The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like BE, CAN, and irregular verbs. It discusses affirmative, negative, and yes/no questions.
2) Demonstratives like THIS, THAT and possessives like MY, YOUR.
3) Present continuous tense formation with subjects + BE + -ING. Examples of affirmative, negative and yes/no questions are given.
4) Prepositions of place such as IN, ON, AT.
English makes a big distinction between the verbs that carry the main meaning and the verbs that manage the grammar concepts. Understanding this can give greater clarity to tense constructions, pronunciation, etc.
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, butteachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all dogrammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that isknowing aboutgrammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity
Students learn how to identify a part of speech, phrase, or function within a sentence, to include the following: action verbs, nouns, pronouns, subjects of verbs, compound verbs and subjects, adjectives, adverbs, prepositions, prepositional phrases, objects of prepositions, compound objects of prepositions, adjective prepositional phrases, question tags, adverbial prepositional phrases,Direct and Indirect Speech, prepositional phrases between subjects and verbs, adverbs modifying adjectives and other adverbs.
The series can be further described as follows:
• Instruction is system designed based on student performance goals
• Instruction is designed for self-paced, individualized, step-by-step learning
• Pretests and posttests are provided for each module with all work automatically graded
• Students receive immediate feedback of responses with scores
• Materials are formatted for easy access and use
• Students can login from school, home, or anywhere on the Internet
• Students learn concepts and experience the language at the same time
English makes a big distinction between the verbs that carry the main meaning and the verbs that manage the grammar concepts. Understanding this can give greater clarity to tense constructions, pronunciation, etc.
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, butteachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all dogrammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that isknowing aboutgrammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity
Students learn how to identify a part of speech, phrase, or function within a sentence, to include the following: action verbs, nouns, pronouns, subjects of verbs, compound verbs and subjects, adjectives, adverbs, prepositions, prepositional phrases, objects of prepositions, compound objects of prepositions, adjective prepositional phrases, question tags, adverbial prepositional phrases,Direct and Indirect Speech, prepositional phrases between subjects and verbs, adverbs modifying adjectives and other adverbs.
The series can be further described as follows:
• Instruction is system designed based on student performance goals
• Instruction is designed for self-paced, individualized, step-by-step learning
• Pretests and posttests are provided for each module with all work automatically graded
• Students receive immediate feedback of responses with scores
• Materials are formatted for easy access and use
• Students can login from school, home, or anywhere on the Internet
• Students learn concepts and experience the language at the same time
An Interactive, hyperlinked slide show that makes the parts of speech more fun to learn. It is complete with internet games and movies. Should use it fully yourself before using it in front of a class
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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Basics of-english-grammar
1. BASICS OF ENGLISH GRAMMAR
PRESENT TENSE BE,
DEMONSTRATIVES,
POSSESSIVE ADJECTIVES,
PRESENT CONTINOUS,
CAN,
PREPOSITIONS
Presented by T.Sarantuya
2. PRESENT TENSE BE
The verb BE has three forms: AM, IS, ARE,
which we have to use according to the pronoun
or subject.
TO BE
Occupations Nouns Adjectives Places
3. AFFIRMATIVE SENTENCES
Subject Verb Form Example
I AM I am a teacher.
You ARE You are a student.
He IS He is in the lab.
She IS She is my sister.
It IS It is a city.
We ARE We are friends.
They ARE They are doctors.
4. NEGATIVE SENTENCES
You can make negative sentences similar to the
sentences before. The only different is to add NOT
after am, is, are, as you can see in the following
chart.
She is not sad They are not in the school
5. NEGATIVE SENTENCES
I am not I`m not
He He`s not = He isn’t
She is not She’s not = She isn’t
It It’s not = It isn’t
We We’re not = We aren’t
You are not You’re not = You aren’t
They They’re not = They aren’t
6. YES / NO QUESTIONS
In English we have to kind of questions:
Yes/No questions and Wh-questions.
The Yes / No Questions are called that
because the answers always start with Yes
or No
Remember to answer Yes/No questions you
have to pay attention to the subject.
7. YES / NO QUESTIONS
Affirmative Statement: John and Peter are students.
Yes / No question: Are John and Peter students?
Short Answers: Yes, they are / No, they aren’t
Full /Complete Yes, they are students. / No they
Answers: are not students.
Affirmative Statement: Mary is tall and thin.
Yes / No question: Is Mary tall and thin?
Short Answers: Yes, she is / No, she isn’t
Full /Complete Yes, she is tall and thin. / No, she
Answers: is not tall and thin
8. WH - QUESTIONS
The wh-questions look for information
accoding to the question word.
In this kind of questions you never answer
Yes or No, because they are asking for some
information. The answer is a statement with
the information according to the question
word.
9. WH - QUESTIONS
Wh-word Information Example
about…
What Things What is this? It is a book.
Name What is your name? Bold.
Occupations What do you do? I am a driver.
Activities What is he doing? He’s working
Who People Who is the director of the school?
Urtnasan.
Where Places Where is he? In the house.
How State How are you? I am sad.
Form / manner How is mouse? It is small.
10. REVIEW
Negative
Statement Yes/No Question Short Answers
Statements
Yes, you are / No, you
I am a teacher. I am not a teacher. Am I a teacher?
are not
You are a You are not a
Are you a student? Yes, I am / No, I am not
student. student.
He is in the lab. He is not in the lab. Is he in the lab? Yes, he is / No, he is not
Yes, she is / No, she is
She is my sister. She is not my sister. Is she my sister?
not
It is a city. It is not a city. Is it a city? Yes, it is / No, it is not
Yes, we are / No, we are
We are friends. We are not friends. Are we friends?
not
They are They are not Yes, they are / No they
Are they doctors?
doctors. doctors. are not
11. DEMONSTRATIVES
We use THIS / THESE when the objects are near to the speaker.
This is a blackboard These are papers
THIS +Singular Nouns THESE + Plural Nouns
12. DEMONSTRATIVES
We use THAT / THOSE when the objects are far from the speakers.
That is a lake.
THAT + Singular Nouns
Those are mountains
THOSE + Plural Nouns
13. DEMONSTRATIVES
Questions
What is that?
That is an airplane.
Is that a bird?
No, it is an airplane.
What are those?
Those are books
Are those books?
Yes, they are books.
14. PLURAL NOUNS
Noun ending Forming the plural Examples
s, x, ch or sh Add -es boss - bosses
tax - taxes
bush - bushes
consonant + y Change y to i fly - flies
then try - tries
Add –es curry – curries
most others Add -s cat - cats
face - faces
day – days
15. IRREGULAR PLURAL
Noun type Forming the plural Examples
Ends with -fe Change f to v knife - knives
then life - lives
Add –s wife - wives
Ends with –f Change f to v half - halves
then wolf - wolves
Add –es loaf - loaves
Ends with - o Add –es potato - potatoes
tomato - tomatoes
volcano -
volcanoes
16. IRREGULAR PLURAL
Noun type Forming the plural Examples
ALL KINDS Change the vowel man - men
or foot - feet
Change the word child - children
or person - people
Add a different tooth - teeth
ending mouse - mice
Unchanging Singular and plural sheep
are the same deer
fish (sometimes)
18. POSSESSIVE ADJTECTIVES
His shirt is new
Her pants are blue
This is her cat
This is our house
19. POSSESSIVE FORM ‘S
Kevin’s wife is Rose.
Charlie’s book is black.
His wife is Rose.
The Child’s mother is happy
20. PREPOSITION OF PLACE
IN (дотор) In the house in a shop
In a room in a town
In a car in a garden
ON (гадаргуу дээр) On a shelf on a wall
On a plate on the table
On a balcony on a door
AT (-т, д. at home-гэртээ ) At the bus station at home
At the door at the top
At work at the end of
21. PRESENT CONTINOUS
The present continous Subject BE -ING
tense is used to FORM
describe activities that
I Am Singing
happen now, that
means activities that He
are develop in the She Is Singing
moment of speaking It
We
You Are Singing
They
22. PRESENT CONTINOUS
AFFIRMATIVE NEGATIVE YES/NO QUESTIONS
I am dancing I am not dancing Am I dancing?
You are eating You are not eating Are you eating?
He is sleeping He is not sleeping Is he sleeping?
She is reading She is not reading Is she reading?
It is running It is not running Is it running?
We are walking We are not walking Are we walking?
They are studying They are not studying Are they studying?
23. RULES
How to make the -ING
Verb ending in... form Examples
1 vowel + 1 Double the consonant, swim - swimming
consonant then add –ING hit - hitting
get – getting
1 vowel + 1 Remove E, then add – come - coming
consonant + E- INGcome lose - losing
live – living
[anything else] Add –ING say - saying
go - going
walk - walking
24. CAN / CAN’T
Can is used to show ability
He can’t play the piano He can play football
They can dance
He can swim He can skate
25. NEGATIVE AND QUESTIONS
YES/NO
AFFIRMATIVE NEGATIVE SHORT ANSWERS
QUESTIONS
I can cook I can not cook Can I cook? Yes, you can / No,you can´t
You can dance You can not dance Can you dance? Yes I can / No I can’t
He can play He can not play Can he play? Yes, he can / No, he can`t
She can swim She can not swim Can she swim? Yes, she can / No, she can’t
It can run It can not run Can it run? Yes, it can / No, it can’t
We can sing We can not sing Can we sing? Yes, we can / No, we can’t
Yes, they can / No, they
They can walk They can not walk Can they walk ?
can’t