The document provides a lesson on adjective clauses and relative pronouns in English. It defines different types of relative pronouns used to combine two sentences based on the part of speech being referred to, such as subject, object of a verb, or object of a preposition. Examples are provided to illustrate the different relative pronouns that can be used, including who, whom, whose, which, and that. Exercises are included for students to practice combining sentences using relative clauses.
This document provides an overview of adjective clauses and relative pronouns in English grammar. It begins by giving examples of different types of adjective clauses, including defining and non-defining clauses. It then discusses the different relative pronouns (who, which, that, whose, whom) and how they are used depending on whether the antecedent is the subject or object of the clause. The document provides exercises for combining simple sentences into complex sentences using relative pronouns and for identifying the appropriate relative pronoun based on the antecedent.
This document is a chapter on adjective clauses from an English grammar textbook. It provides examples of different types of adjective clauses introduced by relative pronouns like who, whom, whose, which, and that. It explains how to use these relative pronouns as subjects and objects of sentences. The chapter contains multiple practice exercises for the student to identify the correct relative pronoun to use in different contexts.
This document provides a summary of defining and non-defining relative clauses in English grammar. It begins by explaining the difference between defining and non-defining relative clauses. It then discusses the different relative pronouns used for subjects, objects, and objects of prepositions for both people and things. The document also notes differences in usage of relative pronouns between spoken and written English. Examples are provided to illustrate the concepts and students are given practice exercises to identify and analyze relative clauses in sentences.
This document provides information about relative clauses in English. It defines relative clauses and explains how they are used to join two sentences or provide more information. It discusses defining relative clauses where the relative pronoun is the subject or object. It also covers non-defining relative clauses, the use of whose, and prepositions in relative clauses. Examples are provided to illustrate the different types of relative clauses.
There are two types of relative clauses:
- Defining relative clauses provide essential information about their antecedent and are not separated by commas. They can use pronouns like "who", "that", and "which" to refer to people and things.
- Non-defining relative clauses provide extra information and are separated by commas. They can use pronouns like "who", "which", and possessive pronouns like "whose" but not "that".
The document discusses the passive voice in detail, including how to form passive sentences and when to use the passive voice. Key points covered include:
1) Passive sentences are formed with some form of "be" plus the past participle of the main verb.
2) The passive voice is used when the agent performing the action is unknown, unimportant, or wanting to be omitted.
3) Modals can be used in the passive voice to express ability, permission, obligation and more.
4) The passive causative formed with "have" or "get" expresses when someone arranges for an action to be done to them.
The document defines and provides examples of different types of relative clauses and relative pronouns in English, including:
- Defining relative clauses use pronouns like who, that, which to identify a specific antecedent. Non-defining clauses use commas and provide extra information.
- Relative pronouns who, which, that, when, where, whom, whose are used depending on if referring to a person, thing, place, time or possession.
- Subject and object pronouns depend on if the relative pronoun is the subject or object of the clause.
Examples are given of combining sentences using defining and non-defining relative clauses.
The document provides information on reported speech and how to change direct quotes into indirect speech. It discusses the rules for changing verb tenses and other elements when converting direct quotes into reported speech. Examples are provided to illustrate these rules, such as changing the present tense verb to the past tense if the reporting verb is in the past tense. It also covers exceptions to the basic tense change rule and using other linking words like "whether" or "if" instead of "that".
This document provides an overview of adjective clauses and relative pronouns in English grammar. It begins by giving examples of different types of adjective clauses, including defining and non-defining clauses. It then discusses the different relative pronouns (who, which, that, whose, whom) and how they are used depending on whether the antecedent is the subject or object of the clause. The document provides exercises for combining simple sentences into complex sentences using relative pronouns and for identifying the appropriate relative pronoun based on the antecedent.
This document is a chapter on adjective clauses from an English grammar textbook. It provides examples of different types of adjective clauses introduced by relative pronouns like who, whom, whose, which, and that. It explains how to use these relative pronouns as subjects and objects of sentences. The chapter contains multiple practice exercises for the student to identify the correct relative pronoun to use in different contexts.
This document provides a summary of defining and non-defining relative clauses in English grammar. It begins by explaining the difference between defining and non-defining relative clauses. It then discusses the different relative pronouns used for subjects, objects, and objects of prepositions for both people and things. The document also notes differences in usage of relative pronouns between spoken and written English. Examples are provided to illustrate the concepts and students are given practice exercises to identify and analyze relative clauses in sentences.
This document provides information about relative clauses in English. It defines relative clauses and explains how they are used to join two sentences or provide more information. It discusses defining relative clauses where the relative pronoun is the subject or object. It also covers non-defining relative clauses, the use of whose, and prepositions in relative clauses. Examples are provided to illustrate the different types of relative clauses.
There are two types of relative clauses:
- Defining relative clauses provide essential information about their antecedent and are not separated by commas. They can use pronouns like "who", "that", and "which" to refer to people and things.
- Non-defining relative clauses provide extra information and are separated by commas. They can use pronouns like "who", "which", and possessive pronouns like "whose" but not "that".
The document discusses the passive voice in detail, including how to form passive sentences and when to use the passive voice. Key points covered include:
1) Passive sentences are formed with some form of "be" plus the past participle of the main verb.
2) The passive voice is used when the agent performing the action is unknown, unimportant, or wanting to be omitted.
3) Modals can be used in the passive voice to express ability, permission, obligation and more.
4) The passive causative formed with "have" or "get" expresses when someone arranges for an action to be done to them.
The document defines and provides examples of different types of relative clauses and relative pronouns in English, including:
- Defining relative clauses use pronouns like who, that, which to identify a specific antecedent. Non-defining clauses use commas and provide extra information.
- Relative pronouns who, which, that, when, where, whom, whose are used depending on if referring to a person, thing, place, time or possession.
- Subject and object pronouns depend on if the relative pronoun is the subject or object of the clause.
Examples are given of combining sentences using defining and non-defining relative clauses.
The document provides information on reported speech and how to change direct quotes into indirect speech. It discusses the rules for changing verb tenses and other elements when converting direct quotes into reported speech. Examples are provided to illustrate these rules, such as changing the present tense verb to the past tense if the reporting verb is in the past tense. It also covers exceptions to the basic tense change rule and using other linking words like "whether" or "if" instead of "that".
The document defines and explains different types of relative clauses and relative pronouns in English. It discusses defining vs. non-defining relative clauses and provides examples of how to use relative pronouns like who, which, that, when, where, whom, and whose depending on whether they are referring to people, animals, things, time, or place. It also covers subject and object pronouns in relative clauses.
This document discusses defining and non-defining relative clauses. It provides examples of different types of relative pronouns used in defining clauses, including subject, object, and possessive relative pronouns. It also discusses the punctuation used with non-defining relative clauses.
The document discusses relative clauses and relative pronouns. It provides examples of defining and non-defining relative clauses. It explains that relative pronouns like who, whom, which, that refer to the noun before it. It discusses using who for subjects and whom for objects when referring to people. It also discusses relative adverbs like when, where, why.
The document discusses relative clauses and relative pronouns. It provides examples of using relative pronouns like "who", "whom", "which", and "that" to combine sentences that have the same subject or object. It explains that relative pronouns refer to the noun before it. The document also contains exercises for the reader to practice combining sentences using relative clauses.
This document provides a review of various grammar topics for the third term of an intermediate English course, including verb tenses, the passive voice, modal verbs of deduction, conditional sentences, relative clauses, reported speech, gerunds and infinitives, and vocabulary related to cinema, the body, education, houses, word building, and work. Key grammar structures like tense changes in reported speech and uses of gerunds and infinitives are explained. Exercises are provided to practice these grammar concepts.
The document discusses relative clauses and relative pronouns in English. It explains that relative clauses serve the same purpose as adjectives by providing information about a noun or pronoun in the main clause, called the antecedent. It then defines the relative pronouns who, which, that, when, where, whom, and whose and explains when to use each based on whether the antecedent refers to a person, animal, thing, time, place, or possession.
Relative clauses provide additional information about a person or thing mentioned in the main clause. There are defining relative clauses, which are essential to the meaning, and non-defining clauses, which provide extra context. Different relative pronouns like who, which, that are used depending on if the antecedent is a person or thing. The placement and omission of the pronoun also depends on whether it is the subject or object of the relative clause. Connective relative clauses refer back to a whole previous clause or use quantifiers like all, both to join ideas.
The document provides a summary of key points about pronunciation, grammar, and exercises on relative clauses. It discusses weak and strong forms of conjunctions and prepositions in pronunciation. In grammar, it covers relative clauses, relative pronouns, and how to combine two sentences using relative clauses or participles. Exercises are provided to practice these skills. The homework involves completing remaining exercises, reviewing the lesson, and remembering knowledge about relative clauses.
The document discusses relative clauses and relative pronouns in English. It explains that relative pronouns are used to connect a dependent clause to an independent clause and identifies the relative pronouns who, which, that, when, where, whom and whose. It provides examples of using these pronouns based on whether the antecedent is a person, animal, thing, time or location.
1. The document discusses the passive voice, including its formation, use when the agent is unknown or unimportant, and respecting prepositions.
2. It describes how certain verbs like buy, give, explain can have two passive forms, and how reporting verbs are used in the passive to describe impersonal feelings and beliefs.
3. The final section covers the causative form using "have" like "I had my hair cut" compared to the active "I cut my hair."
The document discusses relative clauses and how to use relative pronouns properly. It provides examples of relative clauses used to combine sentences, including who is used for people as subjects, whom for people as objects, and which or that for things. It emphasizes that the pronoun should be omitted if it refers to the same thing as the relative pronoun. Some exercises are included to practice forming relative clauses.
This document discusses direct and reported speech. Direct speech repeats the exact words spoken using quotation marks, while reported speech reports the general idea without quotations by making necessary tense and pronoun changes. It provides examples of direct and reported speech and discusses how to report statements, questions, orders, requests, suggestions, intentions and promises. Time, place and pronoun references need to be changed in reported speech.
This document discusses direct and reported speech. Direct speech repeats the exact words spoken using quotation marks, while reported speech reports the general idea without quotations by making necessary tense and pronoun changes. It provides examples of direct and reported speech and explains how to report statements, questions, orders, requests, suggestions, intentions and promises. Time, place and pronoun references need to be changed in reported speech.
The document discusses active and passive voice in sentences. In the active voice, the subject performs the action, while in the passive voice the action is done to the subject. A sentence can be written in either the active or passive voice depending on whether you want to emphasize the subject or object. The tense, voice, and other grammatical aspects must be consistent when changing a sentence between active and passive.
This document provides information about pronoun case, pronoun reference, and free writing. It defines subjective, objective, and possessive cases for pronouns and provides examples. It also discusses keeping pronoun antecedents clear by avoiding vague references and placing pronouns close to their antecedents. The document includes a practice section testing understanding of these concepts and an eight-minute free writing prompt.
This document discusses defining relative clauses and relative pronouns. It provides examples of using relative pronouns such as who, which, that, where, whose, when to join two sentences by making the second sentence a defining relative clause that provides essential information about the noun in the first sentence. It covers using these relative pronouns when the noun is the subject or object of the relative clause.
1. Relative clauses add extra information about a noun in the main clause by referring back to that noun as either the subject or object of the relative clause.
2. Relative clauses can be either defining or non-defining. Defining clauses provide essential information about the noun, while non-defining clauses add extra, non-essential information separated by commas.
3. Relative pronouns like who, which, that, whose, and whom are used in relative clauses depending on whether the clause is defining or non-defining, and whether the pronoun refers to a person or thing.
The document discusses defining and non-defining relative clauses. It defines relative pronouns and explains that defining relative clauses add essential information to the main clause, while non-defining clauses add non-essential information separated by commas. Some examples of defining and non-defining clauses are provided. The document then provides exercises for learners to practice identifying defining and non-defining clauses and using relative pronouns correctly in sentences.
This document discusses the passive voice in English. It explains that the passive is formed using "be" in the appropriate tense along with the past participle of a transitive verb. The passive is used when the agent is unknown, unimportant, or already mentioned. It also discusses the different tenses that can be used in the passive, including the passive with modal verbs. Additionally, it covers the causative passive formed with "have" or "get" and converting sentences from active to passive voice.
The document discusses various aspects of the passive voice in English including:
- Forming the passive by changing the active sentence's object to the subject and using "be + past participle".
- The placement of time adverbials and other modifiers in passive sentences.
- Using the passive in interrogative sentences and with "by-phrases".
- How indirect objects can become the passive subject.
- The passive forms of modal verbs and similar expressions.
The document describes different types of ordinary and special body movements, including flexion, extension, abduction, adduction, and circumduction. It also discusses dorsiflexion, plantar flexion, inversion, eversion, supination, and pronation. Flexion decreases the joint angle and brings bones closer, while extension increases the angle. Abduction moves a limb away from the midline and adduction moves it toward the midline. Circumduction is a combination of several movements and occurs in ball-and-socket joints.
The document discusses the use of the simple present tense in English. It provides examples of how the simple present is used to describe permanent states or facts, habits and routines, and timetables and schedules. It also discusses how adverbs of frequency are used with the simple present tense. Key rules for conjugating verbs in the simple present third person singular are outlined. Sample questions and short answers are provided as examples.
The document defines and explains different types of relative clauses and relative pronouns in English. It discusses defining vs. non-defining relative clauses and provides examples of how to use relative pronouns like who, which, that, when, where, whom, and whose depending on whether they are referring to people, animals, things, time, or place. It also covers subject and object pronouns in relative clauses.
This document discusses defining and non-defining relative clauses. It provides examples of different types of relative pronouns used in defining clauses, including subject, object, and possessive relative pronouns. It also discusses the punctuation used with non-defining relative clauses.
The document discusses relative clauses and relative pronouns. It provides examples of defining and non-defining relative clauses. It explains that relative pronouns like who, whom, which, that refer to the noun before it. It discusses using who for subjects and whom for objects when referring to people. It also discusses relative adverbs like when, where, why.
The document discusses relative clauses and relative pronouns. It provides examples of using relative pronouns like "who", "whom", "which", and "that" to combine sentences that have the same subject or object. It explains that relative pronouns refer to the noun before it. The document also contains exercises for the reader to practice combining sentences using relative clauses.
This document provides a review of various grammar topics for the third term of an intermediate English course, including verb tenses, the passive voice, modal verbs of deduction, conditional sentences, relative clauses, reported speech, gerunds and infinitives, and vocabulary related to cinema, the body, education, houses, word building, and work. Key grammar structures like tense changes in reported speech and uses of gerunds and infinitives are explained. Exercises are provided to practice these grammar concepts.
The document discusses relative clauses and relative pronouns in English. It explains that relative clauses serve the same purpose as adjectives by providing information about a noun or pronoun in the main clause, called the antecedent. It then defines the relative pronouns who, which, that, when, where, whom, and whose and explains when to use each based on whether the antecedent refers to a person, animal, thing, time, place, or possession.
Relative clauses provide additional information about a person or thing mentioned in the main clause. There are defining relative clauses, which are essential to the meaning, and non-defining clauses, which provide extra context. Different relative pronouns like who, which, that are used depending on if the antecedent is a person or thing. The placement and omission of the pronoun also depends on whether it is the subject or object of the relative clause. Connective relative clauses refer back to a whole previous clause or use quantifiers like all, both to join ideas.
The document provides a summary of key points about pronunciation, grammar, and exercises on relative clauses. It discusses weak and strong forms of conjunctions and prepositions in pronunciation. In grammar, it covers relative clauses, relative pronouns, and how to combine two sentences using relative clauses or participles. Exercises are provided to practice these skills. The homework involves completing remaining exercises, reviewing the lesson, and remembering knowledge about relative clauses.
The document discusses relative clauses and relative pronouns in English. It explains that relative pronouns are used to connect a dependent clause to an independent clause and identifies the relative pronouns who, which, that, when, where, whom and whose. It provides examples of using these pronouns based on whether the antecedent is a person, animal, thing, time or location.
1. The document discusses the passive voice, including its formation, use when the agent is unknown or unimportant, and respecting prepositions.
2. It describes how certain verbs like buy, give, explain can have two passive forms, and how reporting verbs are used in the passive to describe impersonal feelings and beliefs.
3. The final section covers the causative form using "have" like "I had my hair cut" compared to the active "I cut my hair."
The document discusses relative clauses and how to use relative pronouns properly. It provides examples of relative clauses used to combine sentences, including who is used for people as subjects, whom for people as objects, and which or that for things. It emphasizes that the pronoun should be omitted if it refers to the same thing as the relative pronoun. Some exercises are included to practice forming relative clauses.
This document discusses direct and reported speech. Direct speech repeats the exact words spoken using quotation marks, while reported speech reports the general idea without quotations by making necessary tense and pronoun changes. It provides examples of direct and reported speech and discusses how to report statements, questions, orders, requests, suggestions, intentions and promises. Time, place and pronoun references need to be changed in reported speech.
This document discusses direct and reported speech. Direct speech repeats the exact words spoken using quotation marks, while reported speech reports the general idea without quotations by making necessary tense and pronoun changes. It provides examples of direct and reported speech and explains how to report statements, questions, orders, requests, suggestions, intentions and promises. Time, place and pronoun references need to be changed in reported speech.
The document discusses active and passive voice in sentences. In the active voice, the subject performs the action, while in the passive voice the action is done to the subject. A sentence can be written in either the active or passive voice depending on whether you want to emphasize the subject or object. The tense, voice, and other grammatical aspects must be consistent when changing a sentence between active and passive.
This document provides information about pronoun case, pronoun reference, and free writing. It defines subjective, objective, and possessive cases for pronouns and provides examples. It also discusses keeping pronoun antecedents clear by avoiding vague references and placing pronouns close to their antecedents. The document includes a practice section testing understanding of these concepts and an eight-minute free writing prompt.
This document discusses defining relative clauses and relative pronouns. It provides examples of using relative pronouns such as who, which, that, where, whose, when to join two sentences by making the second sentence a defining relative clause that provides essential information about the noun in the first sentence. It covers using these relative pronouns when the noun is the subject or object of the relative clause.
1. Relative clauses add extra information about a noun in the main clause by referring back to that noun as either the subject or object of the relative clause.
2. Relative clauses can be either defining or non-defining. Defining clauses provide essential information about the noun, while non-defining clauses add extra, non-essential information separated by commas.
3. Relative pronouns like who, which, that, whose, and whom are used in relative clauses depending on whether the clause is defining or non-defining, and whether the pronoun refers to a person or thing.
The document discusses defining and non-defining relative clauses. It defines relative pronouns and explains that defining relative clauses add essential information to the main clause, while non-defining clauses add non-essential information separated by commas. Some examples of defining and non-defining clauses are provided. The document then provides exercises for learners to practice identifying defining and non-defining clauses and using relative pronouns correctly in sentences.
This document discusses the passive voice in English. It explains that the passive is formed using "be" in the appropriate tense along with the past participle of a transitive verb. The passive is used when the agent is unknown, unimportant, or already mentioned. It also discusses the different tenses that can be used in the passive, including the passive with modal verbs. Additionally, it covers the causative passive formed with "have" or "get" and converting sentences from active to passive voice.
The document discusses various aspects of the passive voice in English including:
- Forming the passive by changing the active sentence's object to the subject and using "be + past participle".
- The placement of time adverbials and other modifiers in passive sentences.
- Using the passive in interrogative sentences and with "by-phrases".
- How indirect objects can become the passive subject.
- The passive forms of modal verbs and similar expressions.
The document describes different types of ordinary and special body movements, including flexion, extension, abduction, adduction, and circumduction. It also discusses dorsiflexion, plantar flexion, inversion, eversion, supination, and pronation. Flexion decreases the joint angle and brings bones closer, while extension increases the angle. Abduction moves a limb away from the midline and adduction moves it toward the midline. Circumduction is a combination of several movements and occurs in ball-and-socket joints.
The document discusses the use of the simple present tense in English. It provides examples of how the simple present is used to describe permanent states or facts, habits and routines, and timetables and schedules. It also discusses how adverbs of frequency are used with the simple present tense. Key rules for conjugating verbs in the simple present third person singular are outlined. Sample questions and short answers are provided as examples.
Jenny spent 2 days in London. On Saturday she took a cab to Buckingham Palace where she saw the changing of the guards. Then she walked to the London Eye and had a great view of Big Ben. After that, she went to the Modern Tate Gallery by bike where she visited an exhibition and saw paintings. Finally, she took the tube to the O2 Arena to see a concert.
This document provides information about simple past tense in English. It discusses the simple past form of to be, was/were, and regular and irregular past tense verbs. Examples are given of affirmative and negative sentences using simple past verbs. Exercises are included to practice forming sentences in the simple past tense.
This document contains an English lesson about calling an ambulance in an emergency situation. It includes videos and activities to guide students through roleplaying a call to emergency services when someone is injured or unwell. The activities focus on gathering key information like the address of the emergency, details of the patient's condition, medical history, and responding appropriately to the dispatcher's questions. The goal is to teach English language learners the vocabulary and communication skills needed to seek help in an emergency.
This document discusses types of speeches and speech delivery. There are three main types of speeches according to purpose: informative, which provides understanding of a concept; entertainment, which aims to entertain the audience; and persuasive, which seeks to influence ideas or decisions. There are four types of speeches according to delivery: extemporaneous uses limited preparation; impromptu is unrehearsed; manuscript is read from writing; and memorized is recited from memory. The document also lists nine physical features important for an effective speaker: appearance, movement, posture, facial expressions, eye contact, volume, articulation, time, and language.
This document provides a lesson plan on numbers 1-20. It includes the following key points:
- The objectives are to reinforce concepts verbally and have students write answers in their notebooks.
- Topics covered include more/less, number names 1-20, bigger/smaller/equal, number before/after/between, ascending/descending order.
- Examples are provided for students to practice number comparisons, number names, identifying tens and ones, numbers before/after, biggest/smallest numbers, and arranging numbers from smallest to biggest and biggest to smallest.
This document provides an overview of Total Quality Management (TQM). It defines TQM as managing the whole organization to achieve excellence by focusing on quality. The key elements of TQM discussed are focusing on customers, employee involvement, and continuous improvement. TQM aims to improve quality, productivity, profitability and customer satisfaction through a company-wide effort involving strategies like process analysis and employee empowerment. The benefits and importance of implementing TQM in the pharmaceutical industry are also outlined.
Introduction to Competency in School Nurse Practice 2010.pptAyaOsman7K
This document outlines competency standards for school nursing practice in Connecticut. It is intended to support high-quality school health services and delineate the knowledge and skills needed for school nursing. School nurses now need expanded competencies due to the growing prevalence of chronic health conditions and complex student health needs. The document describes 16 standards of school nursing practice and professional performance. It also provides descriptions of competency levels from emergent to expert school nurse based on Benner's model of skill acquisition. Sections cover competencies, supervision requirements, and evaluation.
There are several types of speeches according to purpose: informative speeches aim to help audiences understand and remember information; expository speeches explain or expose a topic; entertainment speeches aim to captivate audiences through amusement while delivering a message. Speeches can also be categorized according to delivery: a manuscript speech involves reading directly from a prepared text; a memorized speech is delivered from memory without notes. A speech is the expression of thoughts and feelings through sounds, it can refer to speaking or a formal address delivered to an audience. Effective speech delivery follows certain principles.
This document discusses types of speeches and speech delivery. There are three main types of speeches according to purpose: informative, which provides understanding of a concept; entertainment, which aims to be enjoyable; and persuasive, which seeks to influence ideas. There are four types of speeches according to delivery: extemporaneous uses limited preparation; impromptu is unrehearsed; manuscript is read; and memorized is recited from memory. The document also lists 10 physical features of an effective speaker: appearance, movement, posture, facial expressions, eye contact, volume, articulation, time management, language choice, and use of stories/quotes.
This document outlines an action plan to help a third grade student named Bella succeed in her learning. Bella immigrated from Mexico and speaks both English and Spanish. She struggles with reading comprehension and math and has been diagnosed with dyslexia and language processing disorder. The plan includes increased support from a speech pathologist, classroom accommodations like shorter reading assignments, and twice weekly one-hour tutoring sessions. As Bella's tutor, the author plans to use constructivist teaching strategies like scaffolding and modeling to help Bella with sight words, letters, sounds, and phonics. The goal is to help Bella, who has learning difficulties, succeed through understanding her needs and providing strategic support.
This document discusses techniques for teaching speaking skills to intermediate English language learners. It begins by defining speaking and explaining why teaching speaking is important for language learning. The document then outlines what teaching speaking involves, such as producing sounds and stress patterns, selecting appropriate words, and organizing thoughts.
Several activities for promoting speaking are presented, including discussions, role-plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, reporting, playing cards, picture narrating, picture describing, and finding differences. Examples are provided for each activity. The document concludes by assigning specific students to present sample lessons on speaking techniques.
The document provides 20 prompts asking a person to talk for a minute about various topics including their favorite sports, what they did last weekend, their plans for this weekend, their favorite movie, job, family, music tastes, favorite food, best friend, favorite day of the week, last vacation, things they dislike doing, plans for next summer, yesterday, hobbies, hometown, elementary school attended, home, favorite/least favorite animals, and daily schedule.
Writing Styles Infographics by Slidesgo.pptxAyaOsman7K
There are three main types of writing styles: narrative, informative, and argumentative. Narrative writing tells a story, informative writing provides information to readers, and argumentative writing makes a claim and supports it with evidence. Some examples of different writing formats include essays, reports, articles, and creative works like poems or stories. Proper writing requires understanding the purpose and audience as well as following standard rules and techniques for different styles and genres.
This document provides instruction on using verbs in the past tense in English. It introduces the verbs "was" and "were" used for singular and plural subjects. It then provides examples of forming the past tense for regular verbs by adding "-ed" and irregular verb forms. Questions and negatives are also addressed. Finally, there are exercises for students to practice using past tense verbs correctly.
This document contains a regular and irregular verbs game with 16 questions that test the use of different verbs in sentences by choosing the correct option of the verb's conjugation. Players are asked to choose options like "had", "fed", "played" to complete sentences like "Jack took a bath", "Grandpa fed the pigeons", "Steve played with his toy plane".
This document provides instruction on using verbs in the past tense in English. It introduces the verbs "was" and "were" used for singular and plural subjects. It then provides examples of forming the past tense for regular verbs by adding "-ed" and irregular verbs that change spelling. Examples are given of affirmative, negative and interrogative sentences using the past tense. Finally, there are exercises for students to practice using past tense verbs correctly.
This presentation covers commonly misspelled words and spelling rules through a series of examples. It begins with two sample spelling test questions covering the words "hungry", "definitely", and "fueling". It then addresses various spelling rules and exceptions, including pluralization, final letter changes, doubling consonants, and other patterns. A 10 question spelling quiz is included at the end to allow readers to test their knowledge.
This document provides an outline for mapping an essay, including sections for an introduction, main ideas, supporting details, and conclusion. The introduction should introduce the topic and main ideas. The main ideas section lists the key points to be discussed in the essay. Supporting details then provides at least three specific examples or explanations for each main idea. Finally, the conclusion summarizes the main points or importance of the topic.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
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1. CHAPTER 13
Stream II
English
Language for Medical Preparatory Program
Home Page
Adjective Clauses I
Part One
Mr. Hani M. Al-Tahrawi
ENGL 112, ENGL 211, ENGL 213
April, 2013
tahrawih@ksau-hs.edu.sa
h_tahrawi@hotmail.com
3. This is the boy.
The boy wants to be a pilot.
Same thing in different grammatical cases.
He
Accusative case: “the boy” is not the subject of the sentence.
Nominative case: “The boy” is the subject of the sentence.
5. This is the boy
The boy wants to be a pilot.
who
that
6. The boy is here.
The boy wants to be a pilot.
Same thing with the same grammatical cases.
He
Nominative case: “the boy” is the subject of the sentence.
Nominative case: “The boy” is the subject of the sentence.
21. This is the man
His wife killed the snake.
whose wife
22. This is the man
his daughter.
I am going to marry
23. This is the man
his daughter.
I am going to marry
whose daughter
This is the man whose daughter I am going to marry.
24. The Object of a Verb
Relative Pronouns I
whom
that
Ø
25. This is the man.
I met him in Paris last summer.
object of a verb
Accusative case: “him” is the object of a verb in the sentence.
Accusative case: “the man” is not the subject of the sentence.
26. This is the man .
him
I met in Paris last summer.
whom
that
Ø
I met in Paris last s
27. This is the man whom I met in Paris last summer.
that
Ø
28. The boy is here.
Nominative case: “the boy” is the subject of the sentence.
Accusative case: “him” is the object of a verb in the sentence.
I met him in Paris last summer.
object of a verb
29. The boy is here.
I met him in Paris last summer.
30. The boy is here.
him
I met in Paris last summer.
whom
that
Ø
I met in Paris last summer
31. The boy whom I met in Paris last summer is here.
that
Ø
32. The Object of a Verb
Relative Pronouns II
which
that
Ø
33. This is the van.
I rented it last week.
object of a verb
Accusative case: “it” is the object of a verb in the sentence.
Accusative case: “the van” is not the subject of the sentence.
34. This is the van .
it
I rented last week.
which
that
Ø
I rented last week.
35. This is the van which I rented last week.
that
Ø
36. Object of a Preposition
Relative Pronouns
whom............ from/to/at
that ............ from/to/at
Ø ............ from/to/at
from/to/at whom
37. The man is here.
I talked to him on the phone last night.
object of a preposition
38. The man is here.
him
I talked to on the phone last night.
whom
that
Ø
I talked to on the phone last night
+
The man to whom I talked on the phone last night is here.
39. The man whom I talked to on the phone last night is here.
that
Ø
+
The man to whom I talked on the phone last night is here.
40. Object of a Preposition
Relative Pronouns
which............ from/to/at
that ............ from/to/at
Ø ............ from/to/at
from/to/at which
41. The book is definitely going to be a bestseller.
I invested most of my time in it .
object of a preposition
42. The book is definitely going to be a bestseller.
it.
I invested most of my time in
which
that
Ø
I invested most of my time in
+
The book in which I invested most of my time is definitely
going to be a bestseller.
The book (which / that / Ø ) I invested most of my time in
is definitely going to be a bestseller.
45. For the subject 1
_________who_____________
_________that_____________
46. For the subject 2
_________which_____________
_________that_____________
47. For the object of a verb 1
_________whom_____________
_________that_____________
__________Ø_______________
48. For the object of a verb 2
_________which_____________
_________that_____________
__________Ø_______________
49. For the object of a preposition 1
_________whom_____________ from
_________that _____________ from
__________Ø_______________ from
_________from whom_____________
50. For the object of a preposition 2
_________which_____________ from
_________that _____________ from
__________Ø _______________ from
_________from which_____________
52. Relative Clauses, Relative
Pronouns
In each question below
combine the two simple
sentences into one complex
sentence. Use sentence (a) as
the main clause and sentence
(b) as the relative clause. Give
ALL possible forms of the
complex sentence (Omit the
relative pronoun and use Ø if
53. a) I talked to the girl.
b) Her car had broken down in front of the shop.
_____________________________________
54. a) I talked to the girl.
b) Her car had broken down in front of the shop.
I talked to the girl whose car had
broken down in front of the shop.
55. a) Where is the applicant?
b) We urgently need his services.
_____________________________________
56. a) Where is the applicant?
b) We urgently need his services.
Where is the applicant whose services we
urgently need ?
57. a) Mr. Brown is a taxi driver.
b) He lives on the corner.
________________________________
________________________________
58. a) Mr. Brown is a taxi driver.
b) He lives on the corner.
1. Mr. Brown who lives on the corner is
a taxi driver.
2. Mr. Brown that lives on the corner is
a taxi driver.
59. a) Where is the man?
b) He ordered coffee.
________________________________
________________________________
60. a) Where is the man?
b) He ordered coffee.
1. Where is the man who ordered coffee?
2. Where is the man that ordered coffee?
61. a) The car is very fast.
b) It was manufactured in Italy .
________________________________
________________________________
62. a) The car is very fast.
b) It was manufactured in Italy .
1. The car which was manufactured in Italy
is very fast.
2. The car that was manufactured in Italy
is very fast.
63. a) The apple is now inedible.
b) It fell behind the table five days ago.
________________________________
________________________________
64. a) The apple is now inedible.
b) It fell behind the table five days ago.
1. The apple which fell behind the
table five days ago is now inedible.
2. The apple that fell behind the table
five days ago is now inedible.
65. a) The tourist comes from Italy.
b) We met her in Petra last summer.
_________________________________
_________________________________
_________________________________
66. a) The tourist comes from Italy.
b) We met her in Petra last summer.
1. The tourist whom we met in Petra
last summer comes from Italy.
2. The tourist that we met in Petra
last summer comes from Italy.
3. The tourist Ø we met in Petra
last summer comes from Italy.
67. a) The robot needs a new program.
b) That scientist built it last month.
_________________________________
_________________________________
_________________________________
68. a) The robot needs a new program.
b) That scientist built it last month.
_________________________________
_________________________________
_________________________________
1. The robot which that scientist built
last month needs a new program.
2. The robot that that scientist built
last month needs a new program.
3. The robot Ø that scientist built
last month needs a new program.
69. a) Where is the bottle of Coke?
b) I bought the bottle this morning.
_________________________________
_________________________________
_________________________________
70. a) Where is the bottle of Coke?
b) I bought the bottle this morning.
_____________________________________
_________
1. Where is the bottle of Coke which I bought
this morning ?
2. Where is the bottle of Coke that I bought
this morning ?
3. Where is the bottle of Coke Ø I bought
this morning ?
71. a) The woman works at my office.
b) You are talking about her.
_________________________________
_________________________________
_________________________________
_________________________________
72. a) The woman works at my office.
b) You are talking about her.
_________________________________
_________________________________
_________________________________
1. The woman whom you are talking about works
at my office.
2. The woman that you are talking about works
at my office.
3. The woman Ø you are talking about works
at my office.
4. The woman about whom you are talking works
at my office.
73. a) The book is on the upper shelf.
b) I hid her letter in it.
_________________________________
_________________________________
_________________________________
_________________________________
74. a) The book is on the upper shelf.
b) I hid her letter in it.
_________________________________
_________________________________
_________________________________
1. The book which I hid her letter in is on the
upper shelf.
2. The book that I hid her letter in is on the
upper shelf.
3. The book Ø I hid her letter in is on the
upper shelf.
4. The book in which I hid her letter is on the
upper shelf.
78. Mr. Hani gave us an exam.
It lasted one hour.
He gave us an exam which lasted one hour .
that
79. I borrowed these books to do research for my thesis.
They are more than 200 pages long.
80. I borrowed these books to do research for my thesis.
They are more than 200 pages long.
I borrowed these books which are more than
200 pages long to do research for my thesis.
I borrowed these books that are more than
200 pages long to do research for my thesis.
82. The students are from China.
I know them.
The students whom I know are from China.
that
Ø
83. The movie was good.
We watched it together last Friday.
84. The movie was good.
We watched it together last Friday.
The movie which / that / Ø we watched
together last Friday was good.
85. I still have that book.
I borrowed it last month.
86. I still have that book which / that / Ø I
borrowed last month.
I still have that book.
I borrowed it last month.
87. Use who, which, that, Ø , or whose :
( Write all possible answers)
1 - Where is the bottle of Coke ………I bought this
morning?
2 - I talked to the girl ………………car had crashed in
front of the shop.
3 - Mr. Jones, …………………… is a taxi driver, lives
near the corner.
4 - He cleaned the car …………… had an accident.
5 - What did you do with the money ………. your
mother lent you?
89. (The cat, the car, the fish) which /that / Ø
Note!!!!!
90. whom / that / Ø ( I /the man / he / your brother)
(as object pronouns)
Note!!!!!
91. whom / that / Ø (as object pronouns) ... No verb
……. comes
after them
Note!!!!!
92. which/ that / Ø (as object pronouns) ..... No verb
comes
after them
Note!!!!!
93. who/ that (as subject pronouns) ..... No noun or
pronoun comes
after them.
Note!!!!!
94. which/ that (as subject pronouns) ..... No noun or
pronoun comes
after them.
Note!!!!!
95. who as an object relative pronoun is
INFORMAL. Don’t use it.
Please only use whom / that / Ø as object
relative pronouns .
Note!!!!!
96. That is the boy ( who - whom –
that - Ø) I saw helping the old
lady.
97. That is the boy ( who - whom –
that - Ø) I saw helping the old
lady.
98. That is the boy ( who - whom -
that - Ø) told me that he helped the
old lady.
99. That is the boy ( who - whom -
that - Ø) told me that he helped the
old lady.
100. Miss Raghad, ( who - whom - Ø)
is a dentist , lives on the corner.
101. Miss Raghad, ( who - whom - Ø)
is a dentist , lives on the corner.
102. This is the girl (who - whom - that - Ø)
comes from Spain.
103. This is the girl (who - whom - that - Ø)
comes from Spain.
104. That's Mohammad, the boy (who -
whom - that - Ø) has just arrived at the
airport.
105. That's Mohammad, the boy (who -
whom - that - Ø) has just arrived at the
airport.
106. Deema is the girl (who - whom -
that - Ø) I met on Friday.
107. Deema is the girl (who - whom -
that - Ø) I met on Friday.
108. The waiter (who - whom - that -
Ø) we gave the tip was very pleased.
109. The waiter (who - whom - that -
Ø) we gave the tip was very pleased.
110. The pupils (who - whom - that - Ø)
he was speaking to were very noisy.
111. The pupils (who - whom - that - Ø)
he was speaking to were very noisy.
112. The man (who - whom - that - Ø)
you saw yesterday is my uncle.
113. The man (who - whom - that - Ø)
you saw yesterday is my uncle.
114. A friend (who - whom - that - Ø) I have been
expecting for two hours hasn’t arrived yet.
115. A friend (who - whom - that - Ø) I have been
expecting for two hours hasn’t arrived yet.
116. The boy ....... bag was stolen is
over there.
[ ] who [ ] which
[ ] whose [ ] whom
117. The boy ....... bag was stolen is
over there.
[ ] who [ ] which
[ ] whose [ ] whom
118. The man ....... interviewed you is
the boss.
[ ] who [ ] which
[ ] whose [ ] whom
119. The man ....... interviewed you is
the boss.
[ ] who [ ] which
[ ] whose [ ] whom
120. The man ........ wanted to see you
left a few minutes ago.
[ ] who [ ] which
[ ] whose [ ] whom
121. The man ........ wanted to see you
left a few minutes ago.
[ ] who [ ] which
[ ] whose [ ] whom
122. The man ....... house was robbed
has arrived.
[ ] who [ ] which
[ ] whose [ ] whom
123. The man ....... house was robbed
has arrived.
[ ] who [ ] which
[ ] whose [ ] whom
124. Reem has lost the paper ...... she had
written your phone number on.
[ ] who [ ] which
[ ] whose [ ] whom
125. Reem has lost the paper ...... she had
written your phone number on.
[ ] who [ ] which
[ ] whose [ ] whom
126. Where are the young ladies ........ called
for the taxi?
[ ] who [ ] which
[ ] whose [ ] whom
127. Where are the young ladies ........ called
for the taxi?
[ ] who [ ] which
[ ] whose [ ] whom
128. The man ..... answered the phone
was rather rude.
[ ] who [ ] which
[ ] whose [ ] whom
129. The man ..... answered the phone
was rather rude.
[ ] who [ ] which
[ ] whose [ ] whom
130. The people …………...... moved in
next door seem very friendly
[ ] who [ ] which
[ ] whose [ ] whom
131. The people …………...... moved in
next door seem very friendly
[ ] who [ ] which
[ ] whose [ ] whom
132. The film, ...... director is Al Aqqad,
won many international prizes.
[ ] who [ ] which
[ ] whose [ ] whom
133. The film, ...... director is Al Aqqad,
won many international prizes.
[ ] who [ ] which
[ ] whose [ ] whom
134. CHAPTER 13
Stream II
English
Language for Medical Preparatory Program
Home Page
Adjective Clauses I
End of Part One
Mr. Hani M. Al-Tahrawi
ENGL 112, ENGL 211, ENGL 213
April, 2013
tahrawih@ksau-hs.edu.sa
h_tahrawi@hotmail.com
135. Do you want to proceed to Part II ?
Go ahead !!!!!!!
136. CHAPTER 13
Stream II
English
Language for Medical Preparatory Program
Home Page
Adjective Clauses II
Part Two
Mr. Hani M. Al-Tahrawi
ENGL 211, ENGL 213
May , 2013
tahrawih@ksau-hs.edu.sa
h_tahrawi@hotmail.com
138. Relative Pronouns of Place
............ where ............
…………… in which ……..
……… which ............ in
………… that ............ in
………… Ø ............ in
140. 1. That is the house .
it.
I grew up in where
+
2. That is the house in which I grew up.
I grew up .
in
+
3. That is the house which I grew up in .
4. That is the house that I grew up in .
5. That is the house Ø I grew up in .
141. That is the house where I grew up.
That is the house in which I grew up.
+
That is the house which I grew up in.
That is the house that I grew up in.
That is the house Ø I grew up in.
143. Relative Pronouns of Time
............ when ............
…………… at which ……
……… which ............
………… that ............ (no perp.)
………… Ø ............ (no perp.)
144. Monday is the day.
They will come on that day.
time
145. 1. Monday is the day .
it.
They will come on when
+
2. Monday is the day on which they will come.
they will come.
+
3. Monday is the day that they will come.
4. Monday is the day Ø they will come.
146. Monday is the day when they will come.
on which
that
Ø
147. 13-9 Using Expressions of
Quantity in Adjective Clauses
• … , most of ……
• … , a lot of …….
• … , many of….
• … , several of ……
• … , one of … , two of …..
• … , both of…..
• … , a few of…....
• … , only a few of …
• … , neither of …
• … , none of …..
whom
which
whose + (n.)
148. whom
13-9 Using Expressions of Quantity in Adjective Clauses
1
… , most of ……
… , a lot of …….
… , many of….
… , several of ……
… , one of / … , two of …..
… , both of…..
… , a few of…....
… , only a few of …
… , neither of …
… , none of …..
149. Nancy has two brothers.
Both of them have a degree in Electrical engineering.
150. Nancy has two brothers.
Both of them have a degree in Electrical engineering.
151. Nancy has two brothers.
Both of them have a degree in Electrical engineering.
, both of whom
Nancy has two brothers , both of
whom have a degree in Electrical
engineering.
Nancy has two brothers.
Both of them have a degree in Electrical engineering.
152. which
13-9 Using Expressions of Quantity in Adjective Clauses
2
… , most of ……
… , a lot of …….
… , many of….
… , several of ……
… , one of … , two of …..
… , both of…..
… , a few of…....
… , only a few of …
… , neither of …
… , none of …..
155. Khalil has two cell phones
One of them is broken.
, one of which
Khalil has two cell phones, one of
which is broken.
Khalil has two cell phones.
One of them is broken.
156. 13-9 Using Expressions of Quantity in Adjective Clauses
3
whose + (n.)
… , most of ……
… , a lot of …….
… , many of….
… , several of ……
… , one of … , two of …..
… , both of…..
… , a few of…....
… , only a few of …
… , neither of …
… , none of …..
157. This is the artist.
All of his paintings were sold at a high price.
158. This is the artist .
All of his paintings were sold at a high price.
, all of whose paintings
This is the artist , all of whose paintings
were sold at a high price.
This is the artist.
All of his paintings were sold at a high price.
159. This is the artist.
I plan to buy all of his paintings.
160. This is the artist
all of his paintings
I plan to buy, all of whose paintings
161. This is the artist , all of whose
paintings I plan to buy.
This is the artist.
I plan to buy all of his paintings.
165. The soccer team won the cup .
That made us really happy.
, which
The soccer team won
the cup, which made us
really happy.
166. CHAPTER 13
Stream II
English
Language for Medical Preparatory Program
Home Page
Adjective Clauses II
End of Part Two
Mr. Hani M. Al-Tahrawi
ENGL 211, ENGL 213
May, 2013
tahrawih@ksau-hs.edu.sa
h_tahrawi@hotmail.com