The document provides 18 rules for the correct usage of nouns and pronouns in business English. Some key points covered include:
- Countable vs uncountable nouns
- Possessive case and use of pronouns like 'mine' and 'yours'
- Objective vs nominative pronouns and agreement with antecedents
- Relative pronouns like 'who' and 'whom'
- Gender agreement between pronouns and antecedents
- Avoiding unnecessary use of nouns/pronouns
1) The document discusses the perfect and progressive aspects in English and how they add meaning about the completion or continuation of events.
2) The perfect aspect refers to past events with present relevance, while the progressive describes ongoing events. Both can be combined with present or past tense.
3) Certain verbs like "have", "be", and verbs indicating senses are very common in the present perfect and progressive aspects respectively. Aspect usage varies across registers and dialects.
The document discusses the differences between active and passive voice. It notes that most transitive verbs can be used in either the active or passive voice. The passive voice is less common and used for special discourse functions. Some examples of sentences in both the active and passive voice are provided. The document also discusses short and long passives, verbs that are commonly used in the passive voice, verbs that rarely use the passive voice, and combinations of voice and aspect.
The document summarizes the evolution of the English language over time. It discusses how English originated from earlier languages like Old English and was influenced by languages like French, Danish, and Italian. It also evolved from having complex cases and forms to a simpler structure with fewer inflections. Finally, it mentions how English spread globally through events like the American migration in the 16th-17th centuries.
This document summarizes the evolution of the English language from its origins to modern day. It traces the development of English from early Indo-European tribes in 3000 BC through Old English, Middle English influenced by French, Danish, and other languages, to Modern English with its current grammar structures and punctuation conventions. Key events mentioned include the various tribes that influenced English, the Norman conquest in the 11th century bringing French words and grammar, and the migration of English speakers to America in the 17th century.
This document provides information about the present simple tense in English grammar. It begins by defining the present simple tense and its uses, such as expressing habitual actions, states, feelings and emotions. It notes that the third person singular takes an -s ending. The document provides examples of affirmative, negative and interrogative sentences in the present simple tense. It then covers topics like the verb phrase "have got", the modal verb "can", personal pronouns, vocabulary including countries and jobs, adjectives describing appearance and personality, feelings and emotions, and concludes with a brief section on the present simple tense.
Clause is important part in English Grammar. to combine, relate and report sentence it is very very vital.
Clause Establish relationship.and ensure conditions as desired. Useful for students , executives, teachers and presentations
This document provides information about vocabulary instruction and development. It discusses the importance of vocabulary knowledge, different types of vocabulary words, and strategies to increase vocabulary. Some key points include:
- Vocabulary is essential to comprehension. Both breadth (number of words known) and depth (how well words are known) are important dimensions of vocabulary.
- Vocabulary can be learned indirectly through conversations, reading, etc. or directly through explicit instruction of words and word-learning strategies.
- Context clues, structural analysis of word parts, and dictionary use are strategies to develop vocabulary. Wide reading is also important for implicit vocabulary learning.
- Vocabulary interventions should address words of varying frequency and difficulty across three tiers
The document provides rules for punctuating dialogue in writing, including using quotation marks and commas or periods depending on whether the dialogue contains a comma, question mark, or exclamation point. It also notes that each new speaker should start a new paragraph and describes how to integrate narration with dialogue. An example dialogue is provided to demonstrate proper punctuation and formatting.
1) The document discusses the perfect and progressive aspects in English and how they add meaning about the completion or continuation of events.
2) The perfect aspect refers to past events with present relevance, while the progressive describes ongoing events. Both can be combined with present or past tense.
3) Certain verbs like "have", "be", and verbs indicating senses are very common in the present perfect and progressive aspects respectively. Aspect usage varies across registers and dialects.
The document discusses the differences between active and passive voice. It notes that most transitive verbs can be used in either the active or passive voice. The passive voice is less common and used for special discourse functions. Some examples of sentences in both the active and passive voice are provided. The document also discusses short and long passives, verbs that are commonly used in the passive voice, verbs that rarely use the passive voice, and combinations of voice and aspect.
The document summarizes the evolution of the English language over time. It discusses how English originated from earlier languages like Old English and was influenced by languages like French, Danish, and Italian. It also evolved from having complex cases and forms to a simpler structure with fewer inflections. Finally, it mentions how English spread globally through events like the American migration in the 16th-17th centuries.
This document summarizes the evolution of the English language from its origins to modern day. It traces the development of English from early Indo-European tribes in 3000 BC through Old English, Middle English influenced by French, Danish, and other languages, to Modern English with its current grammar structures and punctuation conventions. Key events mentioned include the various tribes that influenced English, the Norman conquest in the 11th century bringing French words and grammar, and the migration of English speakers to America in the 17th century.
This document provides information about the present simple tense in English grammar. It begins by defining the present simple tense and its uses, such as expressing habitual actions, states, feelings and emotions. It notes that the third person singular takes an -s ending. The document provides examples of affirmative, negative and interrogative sentences in the present simple tense. It then covers topics like the verb phrase "have got", the modal verb "can", personal pronouns, vocabulary including countries and jobs, adjectives describing appearance and personality, feelings and emotions, and concludes with a brief section on the present simple tense.
Clause is important part in English Grammar. to combine, relate and report sentence it is very very vital.
Clause Establish relationship.and ensure conditions as desired. Useful for students , executives, teachers and presentations
This document provides information about vocabulary instruction and development. It discusses the importance of vocabulary knowledge, different types of vocabulary words, and strategies to increase vocabulary. Some key points include:
- Vocabulary is essential to comprehension. Both breadth (number of words known) and depth (how well words are known) are important dimensions of vocabulary.
- Vocabulary can be learned indirectly through conversations, reading, etc. or directly through explicit instruction of words and word-learning strategies.
- Context clues, structural analysis of word parts, and dictionary use are strategies to develop vocabulary. Wide reading is also important for implicit vocabulary learning.
- Vocabulary interventions should address words of varying frequency and difficulty across three tiers
The document provides rules for punctuating dialogue in writing, including using quotation marks and commas or periods depending on whether the dialogue contains a comma, question mark, or exclamation point. It also notes that each new speaker should start a new paragraph and describes how to integrate narration with dialogue. An example dialogue is provided to demonstrate proper punctuation and formatting.
The document discusses different types of clauses that can be used to modify or add information to sentences, including adjective clauses, adverb clauses, and noun clauses. It provides examples of each type of clause and exercises for identifying and combining clauses in sentences.
This document provides guidance on various aspects of written expression and reading comprehension. It discusses identifying the main topic and ideas of a passage, using context clues to determine word meanings, scanning for details, and differentiating between comparative and superlative forms of adjectives and adverbs. Examples are given of each concept to illustrate proper usage.
This document provides information and examples about verbs, adverbs, and adjectives for an 8th grade English class. It includes lists of common verbs, adverbs, and adjectives as well as examples of their uses. Students are given tasks to identify and use these parts of speech in descriptive writing exercises about images provided.
This document provides guidance for teachers on teaching students to use context clues to determine the meaning of unknown words. It discusses that context clues are a useful strategy but require explicit instruction and practice to master. It outlines several suggested strategies teachers can use, including having students develop word family charts, explore word relationships through various graphic organizers, and use a context clue organizer to record their analysis of unknown words. The document also addresses what to do if context clues don't work for some words, such as preteaching vocabulary or strengthening students' understanding of word parts like prefixes and suffixes. Overall, the key message is that using context clues is a complex skill that takes time and repeated modeling and practice for students to apply independently.
The Noun Phrase - Power up your description - Writing skillsKinga Brady
A three-part teaching material about powering up description, making writing effective with understanding the use of expanded noun phrases - some pages have timed elements and other animation; it is best to download it and watch it in slideshow mode
Here is a 4 sentence paragraph about my life dream using articles:
My life dream is to become a teacher. I want to inspire students and help them reach their full potential. A teaching career would be very rewarding for me as I enjoy helping others learn. The sense of fulfillment from seeing students succeed would make all of the hard work of being a teacher worthwhile. While it will take a lot of education and training to achieve this goal, working as a teacher is what I aspire to in my career.
I used 5 articles in this paragraph - 1 definite article (the) and 4 indefinite articles (a/an). The definite article was used with "sense of fulfillment" because it is a specific concept being referred
The document provides an overview of parts of speech and grammar concepts. It defines eight main parts of speech - nouns, verbs, adjectives, adverbs, prepositions, conjunctions, pronouns, and interjections. It also discusses subjects and predicates as the two main parts of a sentence. Additionally, it explains different types of sentences such as declarative, interrogative, and imperative sentences and how they are punctuated. Finally, common sayings and phrases are defined through examples to illustrate their meanings.
The document discusses various parts of speech and grammar concepts. It defines nouns, verbs, adjectives, pronouns, conjunctions, prepositions, and other parts of speech. It also explains sentence structure, including subjects and predicates. Additionally, it provides examples of different types of sentences such as declarative, interrogative, and imperative sentences. Finally, the document discusses common sayings and phrases like "actions speak louder than words" and explains their meanings.
This document discusses the proper use of commas and semicolons in sentences. It provides rules and examples for using commas with conjunctions, transitional words, appositives, nonrestrictive clauses, dependent clauses, adjectives, and in lists. It also discusses using semicolons to connect two independent clauses, with adverbs, and to separate items in a long list. The document aims to clarify the appropriate contexts for using commas versus semicolons in writing.
This document introduces the Memory Module Network (MMN) technique for remembering sentences taught in spoken English courses. MMN breaks down sentences into segments based on parts of speech rules. Key points of the MMN method include:
- Sentences are made up of "binder" segments centered around nouns, verbs, and adjectives.
- Noun binders include articles, adjectives, pronouns, prepositions, and conjunctions that are attached to nouns.
- Identifying these segments helps remember sentence structures and frame new sentences.
- Examples demonstrate applying the binder rules to breakdown sentences into segments like article-noun, pronoun-adjective-noun, and pre
This slide teaches you a special Memory Technique and Sentence Formation Technique. It is called Memory Module Network - MMN. It helps you to remember all the combinations of sentences that you would learn during the course in an effective manner.
Such methods will help you to frame sentences easily as you try to speak. It is a connection between Remembering and Sentence Formation. A highly useful video on how to frame sentences gramatically correct and easy at the same time.
Kevin's Spoken English aims to teach quality, easy, fun and effective Spoken English Classes for free online. Kevin's Spoken English is the only course ever made to cover 9 areas of Language development like Reading, Understanding, Translation, Remembering, Speaking, Writing and Listening, apart from Grammar.
Traditional Spoken English classes focus on just Grammar. But at Kevin's we have a Parameters based approach. It is a complete Language Learning System and most of all, it is free.
Not just that, we would upload loads of motivational and inspirational videos from time to time to help you in your journey of learning and life as whole. Avi Person Business Personality Development Institute is an sister initiative of Kevin's Spoken English.
If online learning is not your cup of tea, you can visit our Spoken English classes in Dilshukngar, Hyderabad. You may contact us at 9059 949 657 or email me at venky1921@yahoo.com
Also, I blog at www.venky1921.wordpress.com discussing my ideas about nation development and individual upliftment. Thanks for dropping by.
This document discusses sentence structure and grammar. It defines key terms like clauses, subjects, verbs, complements, and sentence types such as simple, compound, and complex sentences. It also covers expanding sentences with adjectives and adverbs, common errors to avoid, and how to structure interrogative sentences.
This document introduces context clues, which help readers figure out the meaning of unfamiliar words. It discusses four main types of context clues: definition/synonym clues, contrast/antonym clues, example clues, and general sense of the sentence clues. Authors provide these clues surrounding unfamiliar words to help readers understand the meaning without having to look words up. The document uses examples from cartoons and sentences to demonstrate how each type of context clue works and exercises for readers to practice identifying context clues.
Context clues are facts or ideas in the text that help suggest the meaning of an unknown word. There are different types of context clues including definition, restatement, examples, comparison/contrast, cause and effect, punctuation, and modifiers. Exercises are provided to help identify context clues and determine the meanings of unknown words.
This document outlines the agenda for EWRT 211 Class 7. It will cover house points, vocabulary spells from lessons 1-18, a review of introductions, thesis statements, body paragraphs, and conclusions. It will also cover integrating quotations and the MLA works cited page format. The class will review conclusions and examples will be provided. Students will practice writing conclusions in groups and receive instruction on properly citing sources and formatting in MLA style. Homework includes reading a chapter from Harry Potter, vocabulary, posting a draft conclusion, and bringing draft essays to the next class.
This document provides lesson material on nouns for an 8th grade English class. It begins with an introduction to nouns, defining them as naming words for people, places, things, ideas, etc. It then discusses the different types of nouns, including proper, common, abstract, collective, and material nouns. Examples are provided for each. The document also covers countable vs. uncountable nouns and the grammatical property of gender for nouns. Learning objectives are stated and exercises are included to help students identify and classify different nouns. The overall content aims to teach students the key concepts and categories related to nouns.
The document provides an overview of grammar concepts for effective writing, including building blocks like nouns, verbs, adjectives; direct and indirect speech; subject-verb agreement; commonly confused words; and punctuation. It discusses topics like parallelism errors, misplaced and dangling modifiers, and conditionals. The document also covers Indian English expressions to avoid and recommends using concrete language for effective writing.
Tips on Using Articles [ https://learningpundits.com/module-view/15-articles/1-tips-on-articles/ ].
LearningPundits helps Job Seekers make great CVs [ https://learningpundits.com/module-view/1-cv-preparation-for-freshers/1-cv-writing-tips-for-freshers/ ] , master English Grammar and Vocabulary [ https://learningpundits.com/course/4-english-grammar/ ] , ace Aptitude Tests [ https://learningpundits.com/course/11-mathematical-aptitude/ ], speak fluently in a Group Discussion [ https://learningpundits.com/module-view/6-group-discussion-questions/1-tips-for-speaking-in-a-group-discussion/ ] and perform well in Interviews [ https://learningpundits.com/course/2-personal-interview/ ] We also conduct weekly online contests on Aptitude and English [ https://learningpundits.com/contest ]. We also allow Job Seekers to apply for Jobs [ https://learningpundits.com/applyForJobs ]
The document discusses English grammar, specifically conditional sentences using the subjunctive mood. It provides examples of different types of subjunctive constructions, including be-type, were-type, and conditional subjunctives. It examines subjunctive uses involving time frames that are contrary to past, present, or future facts. Key points include structures using "should" + verb, "wish", and conditional sentences introduced by "if" or "but for".
Tips on Using Nouns [ https://learningpundits.com/module-view/18-nouns/1-tips-on-nouns/].
LearningPundits helps Job Seekers make great CVs [ https://learningpundits.com/module-view/1-cv-preparation-for-freshers/1-cv-writing-tips-for-freshers/ ] , master English Grammar and Vocabulary [ https://learningpundits.com/course/4-english-grammar/ ] , ace Aptitude Tests [ https://learningpundits.com/course/11-mathematical-aptitude/ ], speak fluently in a Group Discussion [ https://learningpundits.com/module-view/6-group-discussion-questions/1-tips-for-speaking-in-a-group-discussion/ ] and perform well in Interviews [ https://learningpundits.com/course/2-personal-interview/ ] We also conduct weekly online contests on Aptitude and English [ https://learningpundits.com/contest ]. We also allow Job Seekers to apply for Jobs [ https://learningpundits.com/applyForJobs ]
This document discusses mass storage devices. It defines mass storage devices as storage systems with capacities of trillions of bytes that use multiple storage media units like disks, tapes, or CD-ROMs as a single storage device. It provides examples of disk arrays using multiple magnetic disks, automated tape libraries using magnetic tapes, and CD-ROM jukeboxes using multiple CD-ROMs. It then discusses disk arrays and RAIDs more in depth, describing how they provide enhanced storage capacity, performance, and reliability through techniques like mirroring and striping across multiple disks.
El documento define un entorno personal de aprendizaje (PLE) como el conjunto de herramientas, fuentes de información, conexiones y actividades que una persona usa para aprender. Explica que un PLE contiene tres componentes principales: herramientas para leer y adquirir conocimiento, herramientas para reflexionar y mejorar la información a través de la práctica, y herramientas para compartir y reflexionar con otros en una red personal de aprendizaje. También distingue entre la gestión del ambiente de aprendizaje, el
The document discusses different types of clauses that can be used to modify or add information to sentences, including adjective clauses, adverb clauses, and noun clauses. It provides examples of each type of clause and exercises for identifying and combining clauses in sentences.
This document provides guidance on various aspects of written expression and reading comprehension. It discusses identifying the main topic and ideas of a passage, using context clues to determine word meanings, scanning for details, and differentiating between comparative and superlative forms of adjectives and adverbs. Examples are given of each concept to illustrate proper usage.
This document provides information and examples about verbs, adverbs, and adjectives for an 8th grade English class. It includes lists of common verbs, adverbs, and adjectives as well as examples of their uses. Students are given tasks to identify and use these parts of speech in descriptive writing exercises about images provided.
This document provides guidance for teachers on teaching students to use context clues to determine the meaning of unknown words. It discusses that context clues are a useful strategy but require explicit instruction and practice to master. It outlines several suggested strategies teachers can use, including having students develop word family charts, explore word relationships through various graphic organizers, and use a context clue organizer to record their analysis of unknown words. The document also addresses what to do if context clues don't work for some words, such as preteaching vocabulary or strengthening students' understanding of word parts like prefixes and suffixes. Overall, the key message is that using context clues is a complex skill that takes time and repeated modeling and practice for students to apply independently.
The Noun Phrase - Power up your description - Writing skillsKinga Brady
A three-part teaching material about powering up description, making writing effective with understanding the use of expanded noun phrases - some pages have timed elements and other animation; it is best to download it and watch it in slideshow mode
Here is a 4 sentence paragraph about my life dream using articles:
My life dream is to become a teacher. I want to inspire students and help them reach their full potential. A teaching career would be very rewarding for me as I enjoy helping others learn. The sense of fulfillment from seeing students succeed would make all of the hard work of being a teacher worthwhile. While it will take a lot of education and training to achieve this goal, working as a teacher is what I aspire to in my career.
I used 5 articles in this paragraph - 1 definite article (the) and 4 indefinite articles (a/an). The definite article was used with "sense of fulfillment" because it is a specific concept being referred
The document provides an overview of parts of speech and grammar concepts. It defines eight main parts of speech - nouns, verbs, adjectives, adverbs, prepositions, conjunctions, pronouns, and interjections. It also discusses subjects and predicates as the two main parts of a sentence. Additionally, it explains different types of sentences such as declarative, interrogative, and imperative sentences and how they are punctuated. Finally, common sayings and phrases are defined through examples to illustrate their meanings.
The document discusses various parts of speech and grammar concepts. It defines nouns, verbs, adjectives, pronouns, conjunctions, prepositions, and other parts of speech. It also explains sentence structure, including subjects and predicates. Additionally, it provides examples of different types of sentences such as declarative, interrogative, and imperative sentences. Finally, the document discusses common sayings and phrases like "actions speak louder than words" and explains their meanings.
This document discusses the proper use of commas and semicolons in sentences. It provides rules and examples for using commas with conjunctions, transitional words, appositives, nonrestrictive clauses, dependent clauses, adjectives, and in lists. It also discusses using semicolons to connect two independent clauses, with adverbs, and to separate items in a long list. The document aims to clarify the appropriate contexts for using commas versus semicolons in writing.
This document introduces the Memory Module Network (MMN) technique for remembering sentences taught in spoken English courses. MMN breaks down sentences into segments based on parts of speech rules. Key points of the MMN method include:
- Sentences are made up of "binder" segments centered around nouns, verbs, and adjectives.
- Noun binders include articles, adjectives, pronouns, prepositions, and conjunctions that are attached to nouns.
- Identifying these segments helps remember sentence structures and frame new sentences.
- Examples demonstrate applying the binder rules to breakdown sentences into segments like article-noun, pronoun-adjective-noun, and pre
This slide teaches you a special Memory Technique and Sentence Formation Technique. It is called Memory Module Network - MMN. It helps you to remember all the combinations of sentences that you would learn during the course in an effective manner.
Such methods will help you to frame sentences easily as you try to speak. It is a connection between Remembering and Sentence Formation. A highly useful video on how to frame sentences gramatically correct and easy at the same time.
Kevin's Spoken English aims to teach quality, easy, fun and effective Spoken English Classes for free online. Kevin's Spoken English is the only course ever made to cover 9 areas of Language development like Reading, Understanding, Translation, Remembering, Speaking, Writing and Listening, apart from Grammar.
Traditional Spoken English classes focus on just Grammar. But at Kevin's we have a Parameters based approach. It is a complete Language Learning System and most of all, it is free.
Not just that, we would upload loads of motivational and inspirational videos from time to time to help you in your journey of learning and life as whole. Avi Person Business Personality Development Institute is an sister initiative of Kevin's Spoken English.
If online learning is not your cup of tea, you can visit our Spoken English classes in Dilshukngar, Hyderabad. You may contact us at 9059 949 657 or email me at venky1921@yahoo.com
Also, I blog at www.venky1921.wordpress.com discussing my ideas about nation development and individual upliftment. Thanks for dropping by.
This document discusses sentence structure and grammar. It defines key terms like clauses, subjects, verbs, complements, and sentence types such as simple, compound, and complex sentences. It also covers expanding sentences with adjectives and adverbs, common errors to avoid, and how to structure interrogative sentences.
This document introduces context clues, which help readers figure out the meaning of unfamiliar words. It discusses four main types of context clues: definition/synonym clues, contrast/antonym clues, example clues, and general sense of the sentence clues. Authors provide these clues surrounding unfamiliar words to help readers understand the meaning without having to look words up. The document uses examples from cartoons and sentences to demonstrate how each type of context clue works and exercises for readers to practice identifying context clues.
Context clues are facts or ideas in the text that help suggest the meaning of an unknown word. There are different types of context clues including definition, restatement, examples, comparison/contrast, cause and effect, punctuation, and modifiers. Exercises are provided to help identify context clues and determine the meanings of unknown words.
This document outlines the agenda for EWRT 211 Class 7. It will cover house points, vocabulary spells from lessons 1-18, a review of introductions, thesis statements, body paragraphs, and conclusions. It will also cover integrating quotations and the MLA works cited page format. The class will review conclusions and examples will be provided. Students will practice writing conclusions in groups and receive instruction on properly citing sources and formatting in MLA style. Homework includes reading a chapter from Harry Potter, vocabulary, posting a draft conclusion, and bringing draft essays to the next class.
This document provides lesson material on nouns for an 8th grade English class. It begins with an introduction to nouns, defining them as naming words for people, places, things, ideas, etc. It then discusses the different types of nouns, including proper, common, abstract, collective, and material nouns. Examples are provided for each. The document also covers countable vs. uncountable nouns and the grammatical property of gender for nouns. Learning objectives are stated and exercises are included to help students identify and classify different nouns. The overall content aims to teach students the key concepts and categories related to nouns.
The document provides an overview of grammar concepts for effective writing, including building blocks like nouns, verbs, adjectives; direct and indirect speech; subject-verb agreement; commonly confused words; and punctuation. It discusses topics like parallelism errors, misplaced and dangling modifiers, and conditionals. The document also covers Indian English expressions to avoid and recommends using concrete language for effective writing.
Tips on Using Articles [ https://learningpundits.com/module-view/15-articles/1-tips-on-articles/ ].
LearningPundits helps Job Seekers make great CVs [ https://learningpundits.com/module-view/1-cv-preparation-for-freshers/1-cv-writing-tips-for-freshers/ ] , master English Grammar and Vocabulary [ https://learningpundits.com/course/4-english-grammar/ ] , ace Aptitude Tests [ https://learningpundits.com/course/11-mathematical-aptitude/ ], speak fluently in a Group Discussion [ https://learningpundits.com/module-view/6-group-discussion-questions/1-tips-for-speaking-in-a-group-discussion/ ] and perform well in Interviews [ https://learningpundits.com/course/2-personal-interview/ ] We also conduct weekly online contests on Aptitude and English [ https://learningpundits.com/contest ]. We also allow Job Seekers to apply for Jobs [ https://learningpundits.com/applyForJobs ]
The document discusses English grammar, specifically conditional sentences using the subjunctive mood. It provides examples of different types of subjunctive constructions, including be-type, were-type, and conditional subjunctives. It examines subjunctive uses involving time frames that are contrary to past, present, or future facts. Key points include structures using "should" + verb, "wish", and conditional sentences introduced by "if" or "but for".
Tips on Using Nouns [ https://learningpundits.com/module-view/18-nouns/1-tips-on-nouns/].
LearningPundits helps Job Seekers make great CVs [ https://learningpundits.com/module-view/1-cv-preparation-for-freshers/1-cv-writing-tips-for-freshers/ ] , master English Grammar and Vocabulary [ https://learningpundits.com/course/4-english-grammar/ ] , ace Aptitude Tests [ https://learningpundits.com/course/11-mathematical-aptitude/ ], speak fluently in a Group Discussion [ https://learningpundits.com/module-view/6-group-discussion-questions/1-tips-for-speaking-in-a-group-discussion/ ] and perform well in Interviews [ https://learningpundits.com/course/2-personal-interview/ ] We also conduct weekly online contests on Aptitude and English [ https://learningpundits.com/contest ]. We also allow Job Seekers to apply for Jobs [ https://learningpundits.com/applyForJobs ]
This document discusses mass storage devices. It defines mass storage devices as storage systems with capacities of trillions of bytes that use multiple storage media units like disks, tapes, or CD-ROMs as a single storage device. It provides examples of disk arrays using multiple magnetic disks, automated tape libraries using magnetic tapes, and CD-ROM jukeboxes using multiple CD-ROMs. It then discusses disk arrays and RAIDs more in depth, describing how they provide enhanced storage capacity, performance, and reliability through techniques like mirroring and striping across multiple disks.
El documento define un entorno personal de aprendizaje (PLE) como el conjunto de herramientas, fuentes de información, conexiones y actividades que una persona usa para aprender. Explica que un PLE contiene tres componentes principales: herramientas para leer y adquirir conocimiento, herramientas para reflexionar y mejorar la información a través de la práctica, y herramientas para compartir y reflexionar con otros en una red personal de aprendizaje. También distingue entre la gestión del ambiente de aprendizaje, el
This document summarizes the eight parts of speech in English grammar:
Nouns name people, places, things, and ideas. Pronouns are used in place of nouns. Verbs express actions or states of being. Adjectives describe nouns and pronouns. Adverbs modify verbs, adjectives, and other adverbs. Prepositions show relationships between nouns or pronouns and other words in a sentence. Conjunctions join words or groups of words. Interjections are exclamatory words that express emotion.
The document discusses various types of logic gates. It describes AND, OR, NOT, NAND, NOR, XOR gates and provides their graphical symbols, algebraic functions, and truth tables. It also discusses half adders and full adders. A half adder produces sum and carry bits from two inputs. A full adder forms the arithmetic sum of three input bits to produce a sum and carry output.
Este itinerario de 5 días propone visitar lugares emblemáticos del arte prerrománico asturiano, comenzando en Cangas de Onís, cuna del Reino de Asturias, y continuando a Pravias, antigua capital, para apreciar la evolución de este estilo único que floreció entre los siglos VIII y X bajo la monarquía asturiana. La ruta culmina en Oviedo, última capital, donde se pueden ver joyas como las iglesias de Naranco, declaradas Patrimonio de la Humanidad.
The document discusses different types of main memory used in computer systems including random access memory (RAM), read only memory (ROM), programmable read-only memory (PROM), and erasable programmable read-only memory (EPROM). It provides details on the storage capacity, access time, cost per bit, and volatility of main memory. It also describes cache memory as a small, fast memory directly accessible by the processor.
The group members for a BS Computer Science III project are: Salman Ahmad, H.M. Nauman, Muhammad Sami, Nauman Altaf, and Hafiz Sarfraz Ali. The document lists 5 students who are members of a group for a BS Computer Science III course.
CD-ROMs and DVD-ROMs are circular optical discs that are 5 1/4 inches in diameter and have either a silver or gold reflective layer. They can store between 650 MB to 700 MB of data in a standard 120mm, 74-80 minute format, or 184 MB in an 80mm, 21 minute format. CD-ROMs follow the ISO9660 international standard and come in different shapes and formats, including DVDs, CD-R WORM disks, and CD-RW rewriteable disks.
This document provides information about parts of speech, including nouns, pronouns, verbs, and their definitions and examples. It discusses how nouns can be classified into different types and cases. It explains that pronouns are used to replace nouns and defines personal, reflexive, and objective pronouns. Verbs are defined as words that show action or state of being, and examples of physical, state of being (linking), and helping verbs are provided.
The document discusses subject-verb agreement and its rules. Subject-verb agreement requires that the subject and verb match or agree in number - singular or plural. There are some exceptions to this rule, such as when the verb "to be" is used, collective nouns, and certain words like news that are singular in form but plural in meaning. The document provides 12 specific rules for determining subject-verb agreement and resolving tricky cases.
This document defines and provides examples of different types of pronouns in English, including:
1) Possessive pronouns like mine, ours, yours, his, hers, theirs, and whose which indicate ownership.
2) Personal pronouns like I, you, he, she, it, we, they, me, him, her, us, and them which are used as substitutes for names.
3) Relative pronouns like who, whom, whose, which, and that which are used to refer to people or things mentioned earlier in a sentence.
4) Demonstrative pronouns like this, that, these, and those which point to something specific
Learning Support English Course Chapters 1-4codybug134
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2. Rule 1
Countable Nouns
Words like book, table, flower, ship etc are
countable nouns. Such nouns can be counted. These
nouns 1
have plural forms and can be used with a/an.
Examples:
1. There is a pen on the table.
2. We could see a ship in the distance.
3. I have got a problem with the car.
Ebaad
3. Rule 1 Uncountable Nouns
Words like ink, milk, gold and wisdom are
uncountable nouns. Such nouns cannot be counted.
These nouns don‟t have plural forms and cannot be used
with a/an.
1
NOTE: Following nouns are usually uncountable nouns
in English:
Advice, news, information luggage, work, scenery etc.
Examples
He gave me some advice.
He gave me an advice.
The sceneries are very good.
The scenery here is very good.
Ebaad
4. Rule 2 Possessive Case
When a noun shows ownership or
possession, authorship it is said to be possessive case or
genitive case. The use of this case can be confined to
the following:
1
Me , Mine and Your:
• It's my car.
• Here's your coat.
• Are these your tickets?
OWN:
We use own after my, your etc to say that
something belongs to us and not to any one else.
Example: Rachel has got her own calculator. She doesn't
borrow mine.
Ebaad
5. Rule 2 A Friend of mine:
We use this to show one of my friend.
Examples:
• Tom is a friend of mine. (One of my friend).
1
• Jessica came to party with a cousin of hers.(One of her
cousin)
Ebaad
6. Rule 3 •The Object of a verb or of a preposition, when
it is a Pronoun, should be in the Objective form.
Examples
1
Between you and me affairs look dark.
Between you and I affairs look dark.
Let you and me do it.
Let you and I do it.
He has given great trouble to my father and me.
He has given great trouble to my father and I.
Khawar
7. Rule 4 •A pronoun directly after than or as is usually in
the objective case unless there is a verb after it.
If a verb follows it, the nominative form is used.
Examples
1
Objective Form Nominative Form
He is taller me. He is taller than I am.
Objective Form Nominative Form
I swim better than him. I swim better than he
does.
Objective Form Nominative Form
I am as tall as her. I am as tall as
she is.
• The nominative form without a verb after it (e.g. „He is
taller than I‟) is old fashioned.
Khawar
8. Rule 5 •A pronoun must agree with its Antecedent in
person, number and gender.
Examples
1
1. All passengers must show their tickets.
2. Every man must bear his own burden.
3. Each of the girls gave her own version of the affair.
Khawar
9. Rule 6 •None is constructed in singular or plural as the
sense may require ;as, It is better to change the
form of sentence than to keep on repeating
ones
1
Examples
Question : Did you buy any mangoes?
Answer : There were no in the market.
Question : Have you brought me a letter?
Answer : There was none for you.
•When the singular equally well expresses the sense the
plural is commonly used; as,
1. None of these words are currently used .
2. None of poems are well known.
3. None but fools have believed it.
Kudeep
10. Rule 7 • “Anyone” should be used when more than two
persons or the things are spoken of.
Example:
1
She was taller than any one {not either} of her five sisters.
Kudeep
11. Rule 8 •Each, either and neither are distributive
pronouns calling attention to the individuals
forming a collection, and must accordingly be
followed by verbs in singular.
1
Examples:
1. Each of the scholars has {not have} done well.
2. Each of the men was {not were} paid twenty rupees.
3. Neither of the man was invited to the party. Neither of
the accusation is true.
4. Either of the roads leads to the railway station.
5. He asked whether either of the brothers at home
Kudeep
12. Rule 9 •BE CAREFULL TO USE WHO (NOMINATIVE)
AND WHOM (OBJECTIVE)
Nominative Case:
When a noun or pronoun is used as a subject of
1
verb, it is said to be in the nominative case.
Accusative Case:
When a noun or pronoun is used as the Object of
verb, it is said to be in the objective or accusative case.
Examples:
1. John threw a stone.
2. The horse kicked the boy.
Kashif
13. Rule 10 • WHEN THE SUBJECT OF VERB IS A
RELATIVE PRONOUN CARE SHOULD BE
TAKEN TO SEE THAT THE VERB AGREES IN
NUMBER AND PERSON WITH THE
ANTECEDENT OF THE RELATIVE
1
Examples:
1. This is one of the most interesting novels that have
appeared this year.
2. This is the only one of his poems that is worth
reading.
3. He is one of the cleverest boys that have passed
through the school.
4. It was one of the best speeches that have ever been
made in the parliament.
Kashif
14. Rule 11
Unnecessary Use of Nouns and
Pronouns
Sometimes the noun or pronoun is used in a place
where they are not required.
Examples:
Zeeshan, being a student of iqra, he wants to be a business
executive.
Zeeshan, beign a student of iqra, wants to be a business
executive.
The Applicant, being a householder, he is entitled to a vote.
The Applicant, being a householder, is entitled to a vote.
Iqbal
15. Rule 12
And which, but which
No Conjunction should be placed before relative
pronoun because Relative Pronoun also works as conjunction
sometimes.
1
Conjunction
A conjunction is a word which joins together sentences
and sometimes words. Example : and, but, or etc.
• God made the country and man made the town.
• She must weep, or she will die.
• Two and two makes four.
Iqbal
16. Rule 12
Relative Pronouns (Conjunctive Pronoun)
These are the words like
who, which, that, whose, whom etc which refer to a noun.
1
• I met Ahmed who has just returned.
• I have found the pen which I lost.
• This is the boy whose exercise is done well.
Iqbal
17. Rule 12
When we have to join together two relative clauses
1
referring to the same antecedent , as:
• He had a car which was made by Japan, and which had been
with him for ten years.
Iqbal
18. Rule 13
Pronoun according to the Gender
Since a Personal Pronoun is used instead of a
Noun, it must be of the same number, gender and person as
the Noun for which it stands.
1
Examples:
Imran is a hard working boy. It always stands first.
Imran is a hard working boy. He always stands first.
The students are so fatigued. He wants to leave the class.
The students are so fatigued. They want to leave the class.
Iqbal
19. Rule 14
A Noun or Pronoun in the
Possessive Case.
Every boy and every man must love their country.
1
Every boy and man must love his country.
I never heard of him having gone home.
I never heard of his having gone home.
Imtiaz
20. Rule 15
Use of the Relative pronoun with
subject of the clause.
Rizwan is not my brother who was sitting here.
1
Rizwan, who was sitting here, is not my brother.
This is the chair whose leg was broken.
This is the chair a leg of which was broken.
Imtiaz
21. Rule 16 •The word as is used as a Relative Pronoun
after such and sometimes after the same.
•Examples:
1. He is such a man as I honour.
1
2. These mangoes are not such as I bought yesterday.
3. My trouble is the same as yours.
4. This is not the same as that.
5. [But] I played with the same bat that you did.
6. That is the same man that we saw yesterday.
•The word as is also used as a Relative Pronoun after as
followed by an adjective; as.
I collected as many specimens as I could find.
Yasir
22. Rule 17 •Pronouns of the Third Person Plural should not
be used as antecedents to who and that as
Examples:
1
1. They that are whole have no need of a physician.
2. They who are rich should be ignored.
3. Here those is to be preferred to they.
Yasir
23. Rule 18 •Avoid the use of same as a substitute for the
Personal Pronoun; as,
When you have examined these patterns please
return the same to us.
1
When you have examined these patterns please
return them to us.
Yasir