This document discusses the irregular Hebrew verb "to hurt" (כואב). It explains that this verb is used with the possessive pronoun like "to have" in the construction of [verb] + [possessive pronoun] + [definite noun], such as "my head hurts" (הראש לי כואב). It provides examples of this construction with different pronouns and body parts. Additionally, it notes that other verbs like "hot" and "cold" follow a similar construction.
In this booklet, students may learn the most important English grammar rules. It focused on the parts of speech.
The grammar collected from some English grammar website such as "English Page" /www.englishpage.com
I tried to make it more easier for the students to study from one source.
1Unit ILesson 6 Grammar and StyleAdjectives and Adverbs.docxfelicidaddinwoodie
1
Unit I
Lesson 6: Grammar and Style
Adjectives and Adverbs
Adjectives
Adjectives are modifiers: Modifiers include words, phrases, and clauses.
Adjectives modify or say something about a noun or a pronoun. Adjectives can tell what color, how many, how big or small, in fact just about anything about the words they modify.
There are several very specific things about adjectives that we have to be aware of as we write and speak:
1. One common error in slang, low diction, and conversational English is to misuse an adjective to modify another adjective.
For example:
He is real tall.
Here the word real is an adjective, but it cannot modify another adjective, tall.
The correct form would be, “He is really tall.” In this case, really, an adverb, can modify the adjective tall.
Another example:
Yesterday I was real sick the whole time at school
Here real attempts to modify the adjective sick. As above, an adjective can never modify another adjective.
The correct form would be, “Yesterday I was really sick the whole time at school.”
2. Adjectives conform to particular and traditional positions, in English usually immediately before what they modify.
Most of the time, adjectives come directly in front of the word they are modifying.
For example:
She drove a new pink Mercedes.
The hot, roaring fire engulfed the house.
In both cases here, there are two adjectives in front of the words they modify.
Another common position for the adjective is at the end of the sentence. This common structure takes the form of subject + linking verb + adjective. Many of these structures, as you will see, are common everyday expressions.
For example:
The quarterback for the opposing team is extremely tall.
Here the adjective tall modifies the subject of the sentence, quarterback.
Sharks in these waters have been known to be very aggressive.
Here the adjective aggressive modifies the subject, sharks.
Food in this part of New Orleans is generally accepted to be very expensive.
Here the adjective expensive modifies the subject, food.
3. Adjectives also normally appear in three different forms, depending on what they are modifying and the context. These are called the positive, what you might call the normal or typical form of the adjective; the comparative, used when you are comparing two items; and the superlative, used when you are comparing one item to three or more other similar items.
For example:
Positive Comparative Superlative
fast faster fastest
good better best
smooth smoother smoothest
Note that adjectives of multiple syllables have to use more and most to make their comparative and superlative forms:
Positive Comparative Superlative
Redolent more redolent most redolent
Note that you could not say redolenter or redolentest.
Fragrant more fragrant most fragrant
Again, there are no such words as fragranter or fragrantest.
Also note that you cannot mix the two forms—that is, add more or most to a form that is made by ...
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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For more information, visit-www.vavaclasses.com
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. The verb כואב
In this lesson, we will study an irregular construction
by using the verb .כואב
2. The verb כואב
Back in lesson 7, we studied the verb ‘to have’ and
you learned that to form this verb you must use the
word יש followed by a form of the ל pronoun.
The verb כואב uses a very similar construction. In
fact, there are a few verbs that do this.
This verb means ‘hurt’.
3. The verb כואב
In Hebrew you don’t say something hurts (my
stomach hurts, my head hurts, etc) like you do in
English. The construction is slightly different.
The verb כואב is used in conjunction with the ל
pronouns like ‘to have’.
To form this construction, you use
כואב + a form of ל + a definite noun.
4. The verb כואב
As an example,
הראש לי כואב (My head hurts)
לה כואבהחזה (Her chest hurts)
Notice that the verb כואב does not care what the
pronoun’s gender is. It actually gets it’s gender from
the noun.
לךהרגל כואבת (your leg hurts)
העיניים לו כואבות (his eyes hurt)
האוזניים לשרה כואבות (Sarah’s ears hurt)
5. The verb כואב
Other words will follow this construction. Two
examples are ‘hot’ and ‘cold’.
קרלי (I am cold)
לי חם (I am hot)
In fact these two words can be a sentence all by
themselves.
.קר (It is cold)
.חם (It is hot)
6. The Hebrew Months
There are a few official calendars in Israel for
identifying the months and days. The two main ones
are the Hebrew calendar and the Gregorian
calendar. In this course we are going to introduce
the Gregorian months as the reference to the
calendar year. (Jan, Feb, Mar, etc)
The Hebrew calendar that use the Biblical names for
the months of the year will not be introduced in this
lesson.
