Adjectives followed by about
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This document discusses the use of the prepositions "about" and "at" after adjectives. It explains that these prepositions are used when there is a complement following the adjective. Some examples provided are: "James is excited about his baby"; "Raul is very excited about having his baby"; and "James is very annoyed at his bad grades." The document also contains exercises for learners to practice using the correct preposition after adjectives in sentences.
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Adjectives followed by about
This document discusses the use of the prepositions "about" and "at" after adjectives when there is a complement. It provides examples showing that adjectives can stand alone, but require a preposition like "about" or "at" when followed by additional information. It also notes that the "-ing" form of verbs is used after prepositions when expressing an action. The document concludes with exercises for learners to practice using the correct preposition after adjectives in sentences.
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This document discusses adjectives and their uses. Adjectives describe nouns and pronouns by indicating qualities like size, type, texture, or color. They can also indicate quantities using terms like "how many" or "which one." Examples are provided to identify adjectives and show their proper ordering when used together. The key points are that adjectives modify nouns and pronouns, articles are a type of adjective, and possessive pronouns can also function as adjectives. Practice examples are given for the reader to identify adjectives in sentences.
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Adjectives followed by about
This document discusses the use of the prepositions "about" and "at" after adjectives when there is a complement. It provides examples showing that adjectives can stand alone, but require a preposition like "about" or "at" when followed by additional information. It also notes that the "-ing" form of verbs is used after prepositions when expressing an action. The document concludes with exercises for learners to practice using the correct preposition after adjectives in sentences.
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The document provides examples of sentences and non-sentences, as well as activities to practice building sentences. It includes a word puzzle game to build sentences by matching words to parts of a sentence. Another activity had students create funny sentences by mixing up beginning and ending parts. Students also cut up words from a number story to form a sentence.
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This document discusses adjectives and their uses. Adjectives describe nouns and pronouns by indicating qualities like size, type, texture, or color. They can also indicate quantities using terms like "how many" or "which one." Examples are provided to identify adjectives and show their proper ordering when used together. The key points are that adjectives modify nouns and pronouns, articles are a type of adjective, and possessive pronouns can also function as adjectives. Practice examples are given for the reader to identify adjectives in sentences.
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The document discusses the use of prepositions after adjectives. It explains that the prepositions "about" and "at" are used after adjectives when there is a complement. For example, saying "excited about having a baby." It also notes that the "-ing" form of a verb is used when expressing an action after a preposition, like "excited about having." Finally, it provides examples of adjectives used correctly and incorrectly with "about" and "at."
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This document contains a summary of English lessons on adjectives and verbs. It includes examples and exercises on describing nouns using adjectives related to number, quality and color. It also discusses the positive, comparative and superlative forms of adjectives. For verbs, it explains the simple present tense for singular and plural subjects, including irregular verbs. Students are given tasks to practice using adjectives and forming verb tenses correctly.
english5_q2_mod2_progressiveaspectofverbs_v1.pdf
The document provides information about the progressive aspect of verbs in English. It discusses the three tenses of the progressive aspect - present, past and future. For each tense, it gives the formation using helping verbs and examples. It also explains the uses of the progressive aspect, such as to show an ongoing action or planned future event. Activities and exercises are included to help learners practice identifying and using verbs in the progressive aspect.
Mis dan-2-karina
The document discusses misplaced and dangling modifiers. A misplaced modifier is placed so it does not modify the intended word, while a dangling modifier has no stated word to describe. To correct misplaced modifiers, place the modifier next to the word it modifies. Dangling modifiers require rewriting the sentence to supply the missing subject. Exercises provide examples of misplaced and dangling modifiers and ask the reader to identify and correct them.
Passive voice written work
The document discusses various uses of the passive voice in English, including with two objects, gerunds, the verb "to be born", and using "get" instead of "be". It provides examples for each case. Key uses covered include sentences with a direct and indirect object where either can become the subject in passive form. Gerunds ending in "-ing" but functioning as nouns rather than verbs are also discussed. Certain events like birth are usually expressed in the passive. Finally, "get" can replace "be" in informal passive constructions.
Passive voice written work
The document discusses different uses of the passive voice, including with two objects, gerunds, "to be born", and "get". It provides examples of active and passive sentences with two objects, where one object becomes the subject. Gerunds are discussed as taking an "-ing" form but not being verbs. Common phrases using "be born" and "get" in the passive are examined, including how "get" can replace "be" for a more informal style. Sample test questions are provided to assess understanding of these passive voice constructions.
Passive voice written work
The document discusses different uses of the passive voice, including with two objects, gerunds, "to be born", and "get". It provides examples of active and passive sentences with two objects, where one object becomes the subject. Gerunds are discussed as taking an "-ing" form but not being verbs. Common phrases using "be born" and "get" in the passive are examined, including how "get" can replace "be" for a more informal style. Sample test questions are provided to assess understanding of these passive voice constructions.
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Compound adjectives
Compound adjectives are adjectives made up of two or more words joined by a hyphen. Examples include English-speaking, time-saving, and thirty-floor. Compound adjectives are formed by joining words with a hyphen before a noun to act as a single adjective describing it. There are different types of compound adjectives such as those using numbers and time periods, adverbs and past/present participles combined with nouns, and adjectives combined with nouns. Knowing when to use a hyphen depends on whether the words can be joined by "and"; if so, a hyphen is unnecessary.
Prepositions after verbs
This document provides information about prepositions that follow verbs. It defines prepositional verbs as combinations of a verb and preposition. Some examples of frequently used prepositional verbs are given, such as agree about, argue about, care about, ask about, complain about, disagree about, feel about, forget about, hear about, inform about, talk about, tell about, speak about, warn about, and worry about. The document also lists verbs followed by specific prepositions such as belong to, come to, complain to, connect to, consent to, and work for. Finally, the document provides an activity to test knowledge of prepositions after verbs.
Grammarv 150601212313-lva1-app6892
This document provides information about the use of adjectives followed by prepositions in English grammar. It begins by stating that certain adjectives require specific prepositions, though there is no definitive rule. Examples of common adjective-preposition combinations are then given, such as "married to" and "similar to". The document goes on to outline two major rules regarding preposition choice and placement. It also discusses how idioms typically involve set preposition choices that must be memorized. A list of over 20 common adjective-preposition combinations is then provided, along with an activity asking the reader to identify the correct combinations.
Big large great
The document defines and provides examples of the adjectives "big", "large", and "great". It states that an adjective is a word that modifies or qualifies a noun by expressing qualities or attributes. Big is an informal adjective that can refer to size, importance, noise level, or age. Large is more formal and shouldn't be used to describe people. Great is usually used with abstract nouns and can refer to importance, success, skill, or influence. The document provides many examples of how each adjective is commonly used.
Position of adjectives
This document discusses the positioning of adjectives in relation to nouns in English grammar. It states that adjectives usually go before the nouns they modify, but can sometimes follow the noun for emphasis. When multiple adjectives precede a noun, they are separated by commas, except for the last two if they indicate color which are separated by "and". In the predicative position, multiple adjectives are separated by "and". Certain phrases always position the adjective after the noun, such as "time-immemorial" or in lines of poetry for metrical purposes.
Position of adjectives
The document discusses the positioning of adjectives in relation to nouns. It notes that adjectives usually go before nouns, but there are exceptions. When multiple adjectives modify a noun, they are separated by commas. Adjectives of color are separated by "and". The document provides examples of adjectives coming before and after nouns for emphasis or in certain phrases. It concludes by mentioning adjectives sometimes follow nouns in poetry.
Grammar 5 contable and uncountable nouns
The document provides information on countable and uncountable nouns in English. It explains that countable nouns can be counted and have both a singular and plural form, while uncountable nouns cannot be counted and only have a singular form. Examples of usage are provided for both types of nouns. Tricky nouns that are countable in other languages but uncountable in English are also discussed. The document concludes with a classroom activity to reinforce the concepts.
Grammar 5 contable and uncountable nouns
This document discusses countable and uncountable nouns in English. It explains that countable nouns can be counted and have both a singular and plural form, while uncountable nouns refer to abstract concepts or substances that cannot be counted. It provides examples of countable nouns like "dog" and uncountable nouns like "water". The document also discusses the different usage of determiners and verbs with countable and uncountable nouns.
Prepositions in place phrases.
This document discusses prepositions of place in English grammar. It explains that the prepositions "at", "on", and "in" are used to indicate location. Specific examples are provided to illustrate the uses of each preposition. The key uses are: "at" for specific locations, "on" for surfaces or streets, and "in" for enclosed spaces or areas. Other common uses of these prepositions are also outlined. An exercise with fill-in-the-blank questions reinforces the different uses of these prepositions of place.
Like vs as.
This document provides an explanation of the differences between the words "like" and "as" in English. It outlines five main uses:
1. "As" is used to mean "in the same way" and is followed by a subject and verb, while "like" is more casual.
2. "As" is used in comparisons of equality and inferiority.
3. "Such as" can replace "like" when giving examples.
4. "As" is used as a preposition to indicate a person's job or profession.
5. "As" is used in certain expressions like "as you know" or "as expected."
Collective nouns.
This document discusses collective nouns, which are nouns that can be singular or plural depending on how the group is acting. It provides examples of collective nouns for groups of people like "class" or "jury" and groups of animals like "flock" or "herd." It explains that collective nouns take singular verbs when the group is acting as a unit and plural verbs when members are acting individually. An exercise tests identifying the correct collective noun for groups like a school of fish or herd of cows. In conclusion, the document provides a definition and examples of common collective nouns.
Adjective order.
This document discusses the order of adjectives in English. It explains that adjectives are used to describe nouns and pronouns, and that there is generally a standard order that adjectives follow when used together before a noun. The standard order is opinion, size, age, shape, color, origin, material, purpose. However, the order can sometimes be flexible depending on what aspect is being emphasized. The document provides several examples of adjectives used in sentences following the standard order. It also notes that too many adjectives strung together would sound awkward and is used here just for illustrative purposes.
Prepositions
This document discusses the use of prepositions of place in phrases. It explains that prepositions such as "at", "on", and "in" are used to indicate where something is located. Specific uses of each preposition are outlined, such as "at" indicating a specific place, "on" indicating position on a surface or street, and "in" indicating being enclosed or within a larger area. Examples are provided for each preposition. The document concludes with exercises for learners to practice using these prepositions of place correctly in sentences.
Like vs-as
The document discusses the uses of the words "like" and "as" in English. It explains that "like" can be used to mean enjoy, describe personality/characteristics, or indicate similarity. It also explains the different uses of "as" as an adverb, conjunction, or preposition. The document provides examples for each use and concludes with an exercise asking the reader to complete sentences using the correct "like" phrase.
High, tall, strong, powerful
This document provides definitions and examples of how to use the words "strong", "powerful", "high", and "tall" in sentences. It defines "strong" as being able to apply force without regard to time or distance, and gives examples such as "a very strong man" and "strong support". "Powerful" is defined as being able to apply force with regard to time and speed, and examples given include "a powerful leader" and "powerful actions". The difference between "high" and "tall" is explained, with "high" referring to distance from the bottom or ground, and "tall" referring specifically to height of people and animals. Examples of using each word in sentences are also provided
Collective nouns
This document discusses collective nouns, which are nouns that can be singular or plural depending on whether the group is acting as a unit or as individuals. It provides examples of collective nouns for groups of people like "class" or "staff" and groups of animals like "flock" or "pack". The document contains exercises to test understanding of when to use singular or plural verbs with collective nouns and to identify the correct collective noun for different groups.
Adjectives before nouns
This document contains information about two students named Patricia Vinueza and Susana Novillo enrolled in the 5th semester of the School of Languages at the Universidad Nacional de Chimborazo. It also provides examples of how the placement of adjectives in sentences can change the meaning, such as adjectives usually preceding nouns but following verbs or in certain conditional phrases.
Adjective order
This document discusses the proper use and ordering of adjectives when describing nouns. It notes that opinion adjectives generally come first, followed by size, age, shape, color, material, origin, and purpose. However, the order can vary depending on what aspect you want to emphasize. It provides examples of strings of adjectives in typical order as well as some variations. It then gives a short adjective ordering quiz.
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Adjectives followed by about
- 1. ADJECTIVES FOLLOWED BY ABOUT AND AT The preposition ABOUT and AT are used after the adjective when there is a complement that follow them. For example the word "excited” that is an adjective can be used alone, if the idea ends using that adjective like the following example. A) James is going to have a baby. He is exited. However If we have a complement after of adjective we must put a preposition like in the following example. B) Raul is very exited about his baby. Then we look the bolt examples and we must to understand that always we have a complement is necessary to use the preposition this is the reason for why these are called composed adjectives and simply we must to learn their combination. Also is important to know that the composed adjective adding an action is used the form ING of verb for example: C) Raul is excited about having his baby. That is because always that express an action or that use a verb after a preposition we put the ING form. EXAMPLES. James is very amazed James is very annoyed at his bad grades.
- 2. ACTIVITIES Write the correct preposition (about or at) to complete the following sentences. 1.-James is annoyed_____his bad grades. 2.-David is anxius______the party. 3.-Xherdan is atonished_______the dance. 4.-Liz is bad_____her test. 5.-Diana is brilliant_____mathematics. 6.-My mon is careful______us. 7.-Jenny is certain________his husband. 8.-Fernando is clever______computing. 9.-Britney is crazy_______music. 10.-John is curious_______the accident. 11.-Mary is doubtful_______the homework. 12.-Jese is deligthned_______his baby. 13.-Ronny is enthusiastic_____the holiday. 14.-They are excellent_______grammar. 15.-We are foriuos_________the troubles.
- 3. UNIVERSIDAD NACIONAL DE CHIBORAZO FACULTAD DE CIENCIAS DE LA EDUCACION HUMANAS Y TECNOLOGIAS ESCUELA DE IDIOMAS NAME: DATE: OBJECTIVE:Identify the function of preposition ABOUT and AT after of an adjective and know them adequate combination. INSTRUCTION: In the following sentences complete with the correct preposition and if is necessary use 0. 1.-Juan Pablo II was generous_______his experiences. 2.-Mary is very nervous___________. 3.-Fracis is good________physical Education. 4.-The prissioner_______the crime. 5. - Tomas is very tired_______. 6. - They are excellent_______grammar. 8.-He is happy_________his new job. 9. - Diana is brilliant_____mathematics. 10.-Johnny and Tim are very humgry________.