Elm3 chart05 01
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This document discusses different types of adverbials. It explains that adverbials can modify verbs, adjectives, and other adverbs. Adverbials include one-word adverbs, adverb phrases using words like "really" and "honestly", prepositional phrases functioning as adverbs like "on Tuesday", and adverb clauses introduced by words like "since" and "when". The same word can sometimes function as an adverbial or adjectival depending on the context.
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This document discusses adjectives and adverbs of manner. It notes that adjectives describe nouns and generally appear before the noun, while adverbs of manner describe how something happens and generally appear after verbs or objects. It then provides rules for forming adverbs of manner from adjectives, usually by adding "-ly", as well as some irregular forms. Examples are given throughout to illustrate parts of speech and rules.
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1) Adverbs of manner typically describe how an action is performed and are often formed by adding "-ly" to an adjective.
2) Some adjectives become adverbs with spelling changes like "-le" to "-ly" or "-ic" to "-ically".
3) Adverbs like "fast", "hard", and "late" have the same form as their related adjectives.
4) Prepositional phrases or nouns can also be used as adverbs of manner when there is no simple adverb form.
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The document provides an overview of various grammar topics in Spanish, including:
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Adverb of manner
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The document discusses different types of verbs including:
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- Modal verbs like "should", "may", and "would" that add mood and probability and are useful for persuasion.
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This document provides an overview and definitions of the main parts of speech in the English language: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. It explains the different types of each part of speech, provides examples, and guidelines for using each part of speech correctly. The document is intended to help readers review or learn the standard parts of speech so they can properly structure language and identify errors related to part of speech usage.
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This is part 3 of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
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This document provides a summary of English grammar lessons on future tenses, probability modals, word families, offering help, articles, superlative adjectives, conditionals, and cause and effect connectors. It includes examples and explanations of grammar structures like future simple, zero conditional, first conditional, use of "so" and "neither", and expressions like "how + adjective".
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This document provides a lesson plan on teaching adverbs to students. It includes objectives, warm-up exercises, categories of adverbs with examples, and follow-up exercises. The lesson plan aims to help students identify, classify, and properly place adverbs in sentences. It covers adverbs of manner, frequency, time and place, degree, quantity, and focusing. Examples are provided to illustrate each category. Follow-up activities include identifying adverbs in sentences, determining their category, and discussing alternative positions.
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This document provides guidelines for proper adjective and adverb usage in English, including rules for comparison, good vs bad, negatives, pronoun agreement, and subject/object pronouns. It discusses how adjectives describe nouns and adverbs describe verbs. It also covers forming comparisons with -er, -est, more, and most and the special forms of good and bad. Pronoun usage is addressed, including agreement, double subjects, I/me, possessives, demonstratives, compounds, and we/us.
Pert 2 Verb and Adjective
This document provides an outline for an English grammar course, covering topics such as verbs, adjectives, adverbs, tenses, and exercises. The course consists of 16 sessions, beginning with greetings, verbs and tenses. Later sessions cover pronouns, passive voice, conjunctions, and comparative adjectives, culminating in a final exam. Interspersed are quizzes, a midterm, and reviews of previously taught material.
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This is not just another grammar book filled with dull exercises and pointless activities. Ideal for Year 7&8 students, 'The Student Guide To Writing Better Sentences In The English Classroom 1' looks at grammar in context by illustrating to students the parts of speech, punctuation and sentence structures which underpin these common text types:
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Passives part 1
The document discusses passive sentences and their verb forms compared to active sentences. It explains that passive sentences have the subject receiving the action of the verb rather than performing it. It then provides examples of passive verb forms in different tenses, including with modal verbs. It also introduces the passive causative construction using have or get followed by the past participle.
Passives part 2
This document discusses the use of passive sentences. It explains that passive sentences can be used to describe situations, states or locations by using the subject, form of "be", past participle, and a prepositional phrase. It also explains that passive sentences can be used to report opinions or ideas using either the structure of "it be + past participle (by agent) that clause" or "be + past participle (by agent) to phrase". Examples are provided to illustrate these uses of passive sentences.
Passives part 1
The document discusses passive sentences and verb forms in the passive. It compares active and passive sentences and lists the passive verb forms for different tenses. It also discusses using modals like "can", "may", and "must" in passive sentences in the present and past tenses. Finally, it provides examples of speculative passive sentences about the present, past and future.
Modals to express degrees of certainty
This document discusses using modal verbs to express different degrees of certainty about statements in the present, past and future. It outlines modal verbs that can be used to speculate affirmatively or negatively about whether something is, was or may be true in the present (must be/can't be, may be/may not be), past (must have been/couldn't have been, may have been/may not have been) and future (should, may/may not).
Modals to express degrees of necessity
Modals are used to express degrees of necessity and attitude toward actions. They include verbs like can, could, shall, should, will, would, may, might, must, and had better. Simple modals use the modal verb with the base form of another verb to talk about present and future necessity, while perfect modals use the modal with have and a past participle to discuss past necessity. Different modals express obligation, advice, expectation, and suggestion in both affirmative and negative forms in the present and past tense.
Whoreallydiscoveredamerica
The document discusses several possible early visitors to the Americas before Columbus, including the Vikings, Japanese, and Irish monk St. Brendan. Evidence suggests that Vikings such as Lief Erickson may have visited an area called Vinland around 1000 CE. Pottery fragments in Ecuador dating to 3000 BCE resemble Japanese pottery, suggesting possible early Japanese contact. A voyage by St. Brendan in the 6th century was recreated in the 1970s, proving Irish boats could have reached North America. Ultimately, Native Americans were the earliest inhabitants, migrating over 10,000 years ago, but Columbus initiated sustained contact between the Old and New Worlds.
Columbus test
The document discusses several possible early visitors to the Americas before Columbus, including the Vikings, Japanese, and Irish monk St. Brendan. Evidence suggests that Vikings such as Lief Erickson may have visited an area called Vinland around 1000 CE. Pottery fragments in Ecuador dating to 3000 BCE resemble Japanese pottery, suggesting possible early Japanese contact. A voyage by St. Brendan in the 6th century was recreated in the 1970s, proving Irish boats could have reached North America. Ultimately, Native Americans were the earliest inhabitants, migrating over 10,000 years ago, but Columbus initiated sustained contact between the Old and New Worlds.
Future time
This document discusses different ways to express future time in English using verb forms. There are four main verb forms: future with "will", future with "going to", future progressive, and simple future. Each form is used to indicate a different nuance about the timing or certainty of a future event. Examples are provided to illustrate the affirmative, negative, and question forms for each future verb construction.
Present perfect simple past.
The document discusses the differences between using the present perfect and simple past tenses. It states that the simple past should be used when a definite time in the past is provided, such as with phrases like "ago" or when specifying a date or time. Examples are provided that contrast using the present perfect versus simple past in sentences where the time of the action is clearly in the past.
Present perfect and present perfect progressive 1
The document provides explanations and examples of the present perfect and present perfect progressive tenses in English grammar. It states that these tenses are used to connect a past time or action to the present when used with "for" or "since." Without these words, the present perfect indicates a finished action or repeated action in an undefined time frame. The present perfect progressive describes an action that began in the past and continues in the present. It notes that stative verbs, which describe a state of being, cannot be used in the progressive form.
2. simple past and past progressive
The document discusses the simple past and past progressive tenses in English grammar.
The simple past is used to describe completed actions or events that happened at a specific time in the past. The past progressive describes actions or events that were ongoing or in progress over a period of time in the past. Some examples are provided to illustrate using the simple past to talk about completed actions and the past progressive to talk about background activities that were happening simultaneously with the main event.
Usage note 22 on page 417
This document discusses how to change pronouns, possessive forms, time and place expressions when converting direct speech to indirect speech. It provides examples of direct speech and the corresponding indirect speech, showing how "you" becomes "I", "tomorrow" becomes "the next day", and "here" becomes "there". Pronouns, possessives, and temporal and locational expressions may need to change to be accurate in indirect speech.
Azar 11 7
This document discusses using units of measure with noncount nouns to specify quantities. Noncount nouns like tea, toast, and cake can be measured using units like cups, slices, and pieces to indicate how much is being referred to rather than just using the noncount noun alone. Units of measure make noncount nouns more specific by associating a quantity with the noncount noun.
Azar 11 7
Noncount nouns refer to things that cannot be counted individually or that are not thought of as individual units. Noncount nouns take singular verbs and are used with general quantities or amounts of measurement rather than specific counts. Common noncount nouns include types of food, liquids, abstract concepts and more.
Azar 10 11
Be supposed to is used to talk about an activity or event that is expected to happen. It expresses what is expected or intended to occur. For example, "Mike is supposed to call me tomorrow" means the speaker expects Mike to call. "We are supposed to write a composition" means the teacher expects the class to write a composition. In the past form, "was supposed to" often expresses that an expected event did not happen, such as "Alice was supposed to be home at ten, but she didn’t get in until midnight," indicating Alice did not meet the expected time of 10pm.
Azar 10 10
Used to expresses habitual past actions and is followed by the simple form of a verb, while be used to expresses being accustomed to something and is followed by a gerund. The document provides examples to illustrate the difference, showing that "I used to walk to work" refers to a past habit but "I am used to walking to work" refers to a current normal activity. Care must be taken with these similar but differently used structures.
Azar 10 9
This document discusses the verbs "to use" and "to accustom" and how they have the same meaning when used in certain sentences. It provides examples of sentences using each verb, such as "I am used to hot weather" and "I am accustomed to hot weather", and explains that they both mean living in hot weather is normal and usual. It also discusses how adding "-ing" can turn a verb into a noun and how this applies to sentences like "I am accustomed to living in a hot climate".
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Modal auxiliaries such as will, can, should, ought to, must, have to, may, might, and could are often used in the passive form. To change an active sentence with a modal auxiliary into the passive voice, the modal auxiliary is placed before "be" followed by the past participle of the main verb, and the agent is introduced with "by".
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The by-phrase is used in passive sentences to indicate who performs the action when it is important information. Usually there is no by-phrase in a passive sentence when the performer of the action is unknown or unimportant. The active voice is usually used when the speaker knows who performs the action and wants to focus attention on the subject. The by-phrase adds extra important information about who performed the action when used in a passive construction.
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This document discusses the difference between transitive and intransitive verbs. Transitive verbs are followed by an object, while intransitive verbs are not. Common examples of transitive verbs include mailed, signed, and killed. Common intransitive verbs include agree, exist, live, and sleep. Only transitive verbs can be used in the passive voice. Intransitive verbs cannot be used in the passive voice. Some verbs can be either transitive or intransitive depending on how they are used.
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Elm3 chart05 01
- 1. Section A
- 2. We use some adverbs to add information to verbs, adjectives, and other adverbs. Go ahead. You look really familiar. She isn’t here right now. adverbverb adverb adjective adver b adverb
- 3. We use other adverbs to show our feelings or attitude about the information in a clause or whole sentence. I’m OK, honestly. Unfortunately, I couldn’t call you. adverb sentence adverbsentence
- 4. And we use other adverbs to connect clauses or sentences. We call these linking adverbs. Food is not allowed on the trains. However, mobile phones can be used. sentence sentenceadverb
- 5. WARNING! Sometimes the same adverb can be used in different ways. He told me a really funny story. (really = very; it strengthens the meaning of the adjective funny) I don’t want to go, really. (really = honestly; it shows our feelings or attitudes about the whole sentence)
- 6. Section B
- 7. DIFFERENT KINDS OF ADVERBIALS Any word, phrase, or clause that can function like an adverb is called an adverbial. I’ll come later. Forms of adverbials include: • one-word adverbs • adverb phrases The car is running much better.
- 8. She can’t be here on Tuesday. Can you come this weekend? Forms of adverbials include: • prepositional phrases that function as adverbs • noun phrases that function as adverbs
- 9. They’re coming to see you. Since everyone is here, let’s get started. Forms of adverbials include: • to- infinitive phrases that function as adverbs • adverb clauses
- 10. Section C
- 11. Sometimes a word or phrase can be adverbial in one context but adjectival (function like an adjective) in another. I think he writes well. She doesn’t feel well. (adverbial) (adjectival)
- 12. Sometimes a word or phrase can be adverbial in one context but adjectival (function like an adjective) in another. He appeared on TV. The man on TV was funny. (adverbial) (adjectival)