Adjectives describe nouns and go before the noun in phrases or after the verb "to be" in sentences. Adjectives are the same for both singular and plural nouns and can be modified by adding "very" to emphasize the adjective.
This document discusses the use of progressive verb forms with modals to express degrees of certainty or possibility. It provides examples of using modals like "may", "might", "could", "must" with the present and past progressive tenses. For example, "She might be getting better" or "She might have been sleeping". It also discusses using the progressive form with "should" and "ought to" when giving advice or referring to past counterfactual situations, like "You should have been listening while the teacher was talking!".
3.4 Degrees of Certainty about the Present and FutureAnnie Agard
This document discusses how to use modal verbs and phrasal modal verbs to express different levels of certainty in statements. It explains that modals like will/won't, be going to/be not going to, must/must not, or can't/couldn't/wouldn't express strong certainty in positive and negative sentences. Modals like should/shouldn't express expectation, and may/may not, might/might not, or could express weaker certainty. Examples are provided to illustrate the use of these modals in different sentence types.
This document discusses reporting speech, including the differences between direct and reported speech. It explains that when changing direct speech to reported speech, you may need to change pronouns, tenses, places, times or other expressions depending on the type of sentence - statement, question, request or command. For statements and questions, pronouns, tenses, places and times may need to change. For requests and commands, pronouns, places and times may change but tense is not relevant. Other transformations like advice are usually reported using 'advise' or 'urge' while suggestions can be reported using a gerund or statement with 'should'.
We can use modal verbs like "must have", "may have", and "could have" followed by a past participle to express degrees of certainty about past events. "Must have" and "must not have" imply stronger certainty, while "may have", "might have", and "could have" imply weaker certainty. We provide reasons or evidence to support the level of certainty. These modals are used in both positive and negative sentences to talk about probability in the past.
Passive voice creates unclear, wordy sentences by using the subject to receive, rather than perform, the action of the sentence. To change a sentence from passive to active voice, the person or thing performing the action should be used as the subject, and the third form of the verb should be used in passive sentences. Sentences with intransitive verbs or those using the perfect continuous tense cannot be changed to the passive voice.
This document discusses direct and indirect speech. Direct speech uses quotation marks to report the exact words spoken, while indirect speech does not have to be word-for-word and does not use quotation marks unless reporting exactly. When changing statements, questions, exclamations or imperatives to indirect speech, verbs change to the past tense and other modifications may occur such as changing pronouns, adverbs of time and place, and the type of verb used depending on the sentence type. Examples are provided to illustrate how direct speech is changed to indirect speech based on these rules.
The document discusses the difference between countable and uncountable nouns. Countable nouns have both a singular and plural form, while uncountable nouns only have one form. With countable nouns, we use "a/an" with the singular and "some/any" with the plural. However, with uncountable nouns we do not use "a/an". Common uncountable nouns include liquids, foods eaten in parts, items used in parts, and general concepts like time, money, and information. The document also explains how to use "how much/how many" with countable versus uncountable nouns.
This document discusses the use of progressive verb forms with modals to express degrees of certainty or possibility. It provides examples of using modals like "may", "might", "could", "must" with the present and past progressive tenses. For example, "She might be getting better" or "She might have been sleeping". It also discusses using the progressive form with "should" and "ought to" when giving advice or referring to past counterfactual situations, like "You should have been listening while the teacher was talking!".
3.4 Degrees of Certainty about the Present and FutureAnnie Agard
This document discusses how to use modal verbs and phrasal modal verbs to express different levels of certainty in statements. It explains that modals like will/won't, be going to/be not going to, must/must not, or can't/couldn't/wouldn't express strong certainty in positive and negative sentences. Modals like should/shouldn't express expectation, and may/may not, might/might not, or could express weaker certainty. Examples are provided to illustrate the use of these modals in different sentence types.
This document discusses reporting speech, including the differences between direct and reported speech. It explains that when changing direct speech to reported speech, you may need to change pronouns, tenses, places, times or other expressions depending on the type of sentence - statement, question, request or command. For statements and questions, pronouns, tenses, places and times may need to change. For requests and commands, pronouns, places and times may change but tense is not relevant. Other transformations like advice are usually reported using 'advise' or 'urge' while suggestions can be reported using a gerund or statement with 'should'.
We can use modal verbs like "must have", "may have", and "could have" followed by a past participle to express degrees of certainty about past events. "Must have" and "must not have" imply stronger certainty, while "may have", "might have", and "could have" imply weaker certainty. We provide reasons or evidence to support the level of certainty. These modals are used in both positive and negative sentences to talk about probability in the past.
Passive voice creates unclear, wordy sentences by using the subject to receive, rather than perform, the action of the sentence. To change a sentence from passive to active voice, the person or thing performing the action should be used as the subject, and the third form of the verb should be used in passive sentences. Sentences with intransitive verbs or those using the perfect continuous tense cannot be changed to the passive voice.
This document discusses direct and indirect speech. Direct speech uses quotation marks to report the exact words spoken, while indirect speech does not have to be word-for-word and does not use quotation marks unless reporting exactly. When changing statements, questions, exclamations or imperatives to indirect speech, verbs change to the past tense and other modifications may occur such as changing pronouns, adverbs of time and place, and the type of verb used depending on the sentence type. Examples are provided to illustrate how direct speech is changed to indirect speech based on these rules.
The document discusses the difference between countable and uncountable nouns. Countable nouns have both a singular and plural form, while uncountable nouns only have one form. With countable nouns, we use "a/an" with the singular and "some/any" with the plural. However, with uncountable nouns we do not use "a/an". Common uncountable nouns include liquids, foods eaten in parts, items used in parts, and general concepts like time, money, and information. The document also explains how to use "how much/how many" with countable versus uncountable nouns.
Es el manual que yo utilicé en la UOC para estudiar chino. Es muy bueno. Está basado en un método americano de estudio de la lengua china que se llama :Integrated chinese, level II
This document provides examples of simple questions and short positive and negative answers in the present simple tense. It shows how to form questions using "do/does" and answering with "yes" or providing the subject and infinitive verb for positive answers, or "no" for negative answers. Examples are given such as "Does he play tennis?" answered with "Yes, he does." or "No, he doesn't." to demonstrate the proper structure.
This document discusses how to form negative statements in the present simple tense. It notes that for negative statements, "don't" or "doesn't" is placed before the verb, and after "doesn't" the infinitive form of the verb is used, not the third person form. Examples are provided of using "doesn't" with "she" and "don't" with "I", "you", "we" and "they".
The document discusses the use of the present simple tense in English. It states that the present simple is used for permanent states and regular activities. It provides examples of using the present simple for different subjects like "I", "you", "we", "they", "he", "she", and "it". It also explains the spelling rules for adding "-s" or "-es" to verbs in the third person singular form.
This document discusses how to form and use superlatives in English. It explains that to form most superlatives, -est is added to the adjective. Superlatives are used to compare more than two things and often use "the" and "in" or "of". Irregular superlatives like best, worst, and furthest are also covered. For adjectives with two or more syllables, "the most" is used instead of adding -est. Examples are provided to illustrate superlative usage.
This document compares and contrasts the uses of must and have/has to. Must expresses obligation that is forced by the speaker and suggests negative consequences if the obligation is not fulfilled. Have/has to expresses general, external obligations. Must is used for present and future meanings, while have/has to can be used in any tense. Must also has a probability meaning in addition to obligation. Examples are provided to illustrate the uses of must and have/has to.
The document discusses forming statements in the past simple tense in English. It explains that regular verbs are made past by adding "-ed" depending on the last consonant or vowel of the verb. Irregular verb forms are also listed. The past simple is the same for all subjects for both regular and irregular verbs. Negative statements are formed by using "didn't" or "did not" followed by the infinitive verb form, not the past tense form.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Es el manual que yo utilicé en la UOC para estudiar chino. Es muy bueno. Está basado en un método americano de estudio de la lengua china que se llama :Integrated chinese, level II
This document provides examples of simple questions and short positive and negative answers in the present simple tense. It shows how to form questions using "do/does" and answering with "yes" or providing the subject and infinitive verb for positive answers, or "no" for negative answers. Examples are given such as "Does he play tennis?" answered with "Yes, he does." or "No, he doesn't." to demonstrate the proper structure.
This document discusses how to form negative statements in the present simple tense. It notes that for negative statements, "don't" or "doesn't" is placed before the verb, and after "doesn't" the infinitive form of the verb is used, not the third person form. Examples are provided of using "doesn't" with "she" and "don't" with "I", "you", "we" and "they".
The document discusses the use of the present simple tense in English. It states that the present simple is used for permanent states and regular activities. It provides examples of using the present simple for different subjects like "I", "you", "we", "they", "he", "she", and "it". It also explains the spelling rules for adding "-s" or "-es" to verbs in the third person singular form.
This document discusses how to form and use superlatives in English. It explains that to form most superlatives, -est is added to the adjective. Superlatives are used to compare more than two things and often use "the" and "in" or "of". Irregular superlatives like best, worst, and furthest are also covered. For adjectives with two or more syllables, "the most" is used instead of adding -est. Examples are provided to illustrate superlative usage.
This document compares and contrasts the uses of must and have/has to. Must expresses obligation that is forced by the speaker and suggests negative consequences if the obligation is not fulfilled. Have/has to expresses general, external obligations. Must is used for present and future meanings, while have/has to can be used in any tense. Must also has a probability meaning in addition to obligation. Examples are provided to illustrate the uses of must and have/has to.
The document discusses forming statements in the past simple tense in English. It explains that regular verbs are made past by adding "-ed" depending on the last consonant or vowel of the verb. Irregular verb forms are also listed. The past simple is the same for all subjects for both regular and irregular verbs. Negative statements are formed by using "didn't" or "did not" followed by the infinitive verb form, not the past tense form.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. Adjectives: position58
Adjectives describe a noun. They go before the noun
in phrases.
a blue shirt
NOT a shirt blue
new shoes
NOT shoes new
Adjectives go after the verb to be in sentences.
The shirt is blue.
The shoes are new.
2. Adjectives: form58
1 Adjectives are the same for singular and plural nouns.
an old top
old tops
NOT olds tops
a new car
new cars
NOT news cars
2 We can modify an adjective with very.
That’s a very expensive car.
Those jeans are very nice.