This document contains a slideshow presentation on making comparisons in English. It includes 16 sections that cover topics such as using "the same as", "similar to", and "different from"; the comparative forms using "-er" and "more"; the superlative forms using "-est" and "most"; and making comparisons with adverbs. Each section provides examples and exercises to practice the concepts. The slideshow is intended for use in teaching comparisons as part of an English language course.
The document is a teacher's resource that contains slides for use in PowerPoint presentations about making comparisons in English. It includes slides on using terms like "the same as", "similar to", "different from", "like", "alike", and comparisons using "-er", "-est", "more", and "most". It provides examples and exercises for students to practice comparative and superlative forms of adjectives and adverbs.
This document is a lesson on using comparatives and superlatives in English. It covers the use of -er, more, -est, and most with adjectives and adverbs to form comparisons. It also discusses using the same as, similar to, different from, like, and alike in comparisons. Additionally, it provides examples of using but to connect contrasting ideas with verbs. The lesson provides explanations, examples, and exercises for learners to practice each comparative and contrastive structure.
This document provides a summary of key grammar points around making comparisons in English using comparative and superlative forms of adjectives and adverbs. It addresses the use of -er and more in the comparative and -est and most in the superlative. Examples are given for regular and irregular forms. Additional comparison structures are covered including same/as, similar/to, different/from, like/alike, and using but to show contrast. Verb forms that can follow but are also discussed. The document aims to build students' skills in correctly forming and using comparisons in sentences.
This document contains a teacher resource on making comparisons in English using comparative and superlative forms of adjectives and adverbs. It includes:
- Explanations and examples of forming comparatives using -er and more and superlatives using -est and most with different types of adjectives
- Examples comparing two or more nouns or people using comparative and superlative structures
- Explanations and examples of forming comparatives and superlatives of adverbs, including irregular forms
- Practice examples for students to complete comparative and superlative structures
This document discusses comparatives and superlatives in English. It provides rules for forming comparatives and superlatives for adjectives of different lengths. For comparatives of short adjectives, add -er and than. For long adjectives, use more/less and the adjective than. For superlatives of short adjectives, use the adjective with -est. For long adjectives, use the most/least and the adjective. It also covers irregular forms and using comparatives and superlatives with people and objects. Examples are provided throughout to illustrate the rules.
This document contains a teacher resource for a slideshow on using verbs to express future time in English. It covers using "be going to", the present progressive, "will", and forms of "be" to talk about the future. There are examples, explanations, exercises, and answer keys to help teach students how to correctly form sentences about future events and plans.
This document appears to be a teacher resource for a slideshow presentation on English grammar concepts related to verb tenses and clauses. It contains over 50 pages of content explaining rules and providing examples for topics like:
- The difference between may/might vs will
- Using maybe as an adverb vs may be as a verb phrase
- Future time clauses with before, after, when
- Clauses with if
- Expressing habitual present with time and if clauses
- Using what + forms of do to ask about activities
Each section breaks down rules through examples and practice questions.
Chapter 10 expressing future time - part 1tichorsergio
This document provides a summary of key grammar points around expressing future time and asking questions about the future in English. It covers using "be going to", the present progressive, and "will" to talk about future events. Examples are provided to demonstrate how to form affirmative and negative statements as well as questions using these structures. Common time expressions for the past and future are also defined. The document is a teacher's guide containing explanations, examples, exercises and answers for students to practice future tense grammar.
The document is a teacher's resource that contains slides for use in PowerPoint presentations about making comparisons in English. It includes slides on using terms like "the same as", "similar to", "different from", "like", "alike", and comparisons using "-er", "-est", "more", and "most". It provides examples and exercises for students to practice comparative and superlative forms of adjectives and adverbs.
This document is a lesson on using comparatives and superlatives in English. It covers the use of -er, more, -est, and most with adjectives and adverbs to form comparisons. It also discusses using the same as, similar to, different from, like, and alike in comparisons. Additionally, it provides examples of using but to connect contrasting ideas with verbs. The lesson provides explanations, examples, and exercises for learners to practice each comparative and contrastive structure.
This document provides a summary of key grammar points around making comparisons in English using comparative and superlative forms of adjectives and adverbs. It addresses the use of -er and more in the comparative and -est and most in the superlative. Examples are given for regular and irregular forms. Additional comparison structures are covered including same/as, similar/to, different/from, like/alike, and using but to show contrast. Verb forms that can follow but are also discussed. The document aims to build students' skills in correctly forming and using comparisons in sentences.
This document contains a teacher resource on making comparisons in English using comparative and superlative forms of adjectives and adverbs. It includes:
- Explanations and examples of forming comparatives using -er and more and superlatives using -est and most with different types of adjectives
- Examples comparing two or more nouns or people using comparative and superlative structures
- Explanations and examples of forming comparatives and superlatives of adverbs, including irregular forms
- Practice examples for students to complete comparative and superlative structures
This document discusses comparatives and superlatives in English. It provides rules for forming comparatives and superlatives for adjectives of different lengths. For comparatives of short adjectives, add -er and than. For long adjectives, use more/less and the adjective than. For superlatives of short adjectives, use the adjective with -est. For long adjectives, use the most/least and the adjective. It also covers irregular forms and using comparatives and superlatives with people and objects. Examples are provided throughout to illustrate the rules.
This document contains a teacher resource for a slideshow on using verbs to express future time in English. It covers using "be going to", the present progressive, "will", and forms of "be" to talk about the future. There are examples, explanations, exercises, and answer keys to help teach students how to correctly form sentences about future events and plans.
This document appears to be a teacher resource for a slideshow presentation on English grammar concepts related to verb tenses and clauses. It contains over 50 pages of content explaining rules and providing examples for topics like:
- The difference between may/might vs will
- Using maybe as an adverb vs may be as a verb phrase
- Future time clauses with before, after, when
- Clauses with if
- Expressing habitual present with time and if clauses
- Using what + forms of do to ask about activities
Each section breaks down rules through examples and practice questions.
Chapter 10 expressing future time - part 1tichorsergio
This document provides a summary of key grammar points around expressing future time and asking questions about the future in English. It covers using "be going to", the present progressive, and "will" to talk about future events. Examples are provided to demonstrate how to form affirmative and negative statements as well as questions using these structures. Common time expressions for the past and future are also defined. The document is a teacher's guide containing explanations, examples, exercises and answers for students to practice future tense grammar.
IFE Webinar 4: Religious Education and Higher Order Learninginterfaithexplorers
The document summarizes an upcoming webinar hosted by Interfaith Explorers that will focus on how teaching religious education (RE) can support the development of higher-order thinking skills in pupils. The webinar will demonstrate how Interfaith Explorers' resources align with RE attainment levels and can be used to engage pupils in activities that promote skills like investigation, interpretation, application, evaluation, analysis and synthesis. Presenter Claire Clinton will provide examples of lessons and resources teachers can use to effectively support higher-order thinking in RE and help pupils develop an understanding of different cultures and religions.
Este documento presenta la información sobre un programa de inglés en American Culture. Ofrece cursos en diferentes niveles desde básico hasta avanzado, con horarios flexibles y opciones como clases dobles intensivas, intensivas, sabatinas y semi-intensivas. Explica los requisitos para inscribirse y pagar la colegiatura y material didáctico. Su misión es promover el aprendizaje integral del inglés a través del habla, escucha, escritura y lectura.
The document discusses comparatives and superlatives in English. It explains that comparatives compare two items using suffixes like -er, while superlatives compare three or more items using suffixes like -est. It provides rules for forming comparatives and superlatives depending on the number of syllables in the adjective and whether it ends in a consonant or vowel sound. Exceptions for irregular adjectives are also noted. Examples are given throughout to illustrate the different forms.
This document provides information about using the past simple tense in English. It discusses using "ed" endings to conjugate regular verbs into the past tense like "played" and "walked". It also lists irregular past tense verbs like "ran" and "saw". Examples are given for forming questions and answering in the affirmative or negative using the past simple tense.
This document contains a slideshow on the present progressive tense in English. It includes 8 sections that cover: (1) the basic structure of the present progressive with be + -ing; (2) spelling rules for -ing; (3) negatives and questions; (4) differences from the simple present; (5) non-action verbs that are not used in the progressive; (6) see, look at, watch, hear and listen; and (7) think about and think that. Each section provides examples, explanations, and exercises to practice forming and using the present progressive tense.
The document contains a slideshow presentation on basic sentence structures using forms of the verb "to be" in English. It covers the following patterns: noun + is/are + noun, pronoun + be + noun, contractions with be, negative forms with be, be + adjective, and be + place. Each pattern is explained through examples and exercises. The presentation is intended to teach English language learners the basic ways to form sentences using the verb "to be".
This document is a teacher resource for slideshows to accompany PowerPoint presentations on English grammar. It contains 8 chapters that provide examples of questions and statements using common linking verbs like "be", "have", and "is/are". Each chapter contains practice exercises. The final chapter reviews the key concepts from the previous chapters with additional exercises assessing the reader's understanding.
This document appears to be a teacher's guide or lesson plan for a unit on parts of speech, specifically nouns. It includes 6 sections that cover different aspects of nouns like subjects and objects, singular and plural forms, and irregular plural forms. Each section provides examples and exercises for students. The summaries are concise yet comprehensive overviews of the key topics and content covered in the document.
This document contains a slideshow on using modals like can, could, be able to as well as prepositions like at and in. It discusses how can expresses ability or possibility, how could is the past form of can, and how be able to has the same meaning as can. It also covers the differences between very and too when used with adjectives, as well as the words two, too, and to. Finally, it examines the uses of at and in for places, noting that at is used with specific locations like work or home while in is used with enclosed spaces like bed or class. The slideshow aims to teach English grammar through examples and exercises.
The pineapple is heavier than the guava. The yellow banana is riper than the green banana. The lemon is smaller than the peach. The dragon fruit is fussiest fruit. The yucca is larger than the taro. The mango is the most common fruit in Costa Rica.
This document contains a slideshow presentation on teaching English grammar tenses, specifically the simple past tense. It includes 11 sections covering:
- Using "be" verbs like was/were in the past
- Forming yes/no and information questions in the past tense
- Regular verbs using the "-ed" past tense form
- Irregular verbs grouped by similar past tense forms
- Using time words like yesterday, last, and ago with the past tense
- Forming negative sentences in the past tense
The presentation provides examples, exercises, and answers for practicing each grammar point. Each section progressively builds understanding of forming and using the simple past tense in English.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer improvements to mood, focus, and overall well-being over time.
This document contains a slideshow presentation on using articles (a, an, the) and quantifiers (some, many, much) correctly with nouns in English. It includes 8 sections that explain rules for count vs. noncount nouns, using a vs. an, a/an vs. some, measurements with noncount nouns, many/much vs. a few/a little, using the, using no article, and some vs. any. Each section contains example sentences and practice exercises with multiple choice answers. The presentation aims to provide a clear overview of article and quantifier usage with different types of nouns.
The document provides instructions and examples for using the simple present tense in English, including forming affirmative and negative sentences and yes/no questions. It covers regular and irregular verbs, the use of frequency adverbs, and questions using information words like where and when. Examples are provided to illustrate the rules and concepts being taught.
This document introduces the present simple tense and uses Harry Potter's daily routine to demonstrate it. It describes that Harry is 12 years old and lives with his aunt and uncle, though he prefers living at Hogwarts. It then outlines Harry's morning routine of waking up at 8am, taking a shower, eating breakfast and going to class, noting that while he studies many subjects, he is not a very good student, but enjoys playing Quidditch. It concludes by explaining that the present simple tense is used to discuss daily activities and routines.
This document contains a slideshow presentation on making comparisons in English. It includes 16 sections that cover topics such as using "the same as", "similar to", and "different from" in comparisons; the comparative forms using "-er" and "more"; the superlative forms using "-est" and "most"; combinations like "one of the + superlative + plural noun"; and making comparisons with adverbs. Each section provides examples, explanations, and practice exercises.
The document is a teacher's resource that contains slides for use in PowerPoint presentations about making comparisons in English. It includes slides on using terms like "the same as", "similar to", "different from", "like", "alike", and comparisons using "-er", "-est", "more", and "most". It provides examples and exercises for students to practice comparative and superlative forms of adjectives and adverbs.
IFE Webinar 4: Religious Education and Higher Order Learninginterfaithexplorers
The document summarizes an upcoming webinar hosted by Interfaith Explorers that will focus on how teaching religious education (RE) can support the development of higher-order thinking skills in pupils. The webinar will demonstrate how Interfaith Explorers' resources align with RE attainment levels and can be used to engage pupils in activities that promote skills like investigation, interpretation, application, evaluation, analysis and synthesis. Presenter Claire Clinton will provide examples of lessons and resources teachers can use to effectively support higher-order thinking in RE and help pupils develop an understanding of different cultures and religions.
Este documento presenta la información sobre un programa de inglés en American Culture. Ofrece cursos en diferentes niveles desde básico hasta avanzado, con horarios flexibles y opciones como clases dobles intensivas, intensivas, sabatinas y semi-intensivas. Explica los requisitos para inscribirse y pagar la colegiatura y material didáctico. Su misión es promover el aprendizaje integral del inglés a través del habla, escucha, escritura y lectura.
The document discusses comparatives and superlatives in English. It explains that comparatives compare two items using suffixes like -er, while superlatives compare three or more items using suffixes like -est. It provides rules for forming comparatives and superlatives depending on the number of syllables in the adjective and whether it ends in a consonant or vowel sound. Exceptions for irregular adjectives are also noted. Examples are given throughout to illustrate the different forms.
This document provides information about using the past simple tense in English. It discusses using "ed" endings to conjugate regular verbs into the past tense like "played" and "walked". It also lists irregular past tense verbs like "ran" and "saw". Examples are given for forming questions and answering in the affirmative or negative using the past simple tense.
This document contains a slideshow on the present progressive tense in English. It includes 8 sections that cover: (1) the basic structure of the present progressive with be + -ing; (2) spelling rules for -ing; (3) negatives and questions; (4) differences from the simple present; (5) non-action verbs that are not used in the progressive; (6) see, look at, watch, hear and listen; and (7) think about and think that. Each section provides examples, explanations, and exercises to practice forming and using the present progressive tense.
The document contains a slideshow presentation on basic sentence structures using forms of the verb "to be" in English. It covers the following patterns: noun + is/are + noun, pronoun + be + noun, contractions with be, negative forms with be, be + adjective, and be + place. Each pattern is explained through examples and exercises. The presentation is intended to teach English language learners the basic ways to form sentences using the verb "to be".
This document is a teacher resource for slideshows to accompany PowerPoint presentations on English grammar. It contains 8 chapters that provide examples of questions and statements using common linking verbs like "be", "have", and "is/are". Each chapter contains practice exercises. The final chapter reviews the key concepts from the previous chapters with additional exercises assessing the reader's understanding.
This document appears to be a teacher's guide or lesson plan for a unit on parts of speech, specifically nouns. It includes 6 sections that cover different aspects of nouns like subjects and objects, singular and plural forms, and irregular plural forms. Each section provides examples and exercises for students. The summaries are concise yet comprehensive overviews of the key topics and content covered in the document.
This document contains a slideshow on using modals like can, could, be able to as well as prepositions like at and in. It discusses how can expresses ability or possibility, how could is the past form of can, and how be able to has the same meaning as can. It also covers the differences between very and too when used with adjectives, as well as the words two, too, and to. Finally, it examines the uses of at and in for places, noting that at is used with specific locations like work or home while in is used with enclosed spaces like bed or class. The slideshow aims to teach English grammar through examples and exercises.
The pineapple is heavier than the guava. The yellow banana is riper than the green banana. The lemon is smaller than the peach. The dragon fruit is fussiest fruit. The yucca is larger than the taro. The mango is the most common fruit in Costa Rica.
This document contains a slideshow presentation on teaching English grammar tenses, specifically the simple past tense. It includes 11 sections covering:
- Using "be" verbs like was/were in the past
- Forming yes/no and information questions in the past tense
- Regular verbs using the "-ed" past tense form
- Irregular verbs grouped by similar past tense forms
- Using time words like yesterday, last, and ago with the past tense
- Forming negative sentences in the past tense
The presentation provides examples, exercises, and answers for practicing each grammar point. Each section progressively builds understanding of forming and using the simple past tense in English.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer improvements to mood, focus, and overall well-being over time.
This document contains a slideshow presentation on using articles (a, an, the) and quantifiers (some, many, much) correctly with nouns in English. It includes 8 sections that explain rules for count vs. noncount nouns, using a vs. an, a/an vs. some, measurements with noncount nouns, many/much vs. a few/a little, using the, using no article, and some vs. any. Each section contains example sentences and practice exercises with multiple choice answers. The presentation aims to provide a clear overview of article and quantifier usage with different types of nouns.
The document provides instructions and examples for using the simple present tense in English, including forming affirmative and negative sentences and yes/no questions. It covers regular and irregular verbs, the use of frequency adverbs, and questions using information words like where and when. Examples are provided to illustrate the rules and concepts being taught.
This document introduces the present simple tense and uses Harry Potter's daily routine to demonstrate it. It describes that Harry is 12 years old and lives with his aunt and uncle, though he prefers living at Hogwarts. It then outlines Harry's morning routine of waking up at 8am, taking a shower, eating breakfast and going to class, noting that while he studies many subjects, he is not a very good student, but enjoys playing Quidditch. It concludes by explaining that the present simple tense is used to discuss daily activities and routines.
This document contains a slideshow presentation on making comparisons in English. It includes 16 sections that cover topics such as using "the same as", "similar to", and "different from" in comparisons; the comparative forms using "-er" and "more"; the superlative forms using "-est" and "most"; combinations like "one of the + superlative + plural noun"; and making comparisons with adverbs. Each section provides examples, explanations, and practice exercises.
The document is a teacher's resource that contains slides for use in PowerPoint presentations about making comparisons in English. It includes slides on using terms like "the same as", "similar to", "different from", "like", "alike", and comparisons using "-er", "-est", "more", and "most". It provides examples and exercises for students to practice comparative and superlative forms of adjectives and adverbs.
This document provides a summary of grammar rules for making comparisons in English using comparative and superlative forms of adjectives and adverbs. It addresses the use of -er and more in the comparative and -est and most in the superlative. Examples are given for regular and irregular forms. Additional comparison structures are covered including same/as, similar/to, different/from, like/alike, and but. The use of verbs after but in affirmative and negative comparisons is also explained.
The document provides an overview of comparative and superlative structures in English. It discusses the forms of adjectives and adverbs in the comparative and superlative degrees. Examples are given for regular and irregular forms. Constructions such as "as...as", "less...than", "not as...as" are examined, along with modifiers like "very", "much". The use of "more" with nouns and double comparatives are also covered.
The document provides an overview of comparative and superlative structures in English. It discusses the forms of adjectives and adverbs in the comparative and superlative degrees. Examples are given for regular and irregular forms. Constructions such as "as...as", "less...than", "not as...as" are examined, along with modifiers like "very", "much". The use of "more" with nouns and double comparatives are also covered.
The document discusses comparative and superlative forms of adjectives and adverbs in English. It provides rules and examples for forming comparatives and superlatives of one-syllable adjectives, two-syllable adjectives, irregular adjectives and adverbs. Examples are given for using comparative and superlative forms in sentences.
This document provides instruction and examples for making comparisons in English using comparative and superlative forms of adjectives and adverbs. It covers the structures "as...as", comparisons with "than", modifying comparatives with words like "very" and "much", unclear comparisons, using "more" with nouns, repeating comparatives, double comparatives, and superlative forms. Examples are provided to illustrate each concept, along with exercises for practice. Key rules and structures are emphasized for forming comparatives and superlatives in English.
The document discusses how to form comparative and superlative adjectives in English. It explains that there are two main types of adjectives: short adjectives of one or two syllables, and long adjectives of more than two syllables. For short adjectives, the comparative is formed by adding "-er" and the superlative by adding "-est". For long adjectives, "more" precedes the adjective for the comparative and "most" precedes it for the superlative. There are some exceptions to these rules. The document provides a chart that shows examples of comparative and superlative forms and the rules for irregular adjectives. It also gives examples of how to
The document discusses comparative and superlative forms of adjectives and adverbs. It provides rules for forming comparatives and superlatives for one-syllable, two-syllable, irregular, and multi-syllable adjectives and adverbs. It also covers using comparatives with "than", superlatives to refer to the highest in a group, and modifiers like "less" and "more". Examples are provided to illustrate each concept along with practice questions.
The document discusses how to form comparatives in English using -er and more. It provides rules for adding -er or more to adjectives based on their syllable count and endings. Examples are given for adjectives that take -er versus those that take more, as well as irregular forms like good/better and bad/worse. The document concludes with practice examples applying the comparative rules.
The document provides instruction and examples for using comparative and superlative forms in English. It covers comparisons using "as...as", "less...than", and "not as...as". It discusses forming comparatives and superlatives of adjectives and adverbs, including irregular forms. Examples are given for completing comparatives with "than" and modifying them. Unclear comparisons are distinguished from clear ones. The use of "more" with nouns is explained. Repeating comparatives and "double comparatives" patterns are also covered.
The document compares and contrasts the comparative and superlative forms of adjectives in English. It provides rules for forming the comparative using "-er" and "more" and the superlative using "-est" and "most". It gives examples of short adjectives that take "-er"/"-est" and long adjectives that take "more"/"most". It also lists irregular adjectives and provides exercises for readers to practice forming the comparative and superlative of different adjectives.
This document discusses the three degrees of comparison in English: positive, comparative, and superlative. The positive degree is used to compare two things as equal. The comparative degree compares two things that are not equal. The superlative degree compares one thing to two or more others. Examples are provided for each type of comparison using adjectives like hot, fast, easy. Rules are provided for forming the comparative and superlative forms of different types of adjectives. An assignment with multiple choice questions tests understanding of using the correct form based on what is being compared.
This document provides information about comparatives and superlatives in English. It discusses how they are formed depending on whether the adjective is one or more than one syllable. It also explains how comparatives use "than" and superlatives generally use "the" when preceding the adjective. Some exceptions to normal formation like good, bad, and far are noted. Examples are provided to demonstrate usage and an exercise for students to practice is included with answers. The document also covers the present continuous versus the present simple tenses, noting their typical uses and providing examples for practice.
This document provides information on comparative and superlative adjectives in English. It begins by defining comparative adjectives as those used to show change or make comparisons between two things, and provides examples of their forms (e.g. bigger, happier). Superlative adjectives are defined as those used to describe an object that has a quality to the highest or lowest degree compared to a group, and examples of their forms are also given (e.g. biggest, best). The document then provides exercises for learners to practice using comparative and superlative adjectives in sentences. It concludes by listing some references for further information on these adjective forms.
The document describes the three forms that adjectives and adverbs can take in English: positive, comparative, and superlative. It provides examples for each form and explains the rules for forming the comparative and superlative using suffixes like "-er" and "-est" or the words "more" and "most." Irregular adjectives like "good" and "bad" are also discussed. Spelling rules for adding suffixes to adjectives of different types are provided.
This document provides a lesson on using the present perfect tense to talk about goals and achievements. It includes vocabulary related to travel, examples sentences using the present perfect tense, explanations of the grammar rules around using "yet" and "already" with the present perfect tense, and exercises for students to practice. It ends with additional online resources for students to explore and practice the present perfect tense further.
This document provides an overview of basic sentence patterns using the verb "be" in English. It covers using be with singular and plural pronouns, singular and plural nouns, adjectives, contractions, negatives, and places. Examples are provided to illustrate be used with subjects followed by a noun, adjective, or prepositional phrase expressing location. The document aims to teach fundamental sentence structures in English that involve the verb "be".
The document provides an overview of basic sentence patterns using the verb "to be" in English. It covers using "to be" with singular and plural pronouns and nouns, contractions, negatives, adjectives, and places. Examples are given for each pattern along with exercises for students to practice forming sentences using different subjects, verbs, and complements. Key sentence patterns demonstrated include subject + be + noun, subject + be + adjective, and subject + be + prepositional phrase expressing a place.
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!"
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, 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.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. CONTENTS
16-1
16-2
16-3
16-4
16-5
16-6
16-7
16-8
Comparisons: using the same (as), similar (to),…
Comparisons: using like and alike
The comparative: using -er and more
The superlative: using -est and most
Using one of + superlative + plural noun
Using but
Using verbs after but
Making comparisons with adverbs
3. 16-1 COMPARISONS: USING THE SAME (AS), SIMILAR
(TO), AND DIFFERENT (FROM)
Maura and Laura
are the same.
3
4. 16-1 COMPARISONS: USING THE SAME (AS), SIMILAR
(TO), AND DIFFERENT (FROM)
THE SAME (AS)
Maura and Laura are the same.
Maura is the same as Laura.
Maura
Laura
4
5. 16-1 COMPARISONS: USING THE SAME (AS), SIMILAR
(TO), AND DIFFERENT (FROM)
SIMILAR (TO)
Nan and Jan are similar.
Nan is similar to Jan.
Nan
Jan
5
6. 16-1 COMPARISONS: USING THE SAME (AS), SIMILAR
(TO), AND DIFFERENT (FROM)
DIFFERENT (FROM)
Elias and Hannah are different.
Elias is different from Hannah.
Elias
Hannah
6
7. 16-1 Let’s Practice
the same (as)
similar (to)
different (from)
D is ___________ A.
different from
A
B
E
C
F
D
7
8. 16-1 Let’s Practice
the same (as)
similar (to)
different (from)
B is ___________ E.
the same as
A
B
E
C
F
D
8
9. 16-1 Let’s Practice
the same (as)
similar (to)
different (from)
C is _________F.
similar to
A
B
E
C
F
D
9
11. 16-2 COMPARISONS: USING LIKE AND ALIKE
I have a brown bag with two straps.
You have a brown bag with two straps.
(a) Your bag is like my bag.
(b) Your bag and my bag are alike.
(c) Our bags are alike.
like = similar to
alike = similar
same
meaning
11
12. 16-2 COMPARISONS: USING LIKE AND ALIKE
(a) Your bag is like my bag.
This + be + like + that.
(b) Your bag and my bag are alike.
This and that + be + alike.
12
17. 16-3 THE COMPARATIVE: USING -ER AND MORE
(a) Nicola is taller than Bradley.
Nicola is more tall than Bradley. ?
17
18. 16-3 THE COMPARATIVE: USING -ER AND MORE
(b) Happiness is more important than money.
Happiness is importanter than money.?
18
19. 16-3 THE COMPARATIVE: USING -ER AND MORE
(a) Nicola is taller than Bashir.
(b) Happiness is more important than money.
To compare two persons or things:
adjective +
-er
+ than
more
19
20. 16-3 THE COMPARATIVE: USING -ER AND MORE
ADJECTIVE COMPARATIVE
ADJECTIVES WITH
ONE SYLLABLE
big
cheap
old
er g
ADJECTIVES
THAT END IN -Y
funny
pretty
funn ier
y
y
prettier
er
er
20
21. 16-3 THE COMPARATIVE: USING -ER AND MORE
ADJECTIVE COMPARATIVE
ADJECTIVES WITH famous
important
TWO OR MORE
interesting
SYLLABLES
more famous
more important
more interesting
IRREGULAR
COMPARATIVE
FORMS
better
worse
farther/further
good
bad
far
21
25. 16-4 THE SUPERLATIVE: USING -EST AND MOST
We have a big family.
My brother is older than me.
Grandpa is the oldest of all.
My
brother
Me
25
26. 16-4 THE SUPERLATIVE: USING -EST AND MOST
(a) COMPARATIVE
My brother is older than me.
(b) SUPERLATIVE
Grandpa is the oldest of all.
26
27. 16-4 THE SUPERLATIVE: USING -EST AND MOST
ADJECTIVE COMPARATIVE SUPERLATIVE
old
ADJECTIVES
WITH ONE
SYLLABLE
older
the oldest
big
bigger
the biggest
27
28. 16-4 THE SUPERLATIVE: USING -EST AND MOST
ADJECTIVE COMPARATIVE SUPERLATIVE
ADJECTIVES
THAT END
IN -Y
pretty
prettier
prettiest
easy
easier
easiest
28
29. 16-4 THE SUPERLATIVE: USING -EST AND MOST
ADJECTIVE COMPARATIVE SUPERLATIVE
ADJECTIVES
WITH TWO
OR MORE
SYLLABLES
more
the most
expensive
expensive expensive
more
the most
important
important important
29
30. 16-4 THE SUPERLATIVE: USING -EST AND MOST
ADJECTIVE COMPARATIVE SUPERLATIVE
IRREGULAR
FORMS
good
better
the best
bad
worse
the worst
far
farther/
further
the
farthest/
furthest
30
32. 16-4 Let’s Practice
expensive
A good bicycle is expensive.
A motorcycle is more expensive.
the most expensive (of all)
A car is ______________________.
32
34. 16-5 USING ONE OF + SUPERLATIVE + PLURAL NOUN
Kyung is one of the
cutest babies I know.
34
35. 16-5 USING ONE OF + SUPERLATIVE + PLURAL NOUN
(a) Kyung is one of the cutest babies I know.
(b) Angel Falls is one of the most beautiful
waterfalls in the world.
(c) Jackson is one of the best students
in school.
one of + superlative + plural noun
35
36. 16-5 Let’s Practice
Tahiti
in the world
beautiful places
most
Tahiti
most beautiful places
_________ is one of the __________________
in the world
______________.
36
37. 16-5 Let’s Practice
Bo’s Barbeque
in this town
restaurants
worst
worst restaurants
Bo’s Barbecue
____________ is one of the ______________
in this town
_________________.
37
38. 16-5 Let’s Practice
buildings
the Eiffel Tower
tallest
in France
The Eiffel Tower is one of the ______________
tallest buildings
_____________
in the world
_________________.
38
40. 16-6 USING BUT
,
(a) Janet is sad, but Kendall is happy.
,
(b) He likes classical music, but she likes jazz.
but
= “This is the opposite of that.”
,
but
40
42. 16-6 Let’s Practice
The first test was easy, but this test is
difficult
_________ .
thirsty
short
difficult
funny
delicious
42
43. 16-6 Let’s Practice
The dinner wasn’t very good,
thirsty
short
difficult
funny
delicious
delicious
but the dessert was ________.
43
44. 16-7 USING VERBS AFTER BUT
Kendall is happy, but Janet isn’t.
44
45. 16-7 USING VERBS AFTER BUT
AFFIRMATIVE +
VERB
but +
NEGATIVE
VERB
(a) Kendall is happy,
but
Janet isn’t.
(b) Giraffes are tall,
but
lions aren’t.
(c) I was reading,
but
Lea wasn’t.
(d) Ali rides a bike,
but
Lisa doesn’t.
45
46. 16-7 USING VERBS AFTER BUT
AFFIRMATIVE +
VERB
but +
NEGATIVE
VERB
(e) They like candy,
but
we don’t.
(f) Jay brought gum,
but
Alexi didn’t.
(g) Adults can cook,
but
babies can’t.
(h) Ann will jump rope,
but
Janet won’t.
46
47. 16-7 USING VERBS AFTER BUT
NEGATIVE
VERB
+
but + AFFIRMATIVE
VERB
(i) Janet isn’t happy,
but
Kendall is.
(j) Lions aren’t tall,
but
giraffes are.
(k) Ana wasn’t reading, but
I was.
(l) Lisa doesn’t sing,
Ali does.
but
47
48. 16-7 USING VERBS AFTER BUT
NEGATIVE
VERB
+
but + AFFIRMATIVE
VERB
(m) We don’t like tea,
but
they do.
(n) Alexi didn’t laugh,
but
Ramona did.
(o) Babies can’t cook,
but
adults can.
(p) Janet won’t play,
but
Zoe will.
48
49. 16-7 USING VERBS AFTER BUT
Kendall is happy, but Janet isn’t happy.
Kendall is happy, but Janet isn’t.
but
shortened verb phrase
49
54. 16-8 MAKING COMPARISONS WITH ADVERBS
COMPARATIVE
(a) Jamie works more quickly than Pat (does).
SUPERLATIVE
(b) Ben works the most quickly of all.
COMPARATIVE
SUPERLATIVE
adverbs ending in -ly
adverbs ending in -ly
the more carefully
most
the more neatly
most
the more slowly
most
54
55. 16-8 MAKING COMPARISONS WITH ADVERBS
COMPARATIVE
(c) Angie works faster than Debbie (does).
SUPERLATIVE
(d) Melissa works the fastest of all.
-er and -est with irregular adverbs
hard, fast, early, late
55
56. 16-8 MAKING COMPARISONS WITH ADVERBS
COMPARATIVE
(e) Most people sing better than I (do).
SUPERLATIVE
(f) Steve sings the best of all.
better
best
forms of
well
56
57. 16-8 Let’s Practice
Sully had a good score on the English
test.
COMPARATIVE
English Test
Merna had a ______ score.
better
Paula 100%
SUPERLATIVE
the best
Paula had _______ score
of all.
Merna
Sully
88%
75%
57
58. 16-8 Let’s Practice
I have to get up early on Monday.
COMPARATIVE
earlier
I have to get up _______ on Tuesday.
SUPERLATIVE
the earliest
I have to get up _________ on Friday.
58
59. 16-8 Let’s Practice
Simone can run quickly.
COMPARATIVE
more quickly
Majid can run ____________.
SUPERLATIVE
the most quickly
Larry can run _______________ of all.
59