This document contains a script for an educational program about modals in English grammar. It begins with an introduction that defines main verbs, helping verbs, and auxiliaries. It then outlines the main learning objectives, which are to differentiate modals from other verbs and use modals correctly. The script proceeds to explain six modals - shall, will, can, should, would, and could - providing examples of their uses. It concludes by describing a classroom game to practice using these modals.
This document contains information about essay writing, including different types of essays, marking methods, and idiomatic expressions to use. It discusses expository, narrative, descriptive, reflective, and argumentative essays. It provides the assessment criteria for language and content, divided into categories from A to U(iii). Finally, it lists 49 common English idiomatic expressions with their meanings and examples of use.
This document provides information about vertical planning to improve student writing. It discusses how vertical planning differs from traditional horizontal planning by allowing teachers to locate students on a continuum of writing skills and provide a clear map of what students need to learn at each level. The document gives examples of how vertical planning can be applied to different text types like creative writing and text responses. It also provides templates for vertically planning grammar instruction and includes activities teachers can use before, during and after writing tasks to teach grammar in context.
This document provides instructions for a speed dating activity where participants will spend 3 minutes chatting with each other to find their ideal travel partner. They are given questions to ask each other about travel preferences and destinations. After chatting with everyone, they will choose who would be their ideal companion or a "travel nightmare" based on their responses.
This document provides a tutorial on basic English grammar concepts for formal academic writing. It covers 5 parts:
1) Basic sentence structure of subject + verb. Examples of proper sentences are provided.
2) Adjectives and adverbs - how they describe nouns and verbs. Examples are used to distinguish the two.
3) Adding objects to sentences. The difference between active and passive voice is also explained.
4) Use of prepositions to indicate spatial and temporal relationships. Examples of correct and incorrect preposition usage are given.
5) Possessive case - using apostrophes correctly with singular and plural nouns as well as exceptions. The difference between possessive case and contractions is also clar
The Student Guide To Writing Better Sentences In The English Classroom 2017 P...jpinnuck
'The Student Guide To Writing Better Sentences In The English Classroom' is a comprehensive and practical manual for students on how to write effective sentences for a variety of text types. The guide introduces students to grammar - different parts of speech - in the context of text response, poetry analysis, persuasive, creative, comparative and non-fiction writing.
The document discusses the importance of word choice in writing and provides examples. It notes there are over 460,000 words in the English language to choose from. The specific words an author selects can create vivid images, engage readers, and make a story memorable. Instead of using generic words like "said", more evocative verbs like "whispered" or "cried" should be used. Sensory details that describe sounds, sights, textures, smells and tastes can also enhance writing. An activity prompts revising a paragraph by replacing bland words to make the story more lively and engaging for readers.
This document provides guidance for peer editing of student writing. It instructs students to sit with a trusted peer editor and review each other's essays. The objectives are to review essay organization, enhance precision and concision, and add flair and joy to writing. Students take turns reading their essays aloud and providing feedback on whether the question is answered and the writing reflects the student's voice. Mini-workshops are provided on organization, evidence, nouns and verbs, sentence variety, and adding flair. Students are encouraged to refine their writing based on the guidance.
This document contains information about essay writing, including different types of essays, marking methods, and idiomatic expressions to use. It discusses expository, narrative, descriptive, reflective, and argumentative essays. It provides the assessment criteria for language and content, divided into categories from A to U(iii). Finally, it lists 49 common English idiomatic expressions with their meanings and examples of use.
This document provides information about vertical planning to improve student writing. It discusses how vertical planning differs from traditional horizontal planning by allowing teachers to locate students on a continuum of writing skills and provide a clear map of what students need to learn at each level. The document gives examples of how vertical planning can be applied to different text types like creative writing and text responses. It also provides templates for vertically planning grammar instruction and includes activities teachers can use before, during and after writing tasks to teach grammar in context.
This document provides instructions for a speed dating activity where participants will spend 3 minutes chatting with each other to find their ideal travel partner. They are given questions to ask each other about travel preferences and destinations. After chatting with everyone, they will choose who would be their ideal companion or a "travel nightmare" based on their responses.
This document provides a tutorial on basic English grammar concepts for formal academic writing. It covers 5 parts:
1) Basic sentence structure of subject + verb. Examples of proper sentences are provided.
2) Adjectives and adverbs - how they describe nouns and verbs. Examples are used to distinguish the two.
3) Adding objects to sentences. The difference between active and passive voice is also explained.
4) Use of prepositions to indicate spatial and temporal relationships. Examples of correct and incorrect preposition usage are given.
5) Possessive case - using apostrophes correctly with singular and plural nouns as well as exceptions. The difference between possessive case and contractions is also clar
The Student Guide To Writing Better Sentences In The English Classroom 2017 P...jpinnuck
'The Student Guide To Writing Better Sentences In The English Classroom' is a comprehensive and practical manual for students on how to write effective sentences for a variety of text types. The guide introduces students to grammar - different parts of speech - in the context of text response, poetry analysis, persuasive, creative, comparative and non-fiction writing.
The document discusses the importance of word choice in writing and provides examples. It notes there are over 460,000 words in the English language to choose from. The specific words an author selects can create vivid images, engage readers, and make a story memorable. Instead of using generic words like "said", more evocative verbs like "whispered" or "cried" should be used. Sensory details that describe sounds, sights, textures, smells and tastes can also enhance writing. An activity prompts revising a paragraph by replacing bland words to make the story more lively and engaging for readers.
This document provides guidance for peer editing of student writing. It instructs students to sit with a trusted peer editor and review each other's essays. The objectives are to review essay organization, enhance precision and concision, and add flair and joy to writing. Students take turns reading their essays aloud and providing feedback on whether the question is answered and the writing reflects the student's voice. Mini-workshops are provided on organization, evidence, nouns and verbs, sentence variety, and adding flair. Students are encouraged to refine their writing based on the guidance.
The document provides instructions for students to choose from one of four language learning projects: 1) Learn a Spanish pop song by memorizing lyrics, translating them, and creating a presentation; 2) Create a Spanish worksheet that teaches grammar concepts through math-style problems; 3) Watch a short Spanish-language film or TV show with subtitles and create a vocabulary list and reflection; or 4) Read a fairy tale in Spanish and English, make a vocabulary list, and compare phrases. For each project, detailed steps are provided to guide students through the activity and reflection.
Amarigna & Tigrigna Qal Book Series Student Songbook Teachers GuideLegesse Allyn
Exercises and lyrics In Amarigna, Tigrigna, English, and hieroglyphs for the classroom music video (http://music.ancientgets.org)
ISBN-13: 978-1507743874
ISBN-10: 1507743874
Get it from Amazon: http://www.amazon.com/Amarigna-Tigrigna-Student-Songbook-Teachers/dp/1507743874
The document provides information about an English Reading and Writing exam that lasts 1 hour and 30 minutes. It is divided into two sections - a 45 minute reading section with 4 comprehension questions, and a 45 minute writing section. The reading questions require students to answer questions about characters and language techniques used in given passages. The writing section involves either describing an image or starting a story based on a given theme. The document provides sample questions and guidance on how to structure answers.
How do we introduce ourselves in japanese - exploratory japanese lessons for ...Aixa Rodriguez
My lessons for an exploratory Japanese club, meant for an after school anime club, geared toward self motivated learners based on readily available online sources but structured for easy use .
The document outlines the methodology and learning outcomes for four modules focused on English language acquisition. Module 1 focuses on vocabulary related to personal topics. Module 2 adds vocabulary about activities and daily routines. Module 3 introduces family and home-related vocabulary. Module 4's vocabulary centers around food, health, and the environment. Across the modules, students will practice grammar, reading, writing, speaking, and cultural understanding to develop their English skills. Specific teaching strategies are listed to target cognitive, procedural, and affective learning outcomes over approximately 64 class hours.
What makes spoken English more or less formal?
Slide 28 Suggested Adjustments:
She just wanted to say, "Hey y'all!" = She simply desired to greet you.
That question is a no-brainer. = That query requires little thought to respond to.
Dude, what's up with that? = Sir, why are you doing that?
That's the boss-man calling for ya, buddy. = Your supervisor is calling you, my friend.
Suggested Adjustments for slide 29:
This vile medical concoction purportedly diminishes the required need for sleep. = This medicine is supposed to help you stay awake.
Dear Sir, I compose this letter in response to your previous solicitation via telephone. = I am writing this letter to respond to your phone call.
Madam, one might consider three potential destinations for your Caribbean excursion. = There are three options for your vacation.
Might one offer a beverage to the guests during this soiree? = Can I get a drink at this party?
The Student Guide To Writing Better Sentences In The English Classroom 1 (Pre...jpinnuck
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:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Non fiction writing (news reports, autobiographies, biographies, reviews)
*Analysing persuasive texts
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. 'The Student Guide To Writing Better Sentences In The English Classroom 1' equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The document provides guidance on approaching and answering the writing questions in Section B of an exam. It discusses the structure and requirements of the shorter and longer writing tasks, including time limits, number of ideas to plan, and how writing will be assessed. It also provides tips on writing techniques to use, such as varying sentence structure, using engaging vocabulary, and crafting powerful openings and closings. Sample marking schemes are included to demonstrate how responses will be evaluated on content and writing skills.
Effective vocabulary instruction involves four key components: exposing students to rich language experiences, directly teaching individual words, teaching independent word-learning strategies, and fostering word consciousness. Dictionaries and corpora are useful resources for presenting words in context to help students understand typical environments, collocations, grammatical structures, and lexical relationships of words. Frequent encounters with words through free reading, narrow reading, and dictionary use can help students learn and recall vocabulary.
The document discusses various types of English expressions including phrasal verbs, idioms, similes, and binomials. It provides examples of common phrasal verbs using "do" and "make" that have new meanings when combined with prepositions. It also gives examples of fixed expressions and idioms that describe situations, reactions, stages of change, and ways to ease tensions. These expressions are frequently used in everyday informal language.
The document is a PowerPoint presentation about Alfred Lord Tennyson's poem "Charge of the Light Brigade". It provides learning objectives around analyzing attitudes towards war in poetry and poetic techniques. It then guides analysis of the poem through questions about interpreting lines, rhyme, sound effects, repetition, personification and other techniques. Students are prompted to closely read the poem and annotate it to gain insights.
Abridged version ap grammar and style by hanlon-nugentshuckabe
This is a presentation shared by Prof. Stephanie Hanlon-Nugent. I am going to share it in two presentations for a high school journalism course. It is an excellent, concise summary of key AP style and grammar points.
This document provides examples of hands-on grammar activities that can be used in foreign language classrooms to help students learn grammar in an engaging way. Some of the activities described include adjective and adverb window shutters to practice comparative and superlative forms, active arrows and passive points to practice changing sentences between active and passive voice, and an irregular modifier pocket fold to practice irregular comparatives. The hands-on activities are meant to involve both hemispheres of the brain and motivate speech learning.
This document provides guidance for a lesson teaching students how to say phone numbers and email addresses in English. It includes instructions for classroom activities where students will practice asking for and giving personal contact information. Students are first introduced to vocabulary for numbers 1-20 and the symbols and punctuation used in phone numbers and email addresses. They then practice saying sample phone numbers and email addresses. The main activity has students create a class phone book by collecting the names, phone numbers, and email addresses of at least five other classmates. After collecting this information, students exchange the contact information they have gathered with a partner. The document provides teaching tips and notes on pronunciation. It also references additional practice materials available online.
This document provides tips for effective writing for Army lawyers, officers, and others. It discusses the importance of writing intelligently to think and act intelligently. It recommends sources on good writing and provides keys to success, including using verb-based prose, eliminating the passive voice and verb "to be", getting rid of nominalizations, and using short sentences while omitting needless words. The document emphasizes focusing writing around actions and verbs to engage the reader.
This document is a workbook titled "All About the Alphabet" that contains activities to teach children the letters of the alphabet. It includes 26 sections, one for each letter, with dot tracing exercises, word circling activities, and coloring pages to reinforce letter recognition and sounds. Each letter section provides instructions on writing the letter, circling examples of it in words, and coloring objects whose names start with that letter. The workbook aims to make learning the alphabet fun for kids through engaging multi-sensory exercises.
A new-model-for-teaching-narrative-writingAndres Ruiz
This document outlines a new model for teaching narrative writing. It provides strategies and activities to teach students the key parts of writing, including getting started, adding details, creating dialogue, describing sensations and settings. Some techniques discussed are using examples to model good writing, interactive games to practice skills like describing sounds or people, and having students give each other feedback on their work. The overall approach focuses on giving students concrete experiences and opportunities to develop their narrative writing abilities.
The document provides information about the English Language exam, specifically the reading section (Section A). It explains that Section A is 2 hours 15 minutes long and divided into two parts. Questions 1-3 focus on a single source text and are worth 8 marks each, while Question 4 compares two source texts and is worth 16 marks. The questions test information retrieval, analysis of language features, and comparing texts. The document also provides examples of question types and gives guidance on answering questions, including using evidence from the texts.
Amarigna & Tigrigna Qal Book Series Teachers GuideLegesse Allyn
The document provides an overview and introduction to the Amarigna & Tigrigna Qal Book Series Teacher's Guide. It discusses how the AIOS National School Program curriculum was endorsed by the Black Education Commission of the Los Angeles Unified School District in 1994. It also discusses how the curriculum serves to expand students' views of ancient Gebts society and counteracts stereotypes of Africa. The introduction then provides an example mini-module that synthesizes the curriculum with Bloom's Taxonomy, outlining objectives and methods for different cognitive levels including knowledge, comprehension, and application.
This document discusses the effective use of motion pictures in ESL classrooms. It compares using short film sequences versus whole films, using captions versus no captions, and using dramas versus documentaries. It also describes different types of tasks teachers can use before, during, and after viewing a film, including vocabulary exercises, script writing, and character analysis. Overall, the document argues that using creative film presentations and challenging learning tasks can harness students' interest and positively impact language learning.
The lesson for today focuses on being active and having structure. It suggests having a family member help with tasks like feeding pets so each person can focus on productive activities and maintaining a routine.
Causative structures indicate that one thing or person causes another thing or person to do something. This document provides examples of different causative verbs - have, make, get, let - and their uses in sentences to express causing an action. It also lists other less common causative verbs and provides examples of filling in blanks in sentences with the appropriate causative verb.
The document provides instructions for students to choose from one of four language learning projects: 1) Learn a Spanish pop song by memorizing lyrics, translating them, and creating a presentation; 2) Create a Spanish worksheet that teaches grammar concepts through math-style problems; 3) Watch a short Spanish-language film or TV show with subtitles and create a vocabulary list and reflection; or 4) Read a fairy tale in Spanish and English, make a vocabulary list, and compare phrases. For each project, detailed steps are provided to guide students through the activity and reflection.
Amarigna & Tigrigna Qal Book Series Student Songbook Teachers GuideLegesse Allyn
Exercises and lyrics In Amarigna, Tigrigna, English, and hieroglyphs for the classroom music video (http://music.ancientgets.org)
ISBN-13: 978-1507743874
ISBN-10: 1507743874
Get it from Amazon: http://www.amazon.com/Amarigna-Tigrigna-Student-Songbook-Teachers/dp/1507743874
The document provides information about an English Reading and Writing exam that lasts 1 hour and 30 minutes. It is divided into two sections - a 45 minute reading section with 4 comprehension questions, and a 45 minute writing section. The reading questions require students to answer questions about characters and language techniques used in given passages. The writing section involves either describing an image or starting a story based on a given theme. The document provides sample questions and guidance on how to structure answers.
How do we introduce ourselves in japanese - exploratory japanese lessons for ...Aixa Rodriguez
My lessons for an exploratory Japanese club, meant for an after school anime club, geared toward self motivated learners based on readily available online sources but structured for easy use .
The document outlines the methodology and learning outcomes for four modules focused on English language acquisition. Module 1 focuses on vocabulary related to personal topics. Module 2 adds vocabulary about activities and daily routines. Module 3 introduces family and home-related vocabulary. Module 4's vocabulary centers around food, health, and the environment. Across the modules, students will practice grammar, reading, writing, speaking, and cultural understanding to develop their English skills. Specific teaching strategies are listed to target cognitive, procedural, and affective learning outcomes over approximately 64 class hours.
What makes spoken English more or less formal?
Slide 28 Suggested Adjustments:
She just wanted to say, "Hey y'all!" = She simply desired to greet you.
That question is a no-brainer. = That query requires little thought to respond to.
Dude, what's up with that? = Sir, why are you doing that?
That's the boss-man calling for ya, buddy. = Your supervisor is calling you, my friend.
Suggested Adjustments for slide 29:
This vile medical concoction purportedly diminishes the required need for sleep. = This medicine is supposed to help you stay awake.
Dear Sir, I compose this letter in response to your previous solicitation via telephone. = I am writing this letter to respond to your phone call.
Madam, one might consider three potential destinations for your Caribbean excursion. = There are three options for your vacation.
Might one offer a beverage to the guests during this soiree? = Can I get a drink at this party?
The Student Guide To Writing Better Sentences In The English Classroom 1 (Pre...jpinnuck
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:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Non fiction writing (news reports, autobiographies, biographies, reviews)
*Analysing persuasive texts
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. 'The Student Guide To Writing Better Sentences In The English Classroom 1' equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The document provides guidance on approaching and answering the writing questions in Section B of an exam. It discusses the structure and requirements of the shorter and longer writing tasks, including time limits, number of ideas to plan, and how writing will be assessed. It also provides tips on writing techniques to use, such as varying sentence structure, using engaging vocabulary, and crafting powerful openings and closings. Sample marking schemes are included to demonstrate how responses will be evaluated on content and writing skills.
Effective vocabulary instruction involves four key components: exposing students to rich language experiences, directly teaching individual words, teaching independent word-learning strategies, and fostering word consciousness. Dictionaries and corpora are useful resources for presenting words in context to help students understand typical environments, collocations, grammatical structures, and lexical relationships of words. Frequent encounters with words through free reading, narrow reading, and dictionary use can help students learn and recall vocabulary.
The document discusses various types of English expressions including phrasal verbs, idioms, similes, and binomials. It provides examples of common phrasal verbs using "do" and "make" that have new meanings when combined with prepositions. It also gives examples of fixed expressions and idioms that describe situations, reactions, stages of change, and ways to ease tensions. These expressions are frequently used in everyday informal language.
The document is a PowerPoint presentation about Alfred Lord Tennyson's poem "Charge of the Light Brigade". It provides learning objectives around analyzing attitudes towards war in poetry and poetic techniques. It then guides analysis of the poem through questions about interpreting lines, rhyme, sound effects, repetition, personification and other techniques. Students are prompted to closely read the poem and annotate it to gain insights.
Abridged version ap grammar and style by hanlon-nugentshuckabe
This is a presentation shared by Prof. Stephanie Hanlon-Nugent. I am going to share it in two presentations for a high school journalism course. It is an excellent, concise summary of key AP style and grammar points.
This document provides examples of hands-on grammar activities that can be used in foreign language classrooms to help students learn grammar in an engaging way. Some of the activities described include adjective and adverb window shutters to practice comparative and superlative forms, active arrows and passive points to practice changing sentences between active and passive voice, and an irregular modifier pocket fold to practice irregular comparatives. The hands-on activities are meant to involve both hemispheres of the brain and motivate speech learning.
This document provides guidance for a lesson teaching students how to say phone numbers and email addresses in English. It includes instructions for classroom activities where students will practice asking for and giving personal contact information. Students are first introduced to vocabulary for numbers 1-20 and the symbols and punctuation used in phone numbers and email addresses. They then practice saying sample phone numbers and email addresses. The main activity has students create a class phone book by collecting the names, phone numbers, and email addresses of at least five other classmates. After collecting this information, students exchange the contact information they have gathered with a partner. The document provides teaching tips and notes on pronunciation. It also references additional practice materials available online.
This document provides tips for effective writing for Army lawyers, officers, and others. It discusses the importance of writing intelligently to think and act intelligently. It recommends sources on good writing and provides keys to success, including using verb-based prose, eliminating the passive voice and verb "to be", getting rid of nominalizations, and using short sentences while omitting needless words. The document emphasizes focusing writing around actions and verbs to engage the reader.
This document is a workbook titled "All About the Alphabet" that contains activities to teach children the letters of the alphabet. It includes 26 sections, one for each letter, with dot tracing exercises, word circling activities, and coloring pages to reinforce letter recognition and sounds. Each letter section provides instructions on writing the letter, circling examples of it in words, and coloring objects whose names start with that letter. The workbook aims to make learning the alphabet fun for kids through engaging multi-sensory exercises.
A new-model-for-teaching-narrative-writingAndres Ruiz
This document outlines a new model for teaching narrative writing. It provides strategies and activities to teach students the key parts of writing, including getting started, adding details, creating dialogue, describing sensations and settings. Some techniques discussed are using examples to model good writing, interactive games to practice skills like describing sounds or people, and having students give each other feedback on their work. The overall approach focuses on giving students concrete experiences and opportunities to develop their narrative writing abilities.
The document provides information about the English Language exam, specifically the reading section (Section A). It explains that Section A is 2 hours 15 minutes long and divided into two parts. Questions 1-3 focus on a single source text and are worth 8 marks each, while Question 4 compares two source texts and is worth 16 marks. The questions test information retrieval, analysis of language features, and comparing texts. The document also provides examples of question types and gives guidance on answering questions, including using evidence from the texts.
Amarigna & Tigrigna Qal Book Series Teachers GuideLegesse Allyn
The document provides an overview and introduction to the Amarigna & Tigrigna Qal Book Series Teacher's Guide. It discusses how the AIOS National School Program curriculum was endorsed by the Black Education Commission of the Los Angeles Unified School District in 1994. It also discusses how the curriculum serves to expand students' views of ancient Gebts society and counteracts stereotypes of Africa. The introduction then provides an example mini-module that synthesizes the curriculum with Bloom's Taxonomy, outlining objectives and methods for different cognitive levels including knowledge, comprehension, and application.
This document discusses the effective use of motion pictures in ESL classrooms. It compares using short film sequences versus whole films, using captions versus no captions, and using dramas versus documentaries. It also describes different types of tasks teachers can use before, during, and after viewing a film, including vocabulary exercises, script writing, and character analysis. Overall, the document argues that using creative film presentations and challenging learning tasks can harness students' interest and positively impact language learning.
The lesson for today focuses on being active and having structure. It suggests having a family member help with tasks like feeding pets so each person can focus on productive activities and maintaining a routine.
Causative structures indicate that one thing or person causes another thing or person to do something. This document provides examples of different causative verbs - have, make, get, let - and their uses in sentences to express causing an action. It also lists other less common causative verbs and provides examples of filling in blanks in sentences with the appropriate causative verb.
This document discusses reflexive pronouns in English. It provides the personal pronouns and their corresponding reflexive pronouns, along with examples of their use in sentences. Reflexive pronouns are used when the subject and object of a sentence are the same person or thing. They can also be used for emphasis on the subject. Some common verbs used with reflexive pronouns include hurt, cut, express, introduce, burn, look after, and enjoy.
This document discusses causative structures in English grammar. Causative structures indicate that one person or thing causes another to do something. They involve using verbs like "have", "make", "get", or "let" followed by a subject and the past participle form of another verb. Examples are provided like "I had John fix the car" and "The teacher made the students work in groups." Exercises are included asking the reader to complete sentences using causative structures, such as "Mrs. Brown had her house painted" and "I got Alice to lend me some money."
This document discusses the causative verbs "have" and "get" in English grammar. It defines causative as a verb used to indicate that someone or something helps make something happen. There are three forms of causative: using get with a person as the object, using have with a person as the object, and using get or have with a thing as the object. The functions and differences between get and have are explained, with examples provided to illustrate appropriate usages. An exercise with multiple choice questions concludes the document.
This document discusses reflexive pronouns, which are used when the subject and object of a sentence are the same person or thing. It provides examples of sentences using reflexive pronouns like himself, herself, and myself. It also notes some verbs that do not take a reflexive pronoun, such as feel, relax, and meet. Finally, it discusses using reflexive pronouns for emphasis or the reciprocal pronouns each other and one another to describe two people doing the same action to each other.
This document defines and provides examples of causative verbs - verbs that cause something to happen. It discusses the causative verbs "let", "make", "have", and "get" and their meanings and usage patterns. Let means to allow, make means to force, have means to give responsibility for, and get usually means to convince or trick someone into doing something. The document provides examples for each verb and notes that get and have can sometimes be used interchangeably but do not always have exactly the same meaning.
The document discusses reflexive pronouns in Portuguese. Reflexive pronouns are used when the speaker is affected by the action they perform, reflecting the verbal action back on the subject. Examples are given of using reflexive pronouns like myself, herself, himself to show an action reflecting back on the subject, such as seeing oneself in the mirror.
Reflexive pronouns refer back to the subject of the sentence. They are used when the subject and object are the same. Each personal pronoun like I, you, she, etc. has a corresponding reflexive form like myself, yourself, herself. Reflexive pronouns are used when the subject and object are the same, as the object of a preposition referring to the subject, or to emphasize that the subject performed the action. Examples are given of using reflexive pronouns in sentences.
The document discusses different types of pronouns including personal pronouns like subject and object pronouns, possessive pronouns, indefinite pronouns, reflexive pronouns, and intensive pronouns. It provides examples of how to use each type correctly and activities for the reader to practice identifying and using pronouns.
This document defines pronouns and provides examples of different types of pronouns. It explains that pronouns take the place of nouns, such as using "she" instead of repeating "Mrs. Turnbull". It identifies personal pronouns like I, you, he, she, which refer to specific people or things. Examples are given of possessive and reflexive pronouns. Multiple choice questions are included to test understanding of choosing the correct pronoun.
Modal verbs such as can, could, may, might, must, will, would, shall, should and ought are used to express ideas like ability, permission, obligation, necessity, possibility and advice. They are followed by a bare infinitive (except ought which is followed by a "to" infinitive) and do not take suffixes like -s, -ed or -ing. Common uses include expressing obligation with "must", ability with "can", permission with "can" or "may", possibility with "could/may/might", and advice with "must/ought to/should".
1) Possessive adjectives show ownership or possession and are used before nouns.
2) Common possessive adjectives seen in the document include my, your, his, her, our, and their.
3) Examples from The Simpsons family demonstrate using possessive adjectives to indicate relationships like Bart is Homer's son and Lisa and Maggie are Marge's daughters.
The document discusses modal verbs and their uses. It defines modal verbs as helping verbs that are used with the base form of main verbs to express different meanings. It provides examples of common modal verbs like can, may, will. It explains that modal verbs are placed before the base form of other verbs and discusses how modal verbs are used to express possibility, obligation, necessity/insistence, and ability. It provides a group activity where students take on roles and use modal verbs to discuss different situations.
This document discusses personal and possessive pronouns like I, my, he, his, she, her, it, its, you, your, we, our, they, their. It provides examples of sentences using these pronouns to indicate ownership or possession, such as "These are their books" and "This is her certificate." It also demonstrates replacing nouns with possessive pronouns in sentences for clarity, like replacing "Saddam Hussein's name" with "His name."
1. Modal auxiliary verbs are used with other verbs to express meanings like obligation, permission, possibility, etc. Common modal verbs include can, may, must, should.
2. Modal verbs are grouped based on the number of meanings they express (single or double) and the concepts they convey like ability, obligation, or possibility.
3. When referring to the past, modal verbs are used with perfect infinitives (have + past participle) to express meanings like certainty, possibility, or advice regarding past actions.
This document discusses modal verbs, including their definition, structure, and usage. Modal verbs are auxiliary verbs that indicate modality or possibility and include can, could, may, might, will, would, shall, should, ought to, and must. The document explains that modal verbs do not change form for third person singular, do not require auxiliaries to form negatives or questions, and do not have infinitives or -ing forms. Examples are provided for how each modal verb is used to indicate ability, permission, possibility, necessity, suggestion, or other meanings.
Modal verbs are helping verbs that provide additional information about the main verb that follows. They indicate obligation, possibility, permission, or future tense. The modal verbs are must, may, will, should, and can. The one that is not a modal verb is does. Modal verbs take the base form of the main verb after them. Examples are provided of sentences using different modal verbs and their meanings.
Pronouns, Presented by :Taghreed Basabrain.
Course Title Grammar (2)
Course Code& Number Eng 142
Credit hours 2X2= 4 hrs
Pre-requisite Eng 141
Instructor Dr. Shadia Yousef Banjar
1. The document is a script for a lesson on modal verbs that will be presented by an anchor on Punjab Edusat.
2. It reviews the meaning and usage of various modal verbs including may, might, must, ought to, need, used to, have to, and dare with examples.
3. It concludes by recommending an activity where students guess objects in bags by touch to practice using modal verbs to describe possibilities, certainties, and obligations. The anchor emphasizes practicing modal verb usage.
The document provides an educational script for a lesson on pronouns in English for 9th grade students. It begins with a dialogue between a boy named Sunny and his mother where he struggles to use pronouns correctly in place of repeating his own name. It then outlines learning objectives for the lesson, which are to define nouns and pronouns, identify examples of each, and correctly use pronouns based on number, gender, and person. The rest of the script acts out scenarios and examples to teach these concepts, including different types of pronouns like personal pronouns for the 1st, 2nd, and 3rd person. It emphasizes the importance of pronouns agreeing in number with the nou
Ix determiners part 2_master file by manjeetavtardhillon
1. The document provides lesson material on the usage of determiners for English class 9. It discusses the correct usage of determiners like some, any, much, many, few, little, each, every, either and neither.
2. The material includes examples of determiners used in sentences, exercises for students to identify the right determiner, and a summary of the key points about different determiners.
3. It aims to help students understand and appreciate the need to learn about determiners and choose the correct determiner based on context like affirmative/negative sentences and singular/plural nouns.
This document is a script for an educational television program about pronouns. It contains dialogues between characters to demonstrate proper and improper pronoun usage. It also includes explanations of pronouns from anchors. The anchors define nouns and pronouns, provide examples of each, and classify different types of pronouns like personal pronouns and possessive pronouns. The goal is to teach students to identify pronouns, understand their purpose in replacing nouns, and use pronouns correctly in speech and writing.
1. The document is a script for an educational television program about pronouns. It provides dialogues and explanations to teach students about pronouns.
2. The program defines pronouns as words used in place of nouns to avoid unnecessary repetition. It provides examples of common pronouns like he, she, they, and explains how pronouns refer back to specific nouns.
3. The program aims to help students learn to identify nouns, understand the purpose and types of pronouns, and use pronouns correctly in place of nouns in sentences. It provides exercises and quizzes to reinforce the lessons.
1. The document provides lesson material for teaching determiners in English to class 9 students. It includes stories, explanations, examples and exercises.
2. Key determiners are defined as words that signal the coming of a noun. They are categorized into articles, possessives, demonstratives, numericals, quantifiers, and interrogatives.
3. Examples are given to illustrate the different types of determiners and how they are used correctly with singular, plural and uncountable nouns.
4. The differences between determiners and adjectives are explained. Determiners always precede nouns while adjectives can follow or precede nouns.
5
The document outlines an English lesson for class 9 on determiners, beginning with an example story told with incorrect grammar to highlight the importance of determiners. It then defines determiners as words that give position to nouns and categorizes the six types of determiners. The lesson concludes by differentiating determiners from adjectives.
Sample of Instructional Design for DECPPERoya Diehl
Communicative skills involve the ability to interact successfully through listening, speaking, reading, writing, and language usage. Listening and speaking skills are especially important in early childhood development as they allow children to communicate and develop language. Key listening skills include understanding speech, following instructions, and interpreting tone. Speaking skills that should be encouraged include pronunciation, conversation skills like greeting and questioning, and expressing ideas, opinions and information.
1) The document provides guidance on using determiners like "some", "any", "much", "many", "few", "little" correctly. It explains that "some" is used for positive statements and "any" for negative statements or questions.
2) It discusses that "much" is used with singular uncountable nouns and "many" with plural countable nouns. It also explains that "few", "a few", and "the few" are used with plural countable nouns while "little", "a little", and "the little" are used with singular uncountable nouns.
3) The document engages students through dialogues between a teacher and
Verbs are important parts of sentences that express actions, conditions, or states of being. There are different types of verbs including action verbs, linking verbs, auxiliary verbs, and modal verbs. Action verbs indicate what a subject performs, while linking verbs add details about the subject. Auxiliary verbs help the main verbs by showing time, tense, and possibility. Modal verbs assist the main verb to indicate possibility, ability, permission, and expectation. The document provides examples and definitions of various verb types to help the reader identify and properly use verbs.
The document provides instruction on the use of articles in English. It discusses the three articles - a, an, and the. It explains that a and an are indefinite articles while the is a definite article. The key points covered include:
1. Using "a" with nouns starting with consonant sounds and "an" with nouns starting with vowel sounds.
2. Using "the" to refer to specific or particular nouns that are being talked about.
3. Examples of using each article correctly, along with counterexamples of incorrect usage that could change the meaning.
4. Exceptions where some nouns are used without articles in certain situations.
The document
1. The document outlines an instructional plan for teaching simple present tense to 6th grade students through varied activities. It includes context about the class, learning objectives, content, activities, and assessments.
2. Students will participate in charades, analyze verb tenses in sentences and songs, describe pictures using present participles, and write short stories using simple present tense.
3. The lesson aims to help students understand and properly use simple present tense through engaging activities that appeal to different learning styles.
Here is the paragraph rewritten in the active voice:
Last summer I painted our house. First, I washed the exterior using warm water and a mild detergent. Then I sealed all of the chinks in the walls with putty. After the putty had dried, I could paint the exterior. I used a latex paint because it is easy to apply and cleans up with water. It took me a whole week to finish this part of the job. I chose a color that was very close to the original color. When the job was finished, I felt a great deal of satisfaction. Even my dad said I did a good job.
The document provides learning objectives and instructions on various punctuation marks including:
1. Commas are used to separate items in a list or parts of a sentence. Semi-colons separate independent clauses or longer lists.
2. Colons are used to introduce a list, quotation, or explanation.
3. Full stops end sentences and abbreviations. Question marks end interrogative sentences. Exclamation marks show strong feeling.
4. Quotation marks set off a quoted passage, title, or slang term. Hyphens join compound words or break words at line ends.
Here is the rewritten paragraph in the active voice:
Last summer I painted our house. First, I washed the exterior using warm water and a mild detergent. Then I sealed all of the chinks in the walls with putty. After the putty had dried, I could paint the exterior. I used a latex paint because it is easy to apply and cleans up with water. It took me a whole week to finish this part of the job. I used a color that was very close to the original color. When I finished the job, I felt a great deal of satisfaction. Even my dad said I did a good job.
I am D.Rayappa working as Assistant Professor of English would like to share my knowledge for student community to develop spoken English in the global arena.
D . Rayappa
Email : rayappaeng@gmail.com
Cell : 9492585022
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.
The document discusses active and passive voice in writing. It provides examples of sentences written in active and passive voice and explains that active voice is usually stronger and more concise. While passive voice can be used to hide responsibility or minimize guilt, active voice is generally preferred as it more directly conveys who performed the action. The document also reviews forms of the verb "to be" used in passive voice constructions and provides exercises for identifying active and passive voice and rewriting passive sentences in the active voice.
Alexis John B. Benedicto-Writing an essayAlexisJohn5
This document provides instructions for writing different types of essays, focusing on narratives and expositions. It explains that writing is an art that uses carefully selected words. The three types of essays are identified as narrative, expository, and persuasive. Narrative essays involve telling a story, while expository essays involve explaining an idea. Storyboards and concept maps are recommended for prewriting narratives and expositions, respectively. Guidelines are provided for drafting, revising, proofreading, and finalizing essays. Target skills to include such as vivid language, dialogue, and sensory details are also discussed.
Eng xii transformation of sentences part 2 master_129avtardhillon
Here are the completed compound sentences with coordinating conjunctions:
1. My dog likes to eat grass, even though she's not allowed to eat grass inside.
2. The dog likes to play fetch, while the cat likes to roll in the grass.
3. Samuel seldom thinks for himself, so he is always not presentable in his appearance.
4. My mother follows her horoscope, but my father does not follow horoscopes.
5. The media often exaggerates events and promote sales. The teacher is not always right, nor is she perfect.
The document discusses active and passive voices in sentences. It provides examples of sentences written in both active and passive voices. It explains that in active voice, the subject performs the action, while in passive voice, the subject receives the action. It also discusses the rules for changing a sentence from active to passive voice, such as making the object the subject and using the past participle of the verb. The document aims to help learners properly identify and construct sentences in both voices.
This document provides a summary of Nehru's Will and Testament by Jawahar Lal Nehru:
1. Nehru expresses that he does not want any religious ceremonies performed after his death, as he does not believe in them and thinks submitting to them would be hypocritical.
2. He wishes for his body to be cremated after death, and for his ashes to either be scattered in the Ganges river or disposed of in a specific manner without retaining any part of the ashes.
3. The passage examines Nehru's final wishes regarding ceremonies after his death and disposition of his remains, demonstrating his secular beliefs and rejection of religious rituals.
1) This document discusses the active and passive voices in English grammar.
2) In the active voice, the subject of the sentence performs the action stated by the verb. In the passive voice, the subject is not the performer of the action and the action is done upon it.
3) Examples are provided to illustrate sentences written in the active and passive voices. Learners are then asked questions to help them identify the voice in given sentences and distinguish subjects that perform actions from those that do not.
Eng xii transformation of sentences part i_128 master frozenavtardhillon
The document provides an overview of a lesson on transforming sentences. The learning objectives are to define different types of sentences and sentence components. Examples are given to distinguish between a subject and predicate in simple sentences. Exercises are included for students to practice identifying subjects and predicates, and changing simple sentences into compound or complex sentences.
The document discusses common errors made in English grammar. It begins by explaining why such errors are commonly made and provides examples of errors with parts of speech like nouns, verbs, adjectives. It then examines specific areas where errors typically occur, such as with homonyms, punctuation, plural vs. possessive forms, subject-verb agreement, and common misspellings. The document aims to help students identify and avoid frequent grammatical mistakes.
Xii transformation of sentences part 2 129-revisedavtardhillon
Here are the responses with added independent clauses:
1. I finished my homework, and __I went outside to play__.
2. The dog barked loudly, but __the owner did not hear it__.
3. We went to the beach, or __we could have gone to the park__.
4. I ate an apple, so __I was not hungry for lunch__.
5. She studied all night, nor __did she get enough sleep__.
ANCHOR
Very good students.
You have done it correctly.
Now let us do one more exercise.
VO WITH TEXT ON SCREEN
EXERCISE 2
Identify the type of each sentence - simple,
The document summarizes Ted's story of wanting to go to the moon. As a child, Ted dreamed of seeing the stars from the moon. As an adult, Ted excelled in his studies of astronomy but was rejected from a position on the moon due to a heart condition. Despite this, Ted was determined to find a way to the moon. He discovered an old space suit and began hatching a plan to launch himself to the moon in a homemade rocket.
This document provides a 3-sentence summary of idioms in English:
The document defines idioms as phrases where the meaning cannot be determined from the individual words. It discusses how idioms add color to language and provides examples of common idioms like "turn on one's heels" and "a turning point." The document explains how idioms help create mental images and convey messages more vividly than literal language.
This document provides a breakdown of the typical marks or sections of a letter and the associated mark values. The body of the letter usually receives the most marks at 6, while the address and date, salutation, subscription, and name of the writer each receive 1 mark or less. The total expected marks for a letter is 10.
This document provides a lesson on idioms for students in class 11. It begins by explaining that idioms are phrases where the meaning cannot be determined from the individual words. The document then lists three learning objectives related to defining idioms, stating their importance, and applying their usage. Several idioms are then defined and examples are provided, including "to shoo away," "a turning point," "with a sigh," and "soar into the sky." The document emphasizes that idioms help vividly portray situations and messages. It continues defining and providing examples for additional idioms such as "a wild goose chase," "a great deal," "at any rate," "to be on fire," "broke out,"
Here are the key points about the content or body of a letter:
- It is the main or central part of the letter where the main purpose or theme is discussed.
- In a private letter, the content can be about sharing news, asking questions, requesting something etc. based on the relationship between the writer and recipient.
- In an official letter, the content must be clear, concise and relevant to the purpose of writing the letter like applying for a job, requesting information, making a complaint etc.
- It is written in paragraphs with the most important point discussed first followed by supporting details.
- Factual information, examples or references may be included to strengthen the message.
- The
The document discusses Jawahar Lal Nehru's essay on "The Variety and Unity of India", noting that while India is extremely diverse in its people's physical appearances, languages, foods, and customs depending on their state or region, they also share common bonds and qualities that make them distinctly Indian, and the conception of nationalism has become an increasingly uniting force. It explores examples of differences between groups like Tamils and Pathans as well as similarities in customs between border regions and neighboring countries.
The document provides a lesson on common errors in English grammar. It begins with an introduction and learning objectives. It then covers 5 key areas of common errors: [1] homonyms, [2] punctuation, [3] plurals vs possessives, [4] agreement, and [5] common misspellings. For each area, it provides examples of errors and the correct forms. It concludes by providing examples that demonstrate errors with nouns, adjectives, verbs, prepositions, and articles.
This document is an English lesson on voices (active and passive) for Class 11 students. It begins with an introduction on voices and provides examples of sentences written in both the active and passive form. It then discusses the key differences in structure between active and passive sentences. Examples are given of changing sentences from active to passive voice and vice versa. The lesson emphasizes that only transitive verbs can be changed to the passive voice. Later, it discusses the four types of sentences and provides examples of changing sentences between voices for each type. In the end, exercises are given to practice changing between active and passive voices.
1. The document discusses changes that occur when direct speech is changed to indirect speech and vice versa.
2. It provides examples of how tenses change from one form to the other, with all tenses becoming past tense in indirect speech.
3. Exceptions are discussed where the tense may not change, such as when the reporting verb is in the present tense, a permanent truth is stated, or an accepted belief is reported.
4. In addition to tenses, it notes that other aspects like person can also change between the two forms of speech.
The document provides instructions for a lesson on different types of essays for Class X students. It discusses narrative and descriptive essays. For narrative essays, it defines them, provides examples of their basic qualities and steps for writing them. It also gives tips on how to write the experience and conclusion. For descriptive essays, it defines them and discusses focusing on the five senses and using vivid details when writing descriptions. The document aims to improve students' understanding of these two essay types through examples and exercises.
This document provides an overview of a lesson on essay writing. It begins by explaining the four key aspects of mastering any language: writing, reading, listening, and speaking. It then discusses the structure of an essay, including the introduction, body, and conclusion. It provides learning objectives which are to recap previous lessons, define what an essay is and its purpose, structure, how content is selected, different types of essays, and how to identify parts of an essay. Key points for writing an essay are outlined such as selecting a topic, writing an introduction, organizing ideas with clear sentences and paragraphs. Examples of analyzing essay topics are also provided.
Eng xii essay writting ii_125_16.11.09avtardhillon
This document provides instruction on three types of essays: imaginative, reflective, and expository. It begins by defining an imaginative essay as a short fictional story based on a given prompt. Tips are provided on incorporating sensory details, conversations, and historical elements. An example imaginative essay is presented. Reflective essays are defined as evaluating a past experience. The format and elements of a reflective essay are described through an example. Finally, expository essays are defined as factual essays that explain or define a topic through examples and cause/effect relationships. Characteristics of an expository essay such as the thesis statement and paragraph structure are outlined. Examples of potential topics for each essay type are provided at the end.
- This character sketch is about Swaminathan, a 12-year-old boy from a middle-class South Indian family.
- His father works as a clerk in the courts. Swaminathan has friends named Rajam and Mani who he enjoys playing with.
- Swaminathan is portrayed as a loafer who dislikes studying and staying home. He sees holidays as a time for playing rather than reading, and enjoys wandering with his friends.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, 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.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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.
1. PES/ENG/IX/014
• File for Beta Evaluation.
• Mark the portion to be delivered in Punjabi also.
• Word count - 2040
A PUNJAB EDUSAT SOCIETY PRODUCTION
SUBJECT: ENGLISH
CLASS: IX
CHAPTER: MODALS
PART I
INTRODUCTION:
CUT TO ANCHOR 1
(Voice Over)
Reena and Shipra are through with their final exams and are feeling greatly
relieved. They meet at Reena’s house and make plans for a trip out of Delhi
during summer holidays.
CUT TO MM1
(Show images/visuals along with voice over highlighting the letters
written in bold)
Reena: I am so happy the exams are over.
Shipra: Yes I am also tension free now.
Reena: Shall we plan a trip together during vacation?
Shipra: Vow! That would be an excellent idea. Where should we go?
-1-
2. PES/ENG/IX/014
Reena: We may go to Darjeeling.
Shipra: I don’t want to go there. It must be raining hard at this time of the
year.
Reena: O.K. Then where would you like to go? Shall we go to Shimla?
Shipra: I would love to be there.
Reena: But the weather is pretty cool there especially during nights. You
should carry some woolens.
Shipra: Reena, how shall we get there?
Reena: We can go up to Kalka by train. From Kalka we may reach
Shimla by a small train. We can also hire a taxi.
CUT TO MM 2
(Show images along with Voice over highlighting the letters written
in bold ink.)
Listen to this dialogue between Rakesh and Nagesh:
Rakesh: Can I speak to Atul?
Nagesh: I am sorry. He is not at home.
Rakesh: When shall he return home?
Nagesh: He will be home after half an hour.
Rakesh: Could you please deliver this message to him?
Nagesh: Yes I will.
Rakesh: Tell him that he must reach Chatrasaal Stadium on coming Sunday
for a hockey match at 10.00 a.m. The match will start at 11.00 a.m.
He should come in school sports’ uniform. He must carry his
-2-
3. PES/ENG/IX/014
Identity Card with him as well.
Nagesh: I will certainly convey your messages.
Rakesh: Thank you.
CUT TO MM3
CUT TO ANCHOR 1
(Voice over along with the text on screen highlighting the underlined
words/phrases)
• Good Morning, Friends. You have just watched two visuals on
the screen. You must have noticed that a number of auxiliaries
were used by the speakers during their conversation. But they
were not doing the work of auxiliaries. They were used to
express the mode of action denoted by the verb. They are called
MODALS. Modals are a special kind of helping verb that do not
show tense and do not follow subject/verb agreement. Today’s
topic of our discussion is MODALS. But before proceeding
further we need to revise ‘principal ‘verbs, ‘helping verbs’, and
‘auxiliaris’. This will make our learning objectives more clear to
you and you will understand ‘modals’ better.
• Main Verbs are those words, without which no sentence is
complete. Eg . is, are, was , has, have ,had etc.
Use: He Vinay.(wrong) We books.(wrong)
He is Vinay. ( Right.) We have books.(right.)
I a small bell.( wrong.) She a box.(wrong)
I have a small bell.(right.) She has a box.(right.)
• Helping verbs’or’ Modal Auxiliaries’ are those words which are
used to supplement
The correct use of the main ‘action word’ or ‘verb’. The sentence
sounds wrong without the use of these ‘helping verbs’
-3-
4. PES/ENG/IX/014
Eg. am, being, did.
Use: He climbing the wall.(wrong) I not eating food.(wrong)
He is climbing the wall.(right.) I am not eating food.(right)
These girls rewarded for doing well.(wrong)
These girls are being rewarded for doing well.(right.)
I not do this.(wrong) This book read by you?(wrong)
I did not do this.(right) Has this book been read by you?(right)
MAIN LEARNING OBJECTIVES:
(Voice over as per screen text to appear one by one)
It is desired that after discussing about modals in detail our students shall
be able:
• To differentiate between Modals and helping verbs when they are
used in sentences,
• To make use of appropriate modals to denote the mode of an action
in a sentence,
• To understand that modals are always followed by the present
form of the main verb,
• To understand that modals do not change according to the number
or person of the subject as is the case with the helping verbs.
• To use correct modal to express request, command, possibility,
permission, ability, determination etc.
NOTE: All the auxiliary verbs except ‘be’, ‘do’, and ‘have’ are used
as modals. Modal Auxiliaries are:
can, could, may, might, will, would, shall, should must, ought to,
need, used to, dare
-4-
5. PES/ENG/IX/014
CUT TO ANCHOR 3
(Voice over along with highlighted text to appear one by one on
the screen.)
Friends, as stated earlier, modals are in fact auxiliaries but they state
the mode of action expressed by the main verb. Let us discuss them
one by one:
(Show the screen text as per voice over)
1. SHALL
Generally, ‘shall’ is used with I person to denote an action in future
time. But as a modal, it is used to express promise, intention, threat,
command, wish and assurance. It is generally used with II and III
person.
EXAMPLES:
(Show images along with the screen text as per V O
highlighting the bold words.)
• You shall be punished for crossing the red light at the crossing.
(An example of ‘Threat’)
• You shall finish this work today by 4o’clock.
(Compulsion)
• He shall not go out without returning your money.
(Command)
• Shall he go now? (Do you wish him to go?)
• You shall have a medal if you win. (Promise)
-5-
6. PES/ENG/IX/014
2. WILL
(Show the screen text as per voice over with visuals/animation
wherever possible. Highlight the words written in bold ink.)
Generally, ‘will’ is used with II and III person in Future Indefinite
Tense as a helping verb. But this auxiliary is used with I person as
a Modal to express a wish, intention, determination and
willingness.
EXAMPLES:
‘Will’ used as a helping verb;
• He will leave for Bombay tomorrow.
• She will play tennis in the evening.
‘Will’ used as a Modal;
• I will help you. (Promise)
• We will not surrender before the enemies---come what may!
(Determination)
• I will lend you my pen.
(Willingness)
• I will punish you, if you come late again. (Threat)
• We will visit the Taj Mahal next week. (Expressing ‘wish’)
• Will you open the window? (‘Request’-- It means--- Please
open the window)
3. CAN
-6-
7. PES/ENG/IX/014
Can is used as a principal verb (Modal) to express ability’, power.
It is also used to seek/grant permission. Sometimes, it is also used to
describe somebody’s nature.
(Show the screen text as per voice over with visuals/animation wherever
possible. Highlight the words written in bold ink.)
EXAMPLES:
• I can read and write English. (expressing ‘ability’)
• I can beat you in the race. (expressing ‘ability’)
• Can I go to watch a movie tonight? (seeking ‘permission’)
• Yes you can. (granting ‘permission’)
• They cannot play hockey in that park. (permission not
granted)
• He can be rude to you.
(Showing ‘nature’)
• I can lift this heavy box.
(I have the ‘power’)
CUT TO ANCHOR 4
4. SHOULD
‘Should’, as the past form of ‘shall’, is used to express duty, obligation,
disapproval of something done in the past, supposition, advise, purpose, lest
(negative purpose) determination, willingness etc.
(Voice over along with highlighted screen text. Show images
wherever possible. Highlight the words written in bold ink.)
-7-
8. PES/ENG/IX/014
EXAMPLES:
‘Should’, as a helping verb, is used to express past form of the verb;
• He said that Urvashi should attend the office on Saturday.
• She said that I should leave for Bombay next week.
‘Should’ used as modal;
• You should obey the orders of your officers.
(Expresses ‘duty’)
• You should help the weak students of your class.
(Expressing ‘necessity’)
• If you want to succeed, you should work hard. (‘advice’)
• Walk fast lest you should miss the train.
(Otherwise you will not be able to catch the train.)
• Should you go there, meet my friend, Ankur. (‘supposition’)
• If it should rain, the school will remain closed. (‘possibility’)
• Do you think she should go? (seeking ‘advise’)
5. WOULD
‘Would’ is the past form of the auxiliary ‘will’. As a modal, it is used to
express past habit, wish, determination, polite speech and an unreal
condition.
(Voice over along with highlighted screen text. Show images
wherever possible. Highlight the words written in bold ink.)
-8-
9. PES/ENG/IX/014
EXAMPLES:
‘Would’ used as a helping verb;
• He told me that he would buy a scooter.
• I told Ritu that she would get all help from me.
‘Would’ used as a modal;
• Would you mind waiting here until I return? (‘Polite request’)
• I would go there if I were allowed to. (Expressing ‘condition’)
• Would that I were rich! (But Alas! I am not rich.)
• Karan would like to go to the library. (‘wish’)
• Would you take a cup of coffee? (‘polite request’)
• My father would take a short nap after lunch. (‘past habit’)
CUT TO ANCHOR5
6. COULD
‘Could’, the past form of ‘can’, is used to denote ability, possibility,
capacity, request, and for seeking/granting permission.
(Voice over along with highlighted screen text. Show images wherever
possible. Highlight the words written in bold ink.)
EXAMPLES:
-9-
10. PES/ENG/IX/014
‘Could’ used as a helping verb;
• The Principal told me that I could attend the summer classes.
• I asked him if he could help me.
‘Could’ used as a modal;
• The doctor said that the patient could recover.
(‘Possibility’)
• Could I have that Dictionary, please?
(‘Seeking permission’)
• He told Renu that she could use his pen.
(‘Granting permission’)
• The box was so heavy that I could not lift it.
(‘Showing inability’)
• Could I see the patient? (‘Request’)
CUT TO ANCHOR5
Friends, we have come to the end of today’s episode on MODALS.
But we have not finished the topic as yet.. There are still a few more modals
about which we shall discuss in the next episode. I hope, this episode has
given you a clear picture as to how, under different conditions, particular
modals are used.
But before we say ‘good bye’ to you, here is an interesting classroom
game, which will make you practice the ’modals’ that you have learnt
today.Your Teacher will guide you while playing the game.
Name of the game-----------‘SPINNING IDEAS.’
Modals to be used and practiced—can, can’t,should,
shouldn’t,have to,don’t have to.
- 10 -
11. PES/ENG/IX/014
Objectives of the game: To practice the use of the ‘modals’
taught today.
Things reqd. for the game:Board as shown, to be photocopied
as per requirement of the class number, and a ‘dice’ used for
playing Ludo.
MODALS
don’t have to
1
can should
6 2
shouldn’t can’t
5 3
have to
4
- 11 -
12. PES/ENG/IX/014
IMPORTANT NOTE: PLEASE PUT THE TWO CIRCLES
ON ONE SINGLE BOARD, BEFORE DISTRIBUTING IT
TO THE PAIRS OF STUDENTS.
SITUATIONS
While Playing
1
On a HolidayAt Home
6 2
While doing In School
Class work.
5 3
In the Library
4
How to play the Game: Divide the class into Two teams.Let them
be named as Team A and Team B.Put both the team members into
PAIRS. Each team should keep a player as score recorder and
another member as time regulator, who will regulate the time of
the team.
- 12 -
13. PES/ENG/IX/014
Team ‘A’ and Team’ B’ take turns in spinning the dice and to
know the modal they have to use along with the corresponding
situation written for the same number in the situation circle..
Eg. If the dice has shown 4 then the modal for the pair of students
is ’have to’ and the corresponding situation is ‘In the Library.’
Now they will make as many sentences they can using the given
situation and the corresponding modal, In a time that is decided by the
teacher.
Eg. We have to be quiet in the Library.
In the Library we have to read the books.
When coming out of the library, we have to issue the books.
In this way, both the teams take turns, alternatively, till all the pairs
have got a chance.The score for each team is added in the end and
whichever team gets more is the Winner!!
Hope you enjoyed playing the game.
Thank you and have a good day.
This script has been reviewed by - -------------------------------
Signature - ----------------------------------------------------
Date - ----------------------------------------------------
- 13 -