Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, butteachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all dogrammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that isknowing aboutgrammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity
Students learn how to identify a part of speech, phrase, or function within a sentence, to include the following: action verbs, nouns, pronouns, subjects of verbs, compound verbs and subjects, adjectives, adverbs, prepositions, prepositional phrases, objects of prepositions, compound objects of prepositions, adjective prepositional phrases, question tags, adverbial prepositional phrases,Direct and Indirect Speech, prepositional phrases between subjects and verbs, adverbs modifying adjectives and other adverbs.
The series can be further described as follows:
• Instruction is system designed based on student performance goals
• Instruction is designed for self-paced, individualized, step-by-step learning
• Pretests and posttests are provided for each module with all work automatically graded
• Students receive immediate feedback of responses with scores
• Materials are formatted for easy access and use
• Students can login from school, home, or anywhere on the Internet
• Students learn concepts and experience the language at the same time
Sentence, Parts of a Sentence, Subject and Predicate, Complements, Direct Object, Indirect Object, Predicate Nominative, Predicate Adjective, Basic Sentence Structure
Sentence, Parts of a Sentence, Subject and Predicate, Complements, Direct Object, Indirect Object, Predicate Nominative, Predicate Adjective, Basic Sentence Structure
Countable and Uncountable Nouns in English Grammar
For video lesson please click the link below
https://youtu.be/HVUzmIWCI2Q
Prajnaparamita Bhowmik
Email - prajnabhowmik@gmail.com
In this video, I have discussed the definition and difference between countable and uncountable nouns, rules and exceptions with lots of examples. There are some exercises at the end of the video.
For types of noun or classification of noun in English grammar please click the link below,
https://youtu.be/4F8nUNcGooc
For parts of speech in English grammar please click the link below,
https://youtu.be/10Smya65uQI
For pronoun in English grammar please click the link below,
https://youtu.be/F83hNk9-zY8
For all the sentences related video, please click the link below,
https://www.youtube.com/playlist?list=PL8-qDf33uOjBbanTtTCN_bfQR6xAIQw2y
For articles lesson, please click the link below
https://youtu.be/rmTTH-2ONEw
For tenses please click the link below,
https://www.youtube.com/playlist?list=PL8-qDf33uOjDUk6FvsvhuAoGPik9qgOOs
For article please click the link below,
https://youtu.be/rmTTH-2ONEw
For voice change video, please clicl the link below,
https://youtu.be/-tPZUxvtmks
For narration change that is direct and indirect speech please click the link below,
https://youtu.be/dzIyk4GsEMs
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, butteachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all do grammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that isknowing aboutgrammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity
Students learn how to identify a part of speech, phrase, or function within a sentence, to include the following: action verbs, nouns, pronouns, subjects of verbs, compound verbs and subjects, adjectives, adverbs, prepositions, prepositional phrases, objects of prepositions, compound objects of prepositions, adjective prepositional phrases, question tags, adverbial prepositional phrases,Direct and Indirect Speech, prepositional phrases between subjects and verbs, adverbs modifying adjectives and other adverbs.
The series can be further described as follows:
• Instruction is system designed based on student performance goals
• Instruction is designed for self-paced, individualized, step-by-step learning
• Pretests and posttests are provided for each module with all work automatically graded
• Students receive immediate feedback of responses with scores
• Materials are formatted for easy access and use
• Students can login from school, home, or anywhere on the Internet
• Students learn concepts and experience the language at the same time
Countable and Uncountable Nouns in English Grammar
For video lesson please click the link below
https://youtu.be/HVUzmIWCI2Q
Prajnaparamita Bhowmik
Email - prajnabhowmik@gmail.com
In this video, I have discussed the definition and difference between countable and uncountable nouns, rules and exceptions with lots of examples. There are some exercises at the end of the video.
For types of noun or classification of noun in English grammar please click the link below,
https://youtu.be/4F8nUNcGooc
For parts of speech in English grammar please click the link below,
https://youtu.be/10Smya65uQI
For pronoun in English grammar please click the link below,
https://youtu.be/F83hNk9-zY8
For all the sentences related video, please click the link below,
https://www.youtube.com/playlist?list=PL8-qDf33uOjBbanTtTCN_bfQR6xAIQw2y
For articles lesson, please click the link below
https://youtu.be/rmTTH-2ONEw
For tenses please click the link below,
https://www.youtube.com/playlist?list=PL8-qDf33uOjDUk6FvsvhuAoGPik9qgOOs
For article please click the link below,
https://youtu.be/rmTTH-2ONEw
For voice change video, please clicl the link below,
https://youtu.be/-tPZUxvtmks
For narration change that is direct and indirect speech please click the link below,
https://youtu.be/dzIyk4GsEMs
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, butteachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all do grammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that isknowing aboutgrammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity
Students learn how to identify a part of speech, phrase, or function within a sentence, to include the following: action verbs, nouns, pronouns, subjects of verbs, compound verbs and subjects, adjectives, adverbs, prepositions, prepositional phrases, objects of prepositions, compound objects of prepositions, adjective prepositional phrases, question tags, adverbial prepositional phrases,Direct and Indirect Speech, prepositional phrases between subjects and verbs, adverbs modifying adjectives and other adverbs.
The series can be further described as follows:
• Instruction is system designed based on student performance goals
• Instruction is designed for self-paced, individualized, step-by-step learning
• Pretests and posttests are provided for each module with all work automatically graded
• Students receive immediate feedback of responses with scores
• Materials are formatted for easy access and use
• Students can login from school, home, or anywhere on the Internet
• Students learn concepts and experience the language at the same time
(beta version) KIDS, RUBY, FUN! - Introduction of the Smalruby and RubyProg...宏治 高尾
Please see the final version: http://www.slideshare.net/kouji/final-version-kids-ruby-fun-introduction-of-the-smalruby-and-rubyprogramming-shounendan-in-rubyconf-2014
This presentation is called “KIDS, RUBY, FUN!”.
I will discuss our activities with the Ruby Programming Shounendan, especially *Smalruby* which is *a key part* of it.
This is for RubyConf 2014 in San Diego Nov 19th, 2014.
This is the English gammer ppt Certainly! English grammar is the system of rules and conventions that govern the structure and use of the English language. It includes principles for how words are formed, how sentences are constructed, and how meaning is conveyed through syntax, punctuation, and morphology. English grammar covers various aspects such as parts of speech (nouns, verbs, adjectives, adverbs, etc.), sentence structure (subject-verb agreement, word order), tense and aspect, punctuation, and more. Understanding and applying grammar correctly is crucial for effective communication in both spoken and written English.
Wild Animals
Origin and Classification
Digestion
Digestive Systems
Reproduction
Sexual Reproduction and Development
Circulatory System
Support System
Respiratory System
Animal Diversity
Levels of Organization
Symmetry
Patterns of Symmetry
Identify the Type of Symmetry
Directional Terms
Germ Layers
Types of Body Cavities
Acoelomate (without a coelom)
Coelomate
Photosynthesis and respiration are reactions that complement each other in the environment. They are in reality the same reactions but occurring in reverse. While in photosynthesis carbon dioxide and water yield glucose andoxygen, through the respiration process glucose and oxygen yield carbon dioxide and water.
They work well since living organisms supply plants with carbon dioxide which undergoes photosynthesis and produces glucose and these plants and bacteriagive out oxygen which all living organisms need for respiration.
Photosynthesis is a process that converts carbon dioxide into organic compounds in presence of sunlight. Respiration is the set of metabolic reactions that take in cells of living organisms that convert nutrients like sugar into ATP (adenosine tri phosphate) and waste products.
Processes in photosynthesis are divided on basis of requirement of sunlight while respiration processes are divided on basis of requirement of oxygen. Hence in photosynthesis you have the light dependent reactions and the dark reactions while inrespiration there is aerobic respiration and anaerobic respiration.
In photosynthesis light dependent reactions, ultra violet light strikes chlorophyll pigments which excites electrons leading to separation of oxygen molecules from carbon dioxide. In the dark reactions, carbon molecules now independent of oxygen are converted into carbohydrates and stored in plant cells as energy and food source. In aerobic cellular respiration oxygen is utilized to convert organic compounds into energy and in anaerobic respiration converts organic compounds into energy without using oxygen.
Photosynthesis and respiration are reactions that complement each other in the environment. They are in reality the same reactions but occurring in reverse. While in photosynthesis carbon dioxide and water yield glucose andoxygen, through the respiration process glucose and oxygen yield carbon dioxide and water.
They work well since living organisms supply plants with carbon dioxide which undergoes photosynthesis and produces glucose and these plants and bacteriagive out oxygen which all living organisms need for respiration.
Photosynthesis is a process that converts carbon dioxide into organic compounds in presence of sunlight. Respiration is the set of metabolic reactions that take in cells of living organisms that convert nutrients like sugar into ATP (adenosine tri phosphate) and waste products.
Processes in photosynthesis are divided on basis of requirement of sunlight while respiration processes are divided on basis of requirement of oxygen. Hence in photosynthesis you have the light dependent reactions and the dark reactions while inrespiration there is aerobic respiration and anaerobic respiration.
In photosynthesis light dependent reactions, ultra violet light strikes chlorophyll pigments which excites electrons leading to separation of oxygen molecules from carbon dioxide. In the dark reactions, carbon molecules now independent of oxygen are converted into carbohydrates and stored in plant cells as energy and food source. In aerobic cellular respiration oxygen is utilized to convert organic compounds into energy and in anaerobic respiration converts organic compounds into energy without using oxygen.
A second type of cell division called meiosis takes place in multicellular eukaryotes. This is a reduction division in which the daughter cells receive exactly half the number of chromosomes of the mother cells.
Meiosis occurs in the production of gametes—the sperm of the males and the eggs of the females. When a sperm fertilizes an egg, a zygote is produced with the appropriate number of chromosomes for the species—in humans (and potatoes) the zygote and the somatic (body) cells produced from it have 46 chromosomes. This is the diploid (2n) number of chromosomes, half of which have come from the sperm nucleus, half from the egg. The sperm and egg are haploid ( n); they carry half the number of chromosomes of the body cells (in humans, 23 in each sperm and egg). Meiosis thus makes it possible to maintain a constant number of chromosomes in a species that reproduces sexually by halving the number of chromosomes in the reproductive cells. Meiosis uses many of the same mechanisms as mitosis and is assumed to have been derived from mitosis after the latter procedures were in place in some early organisms millenia ago.
Figure 1 shows the stages of mitosis, and Figure 2 shows the stages of meiosis. Note that the names for the stages are the same as those of mitosis, with the addition of a numeral to designate either the first or the second divisional stage. Both divisions are part of meiosis; not until the final four daughter cells are produced is the process complete.
Synapsis in Prophase I is a decisive interval in determining the inheritance of the daughter cells. At this time, genetic recombination can occur; that is, daughter cells may receive combined traits of their two parents rather than simply the trait from one or the other. This is possible because the phenomenon called crossing over often occurs when the chromatids lie together—segments containing similar alleles break apart and rejoin to the corresponding segment of the opposite chromatid, thus mixing the traits from individual parents.
A cellular network or mobile network is a wireless network distributed over land areas called cells, each served by at least one fixed-location transceiver, known as a cell site or base station. In a cellular network, each cell uses a different set of frequencies from neighboring cells, to avoid interference and provide guaranteed bandwidth within each cell.
When joined together these cells provide radio coverage over a wide geographic area. This enables a large number of portable transceivers (e.g., mobile phones, pagers, etc.) to communicate with each other and with fixed transceivers and telephones anywhere in the network, via base stations, even if some of the transceivers are moving through more than one cell during transmission.
Cellular networks offer a number of desirable features:
• More capacity than a single large transmitter, since the same frequency can be used for multiple links as long as they are in different cells
• Mobile devices use less power than with a single transmitter or satellite since the cell towers are closer
• Larger coverage area than a single terrestrial transmitter, since additional cell towers can be added indefinitely and are not limited by the horizon
Major telecommunications providers have deployed voice and data cellular networks over most of the inhabited land area of the Earth. This allows mobile phones and mobile computing devices to be connected to the public switched telephone network and public Internet. Private cellular networks can be used for research[1] or for large organizations and fleets, such as dispatch for local public safety agencies or a taxicab company.[2]
In a cellular radio system, a land area to be supplied with radio service is divided into regular shaped cells, which can be hexagonal, square, circular or some other regular shapes, although hexagonal cells are conventional. Each of these cells is assigned with multiple frequencies (f1 – f6) which have correspondingradio base stations. The group of frequencies can be reused in other cells, provided that the same frequencies are not reused in adjacent neighboring cells as that would cause co-channel interference.
The increased capacity in a cellular network, compared with a network with a single transmitter, comes from the mobile communication switching system developed by Amos Joel of Bell Labs [3] that permitted multiple callers in the same area to use the same frequency by switching calls made using the same frequency to the nearest available cellular tower having that frequency available and from the fact that the same radio frequency can be reused in a different area for a completely different transmission. If there is a single plain transmitter, only one transmission can be used on any given frequency.
FLUID MECHANICS
Fluid mechanics is the branch of physics which involves the study of fluids (liquids, gases, and plasmas) and the forces on them. Fluid mechanics can be divided into fluid statics, the study of fluids at rest; and fluid dynamics, the study of the effect of forces on fluid motion. It is a branch of continuum mechanics, a subject which models matter without using the information that it is made out of atoms; that is, it models matter from a macroscopic viewpoint rather than from microscopic. Fluid mechanics, especially fluid dynamics, is an active field of research with many problems that are partly or wholly unsolved. Fluid mechanics can be mathematically complex, and can best be solved by numerical methods, typically using computers. A modern discipline, calledcomputational fluid dynamics (CFD), is devoted to this approach to solving fluid mechanics problems. Particle image velocimetry, an experimental method for visualizing and analyzing fluid flow, also takes advantage of the highly visual nature of fluid flow.
The study of fluid mechanics goes back at least to the days of ancient Greece, when Archimedes investigated fluid statics and buoyancy and formulated his famous law known now as the Archimedes' principle, which was published in his work On Floating Bodies - generally considered to be the first major work on fluid mechanics. Rapid advancement in fluid mechanics began with Leonardo da Vinci (observations and experiments), Evangelista Torricelli (invented the barometer), Isaac Newton (investigated viscosity) and Blaise Pascal (researched hydrostatics, formulated Pascal's law), and was continued by Daniel Bernoulli with the introduction of mathematical fluid dynamics in Hydrodynamica .
Fluid statics or hydrostatics is the branch of fluid mechanics that studies fluids at rest. It embraces the study of the conditions under which fluids are at rest in stableequilibrium; and is contrasted with fluid dynamics, the study of fluids in motion.
• the dynamics of fluids are the foundation of the understanding of water movement in streams and in the subsurface
• we need to understand this in order to figure out how to measure river discharge, for example
• the basic principles also apply to the flow of air, lava, glaciers, and the Earth's mantle
• we usually classify matter as either solid, liquid, or gas, based on macroscopic properties
o a gas takes on the shape and volume of a container,
o a liquid takes the shape of the portion of the container that it fills but retains a fixed volume
o a solid has its own defined shape as well as volume
• liquids and gases are called fluids
• shear stress is a tangential force per unit area acting on a surface
Indian nationalism refers to the many underlying forces that defined the principles of the indian independence movement, and strongly continue to influence the politics of India, as well as being the heart of many contrasting ideologies that have caused ethnic and religious conflict in Indian society. Indian nationalism often imbibes the consciousness of Indians that prior to 1947, India embodied the broaderIndian subcontinent and influenced a part of Asia, known as Greater India.
British Crown rule was established in India, ending a century of control by the East India Company. The life and death struggle that preceded this formalisation of British control lasted nearly two years, cost £36 million, and is variously referred to as the 'Great Rebellion', the 'Indian Mutiny' or the 'First War of Indian Independence'.
Mohandas Karamchand Gandhi, more commonly known as ‘Mahatma’ (meaning ‘Great Soul’) was born in Porbandar, Gujarat, in North West India, on 2nd October 1869, into a Hindu Modh family. His father was the Chief Minister of Porbandar, and his mother’s religious devotion meant that his upbringing was infused with the Jain pacifist teachings of mutual tolerance, non-injury to living beings and vegetarianism.
Jabir In Champaran, a district in state of Bihar, tens of thousands of landless serfs, indentured labourers and poor farmers were forced to grow indigo and other cash crops instead of the food crops which was necessary for their survival. These goods were bought from them at a very low price. Suppressed by the ruthless militias of the landlords (mostly British), they were given measly compensation, leaving them in extreme poverty. Now in the throes of a devastating famine, the British levied an oppressive tax which they insisted on increasing in rate. Without food and without money, the situation was growing progressively unlivable and the peasants in Champaran revolted against conditions in indigo plant cultivation in 1914 (at Pipra) and in 1916 at (Turkaulia). Raj Kumar Shukla, an indigo cultivator, persuaded Mahatma Gandhi to go to Champaran and theChamparan Satyagraha began. Gandhi arrived in Champaran 10 April 1917 with a team of[1] eminent lawyers:[2] Brajkishore Prasad, Rajendra Prasad, AnugrahNarayaSinhaand others including Acharyakripalani
In 1919 Gandhi, with his weak position in Congress, decided to broaden his political base by increasing his appeal to Muslims. The opportunity came in the form of the Khilafatmovement,a worldwide protest by Muslims against the collapsing status of the Caliph, the leader of their religion. The Ottoman Empire had lost the World War and was dismembered, as Muslims feared for the safety of the holy places and the prestige of their religion.[61] Although Gandhi did not originate the All-India Muslim Conference,[62] which directed the movement in India, he soon became its most prominent spokesman and attracted a strong base of Muslim support with local chapters in all Muslim
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, but teachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
The Degrees of Comparison in English grammar are made with the Adjective and Adverb words to show how big or small, high or low, more or less, many or few, etc., of the qualities, numbers and positions of the nouns (persons, things and places) in comparison to the others mentioned in the other part of a sentence or expression.
The Positive Degree of an adjective in comparison is the adjective in its simple form. It is used to denote the mere existence of some quality of what we speak about. It is used when no comparison is made.
The Comparative Degree denotes the existence of a higher degree of the quality than the positive. It is usedwhen two things (or two sets of things) are compared.
The Superlative Degree denotes the existence of the highest degree of the quality. It is used when more than two things are compared.
The grammatical category associated with comparison of adjectives and adverbs is degree of comparison. The usual degrees of comparison are the positive, which simply denotes a property (as with the English words big and fully); the comparative, which indicates greater degree (asbigger and more fully); and the superlative, which indicates greatest degree (as biggest and most fully). Some languages have forms indicating a very large degree of a particular quality
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Which image do you see?
A vase or two faces?
A young girl’s face or an old woman’s face?
EasyShiksha.Com - A Way of Simple Learning
This or That ?
3. Objective
Sentences Construction
Understand the difference between SVO / SOV
Use the rule effectively for Sentence construction
EasyShiksha.Com - A Way of Simple Learning
4. Subject +Verb+Object
I + eat + food
Subject +Object +Verb
I + food + eat
EasyShiksha.Com - A Way of Simple Learning
Sentence Structure
5. Objective
Identify the commonly made mistakes while
speaking in English
To increase fluency in English
EasyShiksha.Com - A Way of Simple Learning
Gamer Grammar
7. Noun
Noun: is a word used as the name, animal, place, or thing.
Person: man, woman, teacher, John, Mary
Place: home, office, town, countryside
Animal: dog, cat, horse, monkey
Thing: book, pen, room, tree
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
8. Noun
Types Of Nouns
Common Noun
Proper Noun
Collective Noun
Abstract Noun
Countable / Uncountable Nouns
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
9. Noun
Common Noun
Is a name given in common to
every person or thing of the
same class or kind.
E.g.
City, man, boat, and radio
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
10. Noun
Proper Noun
Name of a specific person, place
or thing.
E.g.
Eiffel Tower, India,
Mr. Will Smith, Nokia
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
11. Noun
Collective Noun
Name of a number ( or collection) of persons or things
taken together and spoken of as a whole.
E.g.
A Crowd -a collection of people
An Army - collection of soldiers
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
12. Noun
Abstract Noun
Is usually the name of a quality, action, or state.
E.g.
Quality - kindness, darkness, honesty
Action - laughter, theft
State - sleep, sickness
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
13. Noun
Countable Noun
(or countables) are the names of objects, people, etc. that we can
count.
E.g. book, pen, apple, boy
Uncountable noun
(or uncountables) are the names of things which cannot count.
E.g. milk, sugar, gold, oil
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
14. Noun
Lisa works as a programmer at Microsoft.
Let's have lunch at McDonalds.
Mc Donalds
Mc Donalds
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
15. Noun
The sun sheds it’s beams on rich and poor alike.
Edward was a great king.
The rose smells sweet.
A flock of sheep is passing by.
George was a brave soldier.
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
16. Name, Place, Animal, Thing
Fun time
Lets play Name, Place, Animal, Thing with a difference
Proper Noun Common Noun Collective Noun Abstract Noun
Peter Postman Poultry Prayer
EasyShiksha.Com - A Way of Simple Learning
17. Pronoun
Pronoun: is a word used instead of a noun.
E.g.
Tim is absent, because he is ill.
This book is mine.
It is doubtful whether he will come for the party.
Bob is a kind boy. He has lent his bicycle to Alice.
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
18. Pronoun
E.g.
Do you think Mary is pretty? I think Mary is beautiful.
With pronouns, we can say:
Do you think Mary is pretty? I think she is beautiful.
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
19. Pronoun
Personal Pronoun:
I, we, you, he, (she, it), are called Personal Pronouns because they stand for three persons.
E.g.
The person speaking –This is my book
The person spoken to – Those are your books
The person spoken of- That is her book
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
20. Pronoun
Indefinite Pronoun
Refers to noun that are indefinite.
E.g.
One evening a beggar came to my door.
Somebody stole the mangoes.
Anybody
Each
Either
None
Someone
One
Few
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
21. Pronoun
Relative Pronoun- such as that, who, which, whose and whom
which give extra information about the subject.
E.g.
The woman who interviewed me was very friendly.
I can't stand dogs that bark loudly.
This, That
These, Those
Who, Whom
Whose, Which
What
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
22. Pronoun
Reflexive Pronoun
Pronouns combined with –self or –selves
to emphasize the subject of the verb.
E.g.
I hurt myself.
Myself
Yourself
Himself
Ourselves
Themselves
EasyShiksha.Com - A Way of Simple Learning
Parts Of Speech
23. Pronoun
Person and Number Subjective Possessive Subjective
First Person Singular I Mine Me
First Person Plural We Ours Us
Second Person Singular You Yours You
Second Person Plural You Yours You
Third Person Singular He / she / it His / hers / its Him / her / it
Third Person Plural They Theirs They
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Parts Of Speech
24. Adjectives
An adjective is a word that tells us more about a noun, pronoun or another adjective. An adjective
"qualifies" or "modifies" a noun. Adjectives can be used before a noun or after certain verbs. We can
often use two or more adjectives together.
E.g.
A big car
I like Chinese food
It is a tough decision
A beautiful young French lady
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Parts Of Speech
25. Adjectives
Adjective Patterns:
Adjectives can come before noun: a new car
Adjectives can come after verbs: such as be, become, seem, look, etc.: that
car looks fast
They can be modified by adverbs: a very expensive car
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Parts Of Speech
26. Fun Time
Hi! I’m Witty
William
Hi! This is my
friend Witty
William And I am
Energetic Esther
Hi! That’s Witty
William, this is
Energetic Esther and I
am Helpful Henry
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Name Chain
27. Verb
Verb: is a word that tells something
about a person or thing.
E.g.
The sun shines brightly.
Harry laughs.
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Parts Of Speech
28. Verb
Types of Verbs
Auxiliary Verbs
Regular Verbs
Irregular Verbs
Modal Verbs
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Parts Of Speech
29. Verb
Auxiliary Verb: ‘To Do’, ‘Be’ and ‘Have’ are the English auxiliary verbs /
helping verbs used in a negative structure, a question or to show
tenses.
Modal Verb: Modal verbs are used to express ideas such as possibility,
intention, obligation and necessity.
E.g. Can, Could, May, Might, Will, Would, Shall, Should
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Parts Of Speech
30. Verb
Regular Verb: A regular verb is one that follows the pattern of taking -ed for
the past simple and past participles.
E.g. walk / walked / walked
Irregular Verb: An irregular verb is one that does not take the -ed ending for
the Past Simple and Past Simple forms. Some verbs do not change.
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Parts Of Speech
31. Verb
Irregular Verbs
Base Form Past Tense Past Participle
Shut
Read
Shut
Read
Shut
Read
Sit
Build
Sat
Built
Sat
Built
Know
See
Knew
Saw
Known
Seen
Types of Verbs
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Parts Of Speech
32. Verb
Characteristics of Verbs
Verbs usually come after the subject of the sentence.
E.g. Chris paints well.
Verbs must agree in person (first, second, etc.) and number (singular and plural)
with the subject of the sentence.
E.g. She sings sweetly.
They sing sweetly.
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Parts Of Speech
33. Adverb
Adverb - An adverb is a word that tells us more about a verb. An
adverb "qualifies" or "modifies" a verb. But adverbs can also
modify adjectives, or even other adverbs.
E.g.
The man ran quickly.
Tara is really beautiful.
The Cell phone works very well.
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Parts Of Speech
34. Adverb
Characteristics of Adverb
Function
The main job of an adverb is to modify (give more information about) verbs,
adjectives and other adverbs.
Modify a verb:
- John speaks loudly. (How does John speak?)
- Mary lives locally. (Where does Mary live?)
- She never smokes. (When does she smoke?)
(In the following examples, the adverb is in red and the word that it modifies is in purple.)
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Parts Of Speech
35. Adverb
2. Form
3. Many adverbs end in -ly.
E.g. quickly, softly, strongly, honestly, interestingly.
But not all words that end in -ly are adverbs.
E.g. "Friendly", is an adjective.
Some adverbs have no particular form.
E.g. well, fast, very, never, always, often, still
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Parts Of Speech
36. Adverb
3. Position
Adverbs have three main positions in the sentence:
Front (before the subject):
- Now we will study adverbs.
Middle (between the subject and the main verb):
- We often study adverbs.
End (after the verb or object):
- We study adverbs carefully.
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Parts Of Speech
37. Lets have some fun
Enact the given adverbs while the class guesses the same.
E.g.
Harry and Sally dance gracefully.
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Dumbverb
38. Prepositions
Prepositions: are words that we can use to indicate time, place and space.
PREPOSITIONS
Period/Point of Time
During
Throughout
At
Position
In, Under, Over, Beside,
Between, Opposite,
Among, Between
Direction
Towards
Past
Around
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Parts Of Speech
39. Prepositions
Commonly used Prepositions
Aboard About Above Across After
Against Along Among Around At
Before Behind Below Beneath Beside
Between Beyond By Down During
Except For From Into Like
Of On Over Since To
Within In Up Over Off
Towards Under Until Upon With
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Parts Of Speech
40. Prepositions
We went to school on Monday.
My plane stopped at Washington and New Jersey and arrived
in New York two hours late.
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Parts Of Speech
41. Fun Time
Identify slogans with Prepositions in them
E.g.
Lets go in an ALTO – Maruti
King of good times - Kingfisher
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Lord of the Ad world
42. Conjunctions
Coordinating Conjunctions -
are used to join two parts of a sentence
that are grammatically equal. The two
parts may be single words or clauses.
E.g.
Jack and Jill went up the hill.
The water was warm but I didn't go swimming.
F – For
A – And
N – Nor
B – But
O – Or
Y – Yet
S - So
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Parts Of Speech
43. Conjunctions
Subordinating conjunctions -
A word or words used to
connect unequal parts of a sentence.
E.g.
I went swimming, although it was cold.
Since, Because,
If, After, Until,
Although, Before,
As Though, Though,
When, Unless
As
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Parts Of Speech
44. Conjunctions
Correlative Conjunctions –
A pair of conjunctions used to show a comparison.
(They are also known as paired conjunctions)
E.g.
Not only is she rich, but also intelligent.
Both-and
Either-or
Neither-nor
Since-therefore
If-then
Not only-but also
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Parts Of Speech
45. Fun time
And
Also
But
Nor
So
For
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Conjunction
46. Interjection
Interjection: is a big name for a little word. Interjections are short exclamations like Hello!,
Bravo!, Alas! or Ah! They have no real grammatical value but we use them quite often,
usually more in speaking than in writing. When interjections are inserted into a sentence,
they have no grammatical connection to the sentence. An interjection is followed by an
exclamation mark (!) when written.
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Parts Of Speech
47. Interjection
E.g.
"Hey ! look at that!" (calling attention )
"Hi ! What's new?" (expressing greeting )
"Well ! what did he say?" (introducing a remark )
Well !
what did he say?
Hi !
What's new?
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Parts Of Speech