a book in the Hebrew Bible, found as two books in the Old Testament. The book is part of the Deuteronomistic history, a series of books that constitute a theological history of the Israelites and that aim to explain God's law for Israel under the guidance of the prophets.
The Vulnerabilities of Individuals Born Under Swati Nakshatra.pdf
Individuals born under Swati Nakshatra often exhibit a strong sense of independence and adaptability, yet they may also face vulnerabilities such as indecisiveness and a tendency to be easily swayed by external influences. Their quest for balance and harmony can sometimes lead to inner conflict and a lack of assertiveness. To know more visit: astroanuradha.com
Monthly Khazina-e-Ruhaniyaat Jun’2024 (Vol.15, Issue 2)
2nd issue of Volume 15. A magazine in urdu language mainly based on spiritual treatment and learning. Many topics on ISLAM, SUFISM, SOCIAL PROBLEMS, SELF HELP, PSYCHOLOGY, HEALTH, SPIRITUAL TREATMENT, Ruqya etc.A very useful magazine for everyone.
Sanatan Vastu | Experience Great Living | Vastu Expert
Santan Vastu Provides Vedic astrology courses & Vastu remedies, If you are searching Vastu for home, Vastu for kitchen, Vastu for house, Vastu for Office & Factory. Best Vastu in Bahadurgarh. Best Vastu in Delhi NCR
Is Lucid Dreaming Dangerous? Risks and Benefits!
Lucid Dreaming: Understanding the Risks and Benefits
The ability to control one's dreams or for the dreamer to be aware that he or she is dreaming. This process, called lucid dreaming, has some potential risks as well as many fascinating benefits. However, many people are hesitant to try it initially for fear of the potential dangers. This article aims to clarify these concerns by exploring both the risks and benefits of lucid dreaming.
The Benefits of Lucid Dreaming
Lucid dreaming allows a person to take control of their dream world, helping them overcome their fears and eliminate nightmares. This technique is particularly useful for mental health. By taking control of their dreams, individuals can face challenging scenarios in a controlled environment, which can help reduce anxiety and increase self-confidence.
Addressing Common Concerns
Physical Harm in Dreams Lucid dreaming is fundamentally safe. In a lucid dream, everything is a creation of your mind. Therefore, nothing in the dream can physically harm you. Despite the vividness and realness of the dream experience, it remains entirely within your mental landscape, posing no physical danger.
Mental Health Risks Concerns about developing PTSD or other mental illnesses from lucid dreaming are unfounded. As soon as you wake up, it's clear that the events experienced in the dream were not real. On the contrary, lucid dreaming is often seen as a therapeutic tool for conditions like PTSD, as it allows individuals to reframe and manage their thoughts.
Potential Risks of Lucid Dreaming
While generally safe, lucid dreaming does come with a few risks as well:
Mixing Dream Memories with Reality Long-term lucid dreamers might occasionally confuse dream memories with real ones, creating false memories. This issue is rare and preventable by maintaining a dream journal and avoiding lucid dreaming about real-life people or places too frequently.
Escapism Using lucid dreaming to escape reality can be problematic if it interferes with your daily life. While it is sometimes beneficial to escape and relieve the stress of reality, relying on lucid dreaming for happiness can hinder personal growth and productivity.
Feeling Tired After Lucid Dreaming Some people report feeling tired after lucid dreaming. This tiredness is not due to the dreams themselves but often results from not getting enough sleep or using techniques that disrupt sleep patterns. Taking breaks and ensuring adequate sleep can prevent this.
Mental Exhaustion Lucid dreaming can be mentally taxing if practiced excessively without breaks. It’s important to balance lucid dreaming with regular sleep to avoid mental fatigue.
Lucid dreaming is safe and beneficial if done with caution. It has many benefits, such as overcoming fear and improving mental health, and minimal risks. There are many resources and tutorials available for those interested in trying it.
Chandra Dev: Unveiling the Mystery of the Moon God
Shining brightly in the sky, some days more than others, the Moon in popular culture is a symbol of love, romance, and beauty. The ancient Hindu texts, however, mention the Moon as an intriguing and powerful being, worshiped by sages as Chandra.
Trusting God's Providence | Verse: Romans 8: 28-31
Trusting God's Providence.
Providence - God’s active preservation and care over His creation. God is both the Creator and the Sustainer of all things Heb. 1:2-3; Col. 1:17
-God keep His promises.
-God’s general providence is toward all creation
- All things were made through Him
God’s special providence is toward His children.
We may suffer now, but joy can and will come
God can see what we cannot see
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...
This lecture created by Brandon Taylorian (aka Cometan) specially for the CESNUR Conference held Bordeaux in June 2024 provides a brief introduction to the legacy of religious and philosophical thought that Astronism emerges from, namely the discourse on transcension started assuredly by the Cosmists in Russia in the mid-to-late nineteenth century and then carried on and developed by Mordecai Nessyahu in Cosmodeism in the twentieth century. Cometan also then provides some detail on his story in founding Astronism in the early twenty-first century from 2013 along with details on the central Astronist doctrine of transcension. Finally, the lecture concludes with some contributions made by space religions and space philosophy and their influences on various cultural facets in art, literature and film.
Recently uploaded (12)
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Heartfulness Magazine - June 2024 (Volume 9, Issue 6)
Heartfulness Magazine - June 2024 (Volume 9, Issue 6)
The Vulnerabilities of Individuals Born Under Swati Nakshatra.pdf
The Vulnerabilities of Individuals Born Under Swati Nakshatra.pdf
Monthly Khazina-e-Ruhaniyaat Jun’2024 (Vol.15, Issue 2)
Monthly Khazina-e-Ruhaniyaat Jun’2024 (Vol.15, Issue 2)
Sanatan Vastu | Experience Great Living | Vastu Expert
Sanatan Vastu | Experience Great Living | Vastu Expert
Chandra Dev: Unveiling the Mystery of the Moon God
Chandra Dev: Unveiling the Mystery of the Moon God
Trusting God's Providence | Verse: Romans 8: 28-31
Trusting God's Providence | Verse: Romans 8: 28-31
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...
Adj and adv
- 1. Karen S Wright Keep your ducks in a row
- 2. What is the job of adjectives? •Modify (change) nouns/pronouns •Adjectives can precede a noun (purple boots) or follow a linking verb (Her boots arepurple). •Adjectives tell readers which, what kind, how many/how much
- 3. Adjectives tell readers • which •what kind •how many/how much Last summer I climbed that mountain (which). I prefer red apples (what kind). I want six oranges (how many). It was a cold, gray, and ominous day (what kind). The dawn was bright, clear, and inviting (what kind) .
- 4. 1. Juan painted the beautiful picture. 2. Misty tried a different approach to math. 3. The picture of rural life is accurate. 4. She keeps a tidy desk. 5. He tried three times to solve the problem.
- 5. Adverbs What is the job of the adverbs? •Adverbs modify (change) verbs, adjectives, or other adverbs • Adverbs tell the readers how, when, where, a nd why •Adverbs can be an intensifier (She is very beautiful).
- 6. Adverb Adverbs tell the readers how, when, where, and to what extent. Adverbs often end in –ly. 1. Hequicklyjumped the puddle (howdidhe jump). 2. Yesterdaymy friends ate lunch with me (whendid they eat with me). 3. Our summerhouse is nearby (whereis the summerhouse). 4. She very quickly took control (to what extentdid she take control of the game) of the game.
- 7. Your Turn 1. She ran around the track comfortably (how). 2. They always arrive a half hour late (when). 3. Paul goes to the movie frequently (how often). 4. He has never lost a game (when). 5. Sometimes I just sit and daydream instead of write (to what extent).
- 8. Use the comparative form to compare two people, places, things, or ideas; use the superlative to compare more than two. Comparative Superlative Short Shorter shortest Pretty prettiest Simpler simplest fast
- 9. With longer adjectives and with adverbs ending in – ly, use more (for the comparative) and most (for the superlative). Really?? Comparative Superlative Intelligent More intelligent Most intelligent Carefully Most carefully Less dangerously
- 10. 1. Pedro (carefully, more carefully, most carefully) sat down in the classroom. 2. Matilda applied for a scholarship, and it became apparent that she was the (intelligent, more intelligent, most intelligent) of all the applicants 3. Hugo thought of himself as the (qualified, more qualified, most qualified) candidate for the job. 4. When then results were in, Nathan ran (fast, faster, fastest) than Ben, receiving first- place medal. 5. Susan’s new kitchen table was (pretty, prettier, prettiest) than Madge’s or Matilda’s table.
- 11. Comparative Superlative Good Better Best Bad Worse Worst Much/many More Most Little Less Least Well Better Best Badly Worse Worst
- 12. Your Turn 1. This is a nice cat; in fact it is ________ than my friend’s cat. 2. Emilio is six. Her bother, Herman is nine, so is _____ than Emilio. 3. You have a very interesting hobby, but my sister Marie, has __________ in the world. 4. Skateboarding is dangerous hobby. Bungee jumping is _______ than skateboarding. 5. We live in a small house, but my grandparents live in even a _______ house than ours. 6. Yesterday, Juan told me a funny joke. It was the _____ joke I’ve ever heard.
- 13. Anadjective always follows a sense verb (linking verb) Helga and Herman look content. Herman’s old car still sounds happy. Linking verbs (sense verbs): seems, sounds, appears, feels, tastes , looks, smells, looks
- 14. Good and well are as tricky as a cat running a football through a football field!
- 15. Avoid common errors when using familiar words. Good or Well Good is ALWAYS an adjective: You do not do good, but you do well. Do is a verb and well is an adverb. You smell good. Smell is a sense verb and good is an adjective, which modifies you. Bad or Badly Bad is an adjective: Never write, I feel badly. Feel is a sense verb so the adjective follows the verb.
- 16. 1. George has a fever and doesn’t look (good, well). 2. When I got up this morning, Helga felt (bad, badly) and had to stay home. 3. The mechanic’s tools were (well, good). The foreman said his work was (well, good) done. 4. She worked (careful, carefully) with the sick child. She was a very (careful, carefully) worker. 5. Andrea knows the material very (good, well). She always treats us (good, well). 6. He measured the floor (exact, exactly). They proved to be (perfectly, perfect) (exact, exactly) measurements).